Read NY Times article below:
September 18, 2008
You Just Can’t Kill It
By CINTRA WILSON
DON’T know how it happened. It felt more like a gradual, irresistible drift, but in retrospect, it might have been a sudden, overnight conversion. Maybe our local video store rented “The Hunger” one too many times.
Perhaps one teenager too many lay awake after midnight, unable to get Edward Gorey’s disturbing Black Doll image out of his head. Maybe a girl with 14 piercings in each ear sang Siouxsie and the Banshees’s “Cities in Dust” to her cat enough times to warp the entire light spectrum.
But there was a distinct point in San Francisco, in the late 1980s, when all the postpunk wardrobes of my extended tribe — a lower Haight-Ashbury aggregate of motorcyclists, college dropouts, would-be artists and nightclub workers — turned as abruptly and completely black as if a wall of ink had crept up from the Pacific and saturated everything, save for occasional outcroppings of little silver skulls.
Secretly I nursed grandiose ideas that my funereal vintage attire aligned me with beatniks, existentialists, Zen Buddhists, French Situationists, 1930s movie stars and samurai. (In reality, my style could probably have been more aptly described as “Biker Madonna with mood disorder.”)
We were all young and poor: If your clothes were all black, everything matched and was vaguely elegant (especially if you squinted). Entropy was a thrifty, built-in style; if your tights ripped into cobwebs, that, too, was a look.
We lived in squalid tenements and worked until 4 a.m. Goth was a fashion response to doing infrequent laundry and never seeing the sun. A Northern California anti-tan could be an advantage if you made yourself even paler. On the bright side, our new monochromism was helpful to community building: We were able to recognize our neighbors as well as if we had all adopted regional folk costume. You knew you could rely on your blackly attired ilk to answer questions like, Hey, where should I go to get my 1978 Triumph Bonneville repaired/get green dreadlocks/get the word Golgotha tattooed in five-inch letters across my back/buy jimson weed/cast a reverse love spell for under $14/(insert your vaguely but harmlessly sinister demimonde activity here)?
“ ‘Gothic’ is an epithet with a strange history, evoking images of death, destruction, and decay,” the fashion historian Valerie Steele writes in “Gothic: Dark Glamour” (Yale University Press), a new coffee-table book, written with Jennifer Park. An exhibition of the same name, curated by Ms. Steele at the Museum at the Fashion Institute of Technology, unpacks the evolution of goth in fashion from its early beginnings in Victorian mourning to its most current expressions.
“It is not just a term that describes something (such as a Gothic cathedral), it is also almost inevitably a term of abuse, implying that something is dark, barbarous, gloomy and macabre,” she wrote. “Ironically, its negative connotations have made it, in some respects, ideal as a symbol of rebellion. Hence its significance for youth subcultures.”
But goth fashion is not just for maladjusted latchkey kids. A recent proliferation of Haute Goth on the runways of designers like Alexander McQueen, Rick Owens, Gareth Pugh and the spidery crochet webs of Rodarte (not to mention various darkly inclined Belgian designers) suggests, once again, that black still is, and probably always will be the new black.
The goth subculture, however, for those who live it, is more than the sum of its chicken bones, vampire clichés and existential pants. It remains a visual shortcut through which young persons of a certain damp emotional climate can broadcast to the other members of their tribe who they are. Goth is a look that simultaneously expresses and cures its own sense of alienation.
This sentiment was echoed by Wendy Jenkins of Powell, Ohio, whom I contacted via a goth group on Facebook. “To me, Goth is like an escape,” wrote Ms. Jenkins, who is 18 and attends Olentangy Liberty High School.
“No one really judges each other,” she continued. “It doesn’t matter if you are tall, short, black, white, heavy, thin. Goth can fit everyone! I think it is a great way to bond with others who are different and who are just like you at the same time! Because we are wearing black most the time we are EZ to find!”
Missy Graf, 20, of Edmonton, Alberta, became fascinated by the goths at her Catholic high school. “One of the goth girls was in the choir with me,” she wrote in an e-mail message, “and we talked about depression and God’s apparent absence from her life. It was one of my first encounters with the world outside of the ‘Christian bubble.’ ”
“I guess I slowly became (eh-em) ‘goth’ starting a year and a half ago,” she added. “I was afraid of what my mom would think (she is still convinced that goth is associated with Satan-worshipping and that dying my hair black is one more step into the oblivion ... oh mom! You dye your hair red. Don’t you know that Satan panties are red, not black?). Whatever. Eventually I got to the point where I stopped trying to make people accept me.”
The Bay Area was home to a number of influential goths. Courtney Love successfully introduced the kinderwhore look: filmy Victorian nightgowns with fright-wig doll hair and heavy makeup. The band Specimen kept an apartment in the Mission District strewn with artificial cobwebs. Diamanda Galas frequently gabbled in demonic tongues on concert stages with her grand piano. I was privileged to direct the poet/performance artist/goth icon Danielle Willis in “Breakfast in the Flesh District,” her candidly hilarious, autobiographical one-woman show about working in the Tenderloin’s strip clubs as a self-styled vampire.
Ms. Willis, who embraced goth the second she saw Tim Curry’s “sweet transvestite from Transylvania” in “The Rocky Horror Picture Show,” used to write great articles on the ironies of goth fashion, like “Lord Damien Stark’s Makeup Tips for the Bleak” (originally printed in Ghastly Magazine):
“Whiteface should create the illusion that you really are that pale, and not that you have a bunch of makeup from Walgreens caked all over your face. Done badly, Gothic makeup can look painfully stupid. After spending money on a decent base, take the trouble to apply it evenly. It’s appalling how many Goths overlook something so basic and vital to their entire aesthetic. Equally bad and unfortunately just as frequent is the tendency to overpowder and the tendency to end one’s pallor at the jawbone. I can understand someone having difficulty with liquid eyeliner, but some mistakes are just inexcusably stupid. Don’t make them.”
I just wore black, but Danielle Willis was a Satanic blood fetishist who had her own 19th-century phlebotomy kit, permanent fangs dentally bonded to her eyeteeth and serious drug problems. I once teased her about her decorative penchant for red velvet chaises, heavy curtains, ball-and-claw side tables, stigmata and other forms of morbid opulence, saying that they didn’t necessarily mean she was goth, just Italian. She clocked me pretty hard.
THE origins of contemporary goth style are found in the Victorian cult of mourning.
“Victorians had a joke when women got into fashionable mourning dress — they called it ‘the trap rebaited.’ ” Ms. Steele said, showing me one of the highlights of the F.I.T. exhibition: a 1905 Victorian cult-of-mourning gown by Desbuisson & Hudelist that was off-the-shoulder, had a plunging neckline and was covered with matte-black sequins.
The show also makes a healthy foray into what Ms. Steele calls the “diabolism, dandyism and decadence” of Dracula. “Just as the devil is the prince of darkness, the dandy is the black prince of elegance,” she explained. “And the paradigm of the gothic man is a dandy vampire aristocrat.”
The vampire introduces the idea of the “erotic macabre” into gothic fashion. There are stunning examples in the show of vampiric sex appeal — e.g., a voluminous blood-red gown by John Galliano for Dior, printed with a Marquis de Sade quotation: “Is it not by murder that France is free today?” (Which, accessorized with its huge chain and cross made of railway spikes, would inspire even the Easter Bunny to absinthe and Emocore.)
One display acknowledges the fetish culture’s influence on goth (“kinky nihilism,” as Ms. Steele describes it): buckled PVC corsets and other snazzy bondage accouterments in addition to the usual Morticia Addams styles.
But to Wendy Jenkins, vampires represent more than just a hot batch of spooky formalwear. They provide a romantic narrative for sympathizing with her own perceived abnormalities. She wrote to me: “I think vampires are freeking sweet because they have such true emotions that no mere mortals can express! I too at times think I am a vampire being with my hate of garlic and how my eyes r sensitive to light.”
This sense of bathos-dripping, emotional fragility draws no small ridicule to the idea of “goth.” The word still brings to mind Anne Rice à la Renaissance Faire, moody bodice-ripper connotations, as well as ruffled shirts, tarot cards and sad girls who wistfully change their names to Pandora and Esmeralda (a tendency finally ridiculed to death in the “Saturday Night Live” sketch Goth Talk, with its teenage hosts, Azrael Abyss, “Prince of Sorrows,” and his friend, Circe Nightshade).
Nocturne Midnight, a k a Josh Klooster from Millet, Alberta, a 17-year-old student at Leduc Composite High School in Edmonton (and another goth in the Facebook group), prefers “a suave gentleman style,” he wrote. “Dress shirt, dress pants, top hat, spiked collar, light make-up. It makes me feel like an aristocrat.”
Tia Senat, 15, a sophomore at Ellsworth High School in Ellsworth, Kan., identifies her goth-influenced style as “emo.”
“Some Goth people seem different, but really they’re just normal people hidden behind a sort of personality ‘curtain,’ ” she said. “Emo is being extremely sensitive and showing your emotions.
“What drew me to it was because it basically explained how I acted. You can’t just decide to be. It really just happens. Many people believe that all teens such as me participate in self-mutilation, or cutting, and that they whine about their life and how bad it is compared to other people. Not all Emo kids do this unless something very very traumatic happens, believe me.”
Mr. Midnight takes exception. “Emos tend to take themselves far too seriously,” he said. “Every emotion they have is one extreme or another. Extremely happy, crushingly sad, screaming rage. Just too much emotion. All the time.”
Looking back at my own experience, it seems that black clothes were a response to certain catastrophic influences that came up with terrible regularity. We had all lost, or were in the process of losing, friends to AIDS, addictions and accidents. There were always disappointments in romance, and no surplus of mental health or functional families. Boots, black and leather provided a certain group with a certain emotional exoskeleton, a blustering attempt to express an edgy, careless willingness to hurl ourselves into oblivion. But the writing on the collective black flag, for all our reckless posturing, may have been best articulated as: “Ow, I’m hypersensitive. Please don’t hurt me again.”
Nocturne Midnight explains the importance of being goth: “It’s a part of who I am,” he said. “Nothing else worked. Goth just seemed to fit. I suppose Goth invokes in me a feeling of happiness, of belonging.”
Later Wendy Jenkins wrote to tell me: “Case you didn’t know, I am in a wheelchair.”
There are certainly worse ways to misspend a youth than living it in a vampire costume. After all, sometimes the most sympathetic character in a story is the villain.
But being goth doesn’t mean you have no sense of humor.
“Gothic style should be as opulent, decadent and individual as possible,” Danielle Willis wrote. “If you’re not up to making the effort necessary to carry off this most high maintenance of affectations, try wearing plaid shirts and listening to Nirvana instead.”
Thursday, September 18, 2008
Friday, September 5, 2008
Slam Thoughts and Questions
Below is some information about Hornby from his publisher and some basic reading/discussion questions:
About Slam
Fifteen-year-old Sam is an avid skateboarder and fan of the legendary American skater Tony Hawk, whose autobiography Hawk Occupation: Skateboarder he has read “forty or fifty” times. In fact, whenever Sam is troubled, he talks to the poster of Hawk that hangs in his bedroom. And, believe it or not, the poster talks back – in appropriate passages from the autobiography!
As if this weren’t weird enough, when Sam’s girlfriend, Alicia, announces that she’s pregnant and the boy once again consults the poster, it not only offers the usual (fairly obscure) advice, it also “whizzes” him into the future! How weird is that?
Worse, the future proves no less confusing than the present. For the fact is, neither Sam nor Alicia is prepared to become a teen parent (though Sam himself was born when his parents were only sixteen) and both will soon be called on to make some very adult decisions about their lives.
While Nick Hornby respects the seriousness of these subjects, he also manages to write an irresistibly funny, heartfelt book that is filled with quirky, engaging, and believable characters struggling to make sense of lives as suddenly bumpy as a ride on an out-of-control skateboard.
ABOUT NICK HORNBY
Born in Redhill, Surrey, England, Nick Hornby graduated from Cambridge University and worked for a time as a book reviewer and a teacher of English to foreign students. His first book, a collection of critical essays on American novelists, was published in 1992 and was quickly followed by his celebrated soccer memoir Fever Pitch. The first of his internationally bestselling novels, High Fidelity, was published three years later in 1995. Three others have followed, including About a Boy (1998), How to be Good (2001), and A Long Way Down (2005). Slam is his first novel published for young adults, though virtually all of his work – including his many writings about music – has had widespread appeal to teen readers. He is a recipients of the E.M. Forster Award from the American Academy of Arts and Letters, his work has been shortlisted for both the Whitbread Novel Award and the Los Angeles Times Book Prize, and he is a New York Times bestselling author. Nick currently lives in North London with his wife and three sons.
For additional information on Nick Hornby and his other titles, visit www.nicksbooks.com
DISCUSSION QUESTIONS
1. How does the author make legendary skateboarder Tony Hawk a character in this novel?
2. Sam says, “…telling a story is more difficult than it looks, because you don’t know what to put where.” How has Hornby decided what to put where?
3. Do you believe the “weird” parts; i.e., is Sam really transported into the future and why do you think the author uses this device?
4. Would you like to have Sam’s experience of seeing the future?
5. How does Sam’s experience with each of his own parents affect what kind of parent he hopes to be?
6. What does the story tell you about the British class system? Would the book have been dramatically different if it had been set in America?
7. What kind of person is Sam? He says, “I can’t be bad.” Is he being honest with himself? Does he change over the course of the novel? If so, how?
8. Does Alicia make the right decision in keeping her baby?
9. Will Sam still be in touch with Roof fifteen years from now?
10. What does this book tell you about the modern meanings of “family” and “home”?
11. What does Sam mean when he says, “I hate time. It never does what you want it to.”
12. Sam thinks he might believe that “you have to live your life over and over again until you get it right.” What do you think?
13. Twice Sam asks his mother to give him “marks out of ten” for “how he’s doing.” How many points would you give him? Why?
14. Sam says, “If you don’t know how something feels, then you don’t know anything.” Does Hornby let you know how things feel for Sam? How does he do this?
15. Is this a hopeful and optimistic book? Should it be regarded as a work of humor or as something darker?
Tuesday, August 26, 2008
Teenagers Changing Sexual Behavior
N.Y.Times article:
http://www.nytimes.com/2008/08/26/health/research/26stat.html?_r=1&ref=health&oref=slogin
The percentage of high school students in 2007 who had ever had sexual intercourse declined by 12 percent since 1991, the percentage who had had intercourse with four or more partners declined by 20 percent, and the percentage who were currently sexually active declined by 7 percent. At the same time, condom use increased by 33 percent.
CDC Report:
Trends in HIV- and STD-Related Risk Behaviors Among High School Students --- United States, 1991--2007
http://www.cdc.gov/mmwr/preview/mmwrhtml/mm5730a1.htm
Earlier Study of STD's from the N.Y. Times:
March 12, 2008
Sex Infections Found in Quarter of Teenage Girls
By LAWRENCE K. ALTMAN
The first national study of four common sexually transmitted diseases among girls and young women has found that one in four are infected with at least one of the diseases, federal health officials reported Tuesday.
Nearly half the African-Americans in the study of teenagers ages 14 to 19 were infected with at least one of the diseases monitored in the study — human papillomavirus (HPV), chlamydia, genital herpes and trichomoniasis, a common parasite.
The 50 percent figure compared with 20 percent of white teenagers, health officials and researchers said at a news conference at a scientific meeting in Chicago.
The two most common sexually transmitted diseases, or S.T.D.’s, among all the participants tested were HPV, at 18 percent, and chlamydia, at 4 percent, according to the analysis, part of the National Health and Nutrition Examination Survey.
Each disease can be serious in its own way. HPV, for example, can cause cancer and genital warts.
Among the infected women, 15 percent had more than one of the diseases.
Women may be unaware they are infected. But the diseases, which are infections caused by bacteria, viruses and parasites, can produce acute symptoms like irritating vaginal discharge, painful pelvic inflammatory disease and potentially fatal ectopic pregnancy. The infections can also lead to longterm ailments like infertility and cervical cancer.
The survey tested for specific HPV strains linked to genital warts and cervical cancer.
Officials of the Centers for Disease Control and Prevention said the findings underscored the need to strengthen screening, vaccination and other prevention measures for the diseases, which are among the highest public health priorities.
About 19 million new sexually transmitted infections occur each year among all age groups in the United States.
“High S.T.D. infection rates among young women, particularly young African-American women, are clear signs that we must continue developing ways to reach those most at risk,” said Dr. John M. Douglas Jr., who directs the centers’ division of S.T.D. prevention.
The president of the Planned Parenthood Federation of America, Cecile Richards, said the new findings “emphasize the need for real comprehensive sex education.”
“The national policy of promoting abstinence-only programs is a $1.5 billion failure,” Ms. Richards said, “and teenage girls are paying the real price.”
Although earlier annual surveys have tested for a single sexually transmitted disease in a specified population, this is the first time the national study has collected data on all the most common sexual diseases in adolescent women at the same time. It is also the first time the study measured human papillomavirus.
Dr. Douglas said that because the new survey was based on direct testing, it was more reliable than analyses derived from data that doctors and clinics sent to the diseases center through state and local health departments.
“What we found is alarming,” said Dr. Sara Forhan, a researcher at the centers and the lead author of the study.
Dr. Forhan added that the study showed “how fast the S.T.D. prevalence appears.”
“Far too many young women are at risk for the serious health effects of untreated S.T.D.’s, ” she said.
The centers conducts the annual study, which asks a representative sample of the household population a wide range of health questions. The analysis was based on information collected in the 2003-4 survey.
Extrapolating from the findings, Dr. Forhan said 3.2 million teenage women were infected with at least one of the four diseases.
The 838 participants in the study were chosen at random with standard statistical techniques. Of the women asked, 96 percent agreed to submit vaginal swabs for testing.
The findings and specific treatment recommendations were available to the participants calling a password-protected telephone line. Three reminders were sent to participants who did not call.
Health officials recommend treatment for all sex partners of individuals diagnosed with curable sexually transmitted diseases. One promising approach to reach that goal is for doctors who treat infected women to provide or prescribe the same treatment for their partners, Dr. Douglas said. The goal is to encourage men who may not have a physician or who have no symptoms and may be reluctant to seek care to be treated without a doctor’s visit.
He also urged infected women to be retested three months after treatment to detect possible reinfection and to treat it.
Dr. Forhan said she did not know how many participants received their test results.
Federal health officials recommend annual screening tests to detect chlamydia for sexually active women younger than 25. The disease agency also recommends that women ages 11 to 26 be fully vaccinated against HPV.
The Food and Drug Administration has said in a report that latex condoms are “highly effective” at preventing infection by chlamydia, trichomoniasihttp://www.blogger.com/img/gl.link.gifs, H.I.V., gonorrhea and hepatitis B.
The agency noted that condoms seemed less effective against genital herpes and syphilis. Protection against human papillomavirus “is partial at best,” the report said.
REMAINING A VIRGIN
N.Y.TIMES MAGAZINE ARTICLE
http://www.nytimes.com/2008/03/30/magazine/30Chastity-t.html?fta=y
http://www.nytimes.com/2008/08/26/health/research/26stat.html?_r=1&ref=health&oref=slogin
The percentage of high school students in 2007 who had ever had sexual intercourse declined by 12 percent since 1991, the percentage who had had intercourse with four or more partners declined by 20 percent, and the percentage who were currently sexually active declined by 7 percent. At the same time, condom use increased by 33 percent.
CDC Report:
Trends in HIV- and STD-Related Risk Behaviors Among High School Students --- United States, 1991--2007
http://www.cdc.gov/mmwr/preview/mmwrhtml/mm5730a1.htm
Earlier Study of STD's from the N.Y. Times:
March 12, 2008
Sex Infections Found in Quarter of Teenage Girls
By LAWRENCE K. ALTMAN
The first national study of four common sexually transmitted diseases among girls and young women has found that one in four are infected with at least one of the diseases, federal health officials reported Tuesday.
Nearly half the African-Americans in the study of teenagers ages 14 to 19 were infected with at least one of the diseases monitored in the study — human papillomavirus (HPV), chlamydia, genital herpes and trichomoniasis, a common parasite.
The 50 percent figure compared with 20 percent of white teenagers, health officials and researchers said at a news conference at a scientific meeting in Chicago.
The two most common sexually transmitted diseases, or S.T.D.’s, among all the participants tested were HPV, at 18 percent, and chlamydia, at 4 percent, according to the analysis, part of the National Health and Nutrition Examination Survey.
Each disease can be serious in its own way. HPV, for example, can cause cancer and genital warts.
Among the infected women, 15 percent had more than one of the diseases.
Women may be unaware they are infected. But the diseases, which are infections caused by bacteria, viruses and parasites, can produce acute symptoms like irritating vaginal discharge, painful pelvic inflammatory disease and potentially fatal ectopic pregnancy. The infections can also lead to longterm ailments like infertility and cervical cancer.
The survey tested for specific HPV strains linked to genital warts and cervical cancer.
Officials of the Centers for Disease Control and Prevention said the findings underscored the need to strengthen screening, vaccination and other prevention measures for the diseases, which are among the highest public health priorities.
About 19 million new sexually transmitted infections occur each year among all age groups in the United States.
“High S.T.D. infection rates among young women, particularly young African-American women, are clear signs that we must continue developing ways to reach those most at risk,” said Dr. John M. Douglas Jr., who directs the centers’ division of S.T.D. prevention.
The president of the Planned Parenthood Federation of America, Cecile Richards, said the new findings “emphasize the need for real comprehensive sex education.”
“The national policy of promoting abstinence-only programs is a $1.5 billion failure,” Ms. Richards said, “and teenage girls are paying the real price.”
Although earlier annual surveys have tested for a single sexually transmitted disease in a specified population, this is the first time the national study has collected data on all the most common sexual diseases in adolescent women at the same time. It is also the first time the study measured human papillomavirus.
Dr. Douglas said that because the new survey was based on direct testing, it was more reliable than analyses derived from data that doctors and clinics sent to the diseases center through state and local health departments.
“What we found is alarming,” said Dr. Sara Forhan, a researcher at the centers and the lead author of the study.
Dr. Forhan added that the study showed “how fast the S.T.D. prevalence appears.”
“Far too many young women are at risk for the serious health effects of untreated S.T.D.’s, ” she said.
The centers conducts the annual study, which asks a representative sample of the household population a wide range of health questions. The analysis was based on information collected in the 2003-4 survey.
Extrapolating from the findings, Dr. Forhan said 3.2 million teenage women were infected with at least one of the four diseases.
The 838 participants in the study were chosen at random with standard statistical techniques. Of the women asked, 96 percent agreed to submit vaginal swabs for testing.
The findings and specific treatment recommendations were available to the participants calling a password-protected telephone line. Three reminders were sent to participants who did not call.
Health officials recommend treatment for all sex partners of individuals diagnosed with curable sexually transmitted diseases. One promising approach to reach that goal is for doctors who treat infected women to provide or prescribe the same treatment for their partners, Dr. Douglas said. The goal is to encourage men who may not have a physician or who have no symptoms and may be reluctant to seek care to be treated without a doctor’s visit.
He also urged infected women to be retested three months after treatment to detect possible reinfection and to treat it.
Dr. Forhan said she did not know how many participants received their test results.
Federal health officials recommend annual screening tests to detect chlamydia for sexually active women younger than 25. The disease agency also recommends that women ages 11 to 26 be fully vaccinated against HPV.
The Food and Drug Administration has said in a report that latex condoms are “highly effective” at preventing infection by chlamydia, trichomoniasihttp://www.blogger.com/img/gl.link.gifs, H.I.V., gonorrhea and hepatitis B.
The agency noted that condoms seemed less effective against genital herpes and syphilis. Protection against human papillomavirus “is partial at best,” the report said.
REMAINING A VIRGIN
N.Y.TIMES MAGAZINE ARTICLE
http://www.nytimes.com/2008/03/30/magazine/30Chastity-t.html?fta=y
Friday, April 11, 2008
Section1: First Thoughts
OK all--good week and good brainstorming on organizing our thoughts for Section 1.
What do we know for sure?
1. Section 1 should focus on the cultural identity of the adolescent informant. It is written for a reader coming to the material for the first time (not for the professor). Thus, it requires an introduction---or within a page or so if you are working for a more creative opening, enough information and context to identify the informants for the reader. Without being mechanical, remind yourselves of the sociological variables: age, gender,region, class, ethnicity, religion, etc.
2. HOW MUCH SHOULD I WRITE?
It need not be "comprehensive": that is, it is not a full life history, but rather a "slice in time." The portrait reveals the adolescent now: but he or she can reflect on past and future (this will help us understand how they think of themselves in present time).
It is a collaborative portrait, constructed by you and the informant: the reader should hear both voices.
3.WHAT IS "CULTURAL IDENTITY"?
As this is an anthropology class, we should resist trying to "explain" our informants using psychological jargon. Rather, the premise is that identity arises out of particular cultural and social circumstances: we are who we are because our culture and society provide us with a "scenario" of beliefs/values/behaviors/social relationships that we must experience, and from which, forge "our singular identity."
The goal is to show how a person both "fits" within his culture, but also attempts to create something of his own: to be "an individual." And, to show a reader, no matter how different the informant appears to be, in his experience there is something we all share.
4. WHAT DOES YOUR INFORMANT WANT TO SAY ABOUT HERSELF?
It is here that some "I am..." decisions will have to be made. It is here that a "scenario" will have to be constructed. And it is here that the sociological variables come into play. As this is not a class in "adolescent theory," you are simply required to tell your informant's story (the scenario) from a point of view that you believe best allows a reader to understand their voice/experience. You need not say ALL teenagers believe or behave like this.
The "scenario" or point of view should guide the reader's understanding of the informant's experience. Is this the life of a black teen? Is this the life of a female, black teen? Is this the life of an urban, female, black teen? Is this the life of an urban, female, Christian, black teen? How do friends/family/school/work/leisure fit into this scenario?
Remember some of the italicized intros to the teen stories in Adolescent Portraits:
"This Native American woman recounts her experience of living in two worlds." (pg. 15)
"Born into small town life, this college senior describes a life-long confusion about who he is and what purpose his life serves." (Pg. 43)
"Jessie, born in Puerto Rico,.. explores in this case how her strong family ties, others' belief in her, and her own commitment helped her avoid the possible dangers and complications of her urban community." (pg. 69)
"Eager to be accepted by American society and his college peers, Devneesh is devastated by the racist and misogynistic attitudes his first year roommate harbors." (Pg. 98)
"Growing up in a permissive family in Florida, Sarah slips into a pattern of binge drinking, drunkenness, and promiscuity." (pg. 189)
5: THE SUBCATEGORIES
It is here that you will try to achieve the goals of #3 above:
The goal is to show how a person both "fits" within his culture, but also attempts to create something of his own: to be "an individual." And, to show a reader, no matter how different the informant appears to be, in his experience there is something we all share.
There is no one model for this and, since we are not trying to be comprehensive, the subcategories need only illustrate the above.
We have agreed that SUBCATEGORY 2 (after an INTRODUCTION) should be a physical portrait of our informants (this further introduces them to us, and is a good writing exercise for an anthropology student). We have also agreed that the FINAL SUBCATEGORY (or APPENDIX) should be a content analysis of the MySpace sites (and we have added personal statements, poems, drawings, etc.; The goal here is to add another dimension to the the "I am..." story).
After that---let's keep talking (most are doing 3-5 subcategories).
Next week--we'll connect section 1 and 2.
For now--re-think section 1, email me if you want, and I'll see WGs 1 and 2 on Tuesday.
And...if I've left out anything from the four sessions--let me know and I'll post it.
What do we know for sure?
1. Section 1 should focus on the cultural identity of the adolescent informant. It is written for a reader coming to the material for the first time (not for the professor). Thus, it requires an introduction---or within a page or so if you are working for a more creative opening, enough information and context to identify the informants for the reader. Without being mechanical, remind yourselves of the sociological variables: age, gender,region, class, ethnicity, religion, etc.
2. HOW MUCH SHOULD I WRITE?
It need not be "comprehensive": that is, it is not a full life history, but rather a "slice in time." The portrait reveals the adolescent now: but he or she can reflect on past and future (this will help us understand how they think of themselves in present time).
It is a collaborative portrait, constructed by you and the informant: the reader should hear both voices.
3.WHAT IS "CULTURAL IDENTITY"?
As this is an anthropology class, we should resist trying to "explain" our informants using psychological jargon. Rather, the premise is that identity arises out of particular cultural and social circumstances: we are who we are because our culture and society provide us with a "scenario" of beliefs/values/behaviors/social relationships that we must experience, and from which, forge "our singular identity."
The goal is to show how a person both "fits" within his culture, but also attempts to create something of his own: to be "an individual." And, to show a reader, no matter how different the informant appears to be, in his experience there is something we all share.
4. WHAT DOES YOUR INFORMANT WANT TO SAY ABOUT HERSELF?
It is here that some "I am..." decisions will have to be made. It is here that a "scenario" will have to be constructed. And it is here that the sociological variables come into play. As this is not a class in "adolescent theory," you are simply required to tell your informant's story (the scenario) from a point of view that you believe best allows a reader to understand their voice/experience. You need not say ALL teenagers believe or behave like this.
The "scenario" or point of view should guide the reader's understanding of the informant's experience. Is this the life of a black teen? Is this the life of a female, black teen? Is this the life of an urban, female, black teen? Is this the life of an urban, female, Christian, black teen? How do friends/family/school/work/leisure fit into this scenario?
Remember some of the italicized intros to the teen stories in Adolescent Portraits:
"This Native American woman recounts her experience of living in two worlds." (pg. 15)
"Born into small town life, this college senior describes a life-long confusion about who he is and what purpose his life serves." (Pg. 43)
"Jessie, born in Puerto Rico,.. explores in this case how her strong family ties, others' belief in her, and her own commitment helped her avoid the possible dangers and complications of her urban community." (pg. 69)
"Eager to be accepted by American society and his college peers, Devneesh is devastated by the racist and misogynistic attitudes his first year roommate harbors." (Pg. 98)
"Growing up in a permissive family in Florida, Sarah slips into a pattern of binge drinking, drunkenness, and promiscuity." (pg. 189)
5: THE SUBCATEGORIES
It is here that you will try to achieve the goals of #3 above:
The goal is to show how a person both "fits" within his culture, but also attempts to create something of his own: to be "an individual." And, to show a reader, no matter how different the informant appears to be, in his experience there is something we all share.
There is no one model for this and, since we are not trying to be comprehensive, the subcategories need only illustrate the above.
We have agreed that SUBCATEGORY 2 (after an INTRODUCTION) should be a physical portrait of our informants (this further introduces them to us, and is a good writing exercise for an anthropology student). We have also agreed that the FINAL SUBCATEGORY (or APPENDIX) should be a content analysis of the MySpace sites (and we have added personal statements, poems, drawings, etc.; The goal here is to add another dimension to the the "I am..." story).
After that---let's keep talking (most are doing 3-5 subcategories).
Next week--we'll connect section 1 and 2.
For now--re-think section 1, email me if you want, and I'll see WGs 1 and 2 on Tuesday.
And...if I've left out anything from the four sessions--let me know and I'll post it.
Thursday, April 3, 2008
9-12 Is The New Teenager
The New York Times
April 3, 2008
Skin Deep
A Girl’s Life, With Highlights
By CAMILLE SWEENEY
LEXI JAMES, 11, a sixth grader in Hope Mills, N.C., had been asking for a hair treatment, any hair treatment, ever since her older sister, now 13, first had her hair chemically straightened by her mother three years ago.
“Lexi’s hair wasn’t the right type for that treatment because it was too curly,” said her mother, Lisa Stasser, a cosmetologist. “It just drove Lexi crazy. Lexi found her own hair so boring so I gave her a few highlights and for a while, that was fine,” she said.
But, last fall, Lexi begged for more. “I wanted highlights, you know, and the salon thing,” Lexi said, explaining that the idea of being pampered seemed fun.
In her case, “the salon thing” meant a couple of hours at Toadly Kool Me, a children’s hair salon in nearby Fayetteville. For $45, Lexi would receive six caramel streaks of permanent color along her part, for a look she described as “a little punky,” followed by a blow dry and flat ironing.
“Lexi works hard, gets good grades,” her mother said. “I feel like she deserves a treat.”
Most adults want their highlights to look natural, as if they had just come from a wind-swept beach. But highlights that make a bolder statement, like chunky strips of contrast color, are in vogue among 8- to 12-year-old girls.
Hair treatments like shiny glosses or full-color dye plus highlights, once reserved for women with salaries and mortgages, have increasingly become the norm for pre-pubescent girls as more busy parents with discretionary income are willing to pay salon prices for what used to be done at home.
“We’ve had girls as young as 6 in for highlights, but 9 and 10 is more the norm,” said Tammy Currin, the owner of the Toadly Kool Me. “If it’s not a relaxer, highlights are usually the first step mothers will allow. Once the girls’ friends see them, they’re in the next week getting streaks of their own.”
No one tracks how many girls 12 and younger go to professionals to receive lowlights that darken, pale tints of color, straighteners, curl-inducing permanents or full-color dye with highlights.
But, “the trend is definitely there,” said Gordon Miller, a spokesman for the National Cosmetology Association. “It’s a lucrative niche market for the industry that is beginning to be addressed at trade shows and other association events.”
Mark Goodman, the vice president of the association and owner of Hair Designers, a salon in Hilton Head Island, S.C., estimated that his preteen clientele now makes up about a quarter of his business.
“I’m hearing similar stories from stylists around the country,” said Mr. Goodman, who conducts color seminars nationwide. “Five years ago, the rule of thumb was 15- to 16-year-olds would come in for their first color. Now, that girl is 10.”
In his seminars, he now addresses how to market to preteens and even discusses how to keep them entertained in the chair (a wireless laptop or DVD player). “I tell stylists to get more involved in school and community events to reach out to these younger girls,” he said, adding, “they may not want to think in those terms, but these girls are our future business.”
Parents of this generation’s preteen girls may have been more likely to experiment on their own hair as teenagers, using at-home relaxers, color kits and spray-in bleaching products like Sun-In, according to stylists and colorists.
Today’s girls often want to their locks professionally handled, and salon-styling, even for 8-year-olds, no longer denotes beauty queen.
“It’s outsourcing,” said Nina Kovner, vice president for marketing at John Paul Mitchell Systems, a line of hair products marketed to salons. “Moms and daughters do it together. Friends do it together. We’ve become a salon culture.” She thinks heightened awareness of fashion and style motivates girls to seek salon hair treatments, as well as peer pressure — the desire both to fit in and stand out.
“Let’s just say it’s a great time to be in the business,” she said.
The professionalization of hair care means young girls across the multicultural spectrum can pay to get the sleek blond hair of Paris Hilton, the glossy black curls of Vanessa Hudgens or the white-blond skunk highlights of Hannah Montana, or to create a unique look that’s then the subject of instant messages long into the night.
And some stylists nationwide make it a point to be able to distinguish Ashley Tisdale of “High School Musical” from the singer Ashlee Simpson.
“These girls want flexibility to imitate the styles of their idols, and they need it to look right,” said Ouidad, who owns a Manhattan salon where she is also a stylist. “Girls as young as 10 come in with little support groups of friends who wait with them hours. And when I turn them into Hannah Montana or whoever they want, they literally jump and cry and scream,” and their parents are willing to spend $200 to $400.
And yet Ouidad said she feels conflicted: “I wonder what message we are sending the girls.”
Nancy Amanda Redd, a former Miss Virginia who was educated at Harvard, is wary of that message.
“I was never allowed this stuff growing up, and, there’s a reason,” said Ms. Redd, who wrote “Body Drama.” “Pregnant women can’t get highlights, what makes it safe for little girls? These girls are going from baby to mini-adult. They feel naked without their highlights. I think we need a giant dose of realism here.”
At-home treatments aren’t always a good compromise, especially when a mother’s efforts at playing Frédéric Fekkai fail.
“Oh, I’d never try it on her at home,” said Robin Bernstein of Manhattan, whose daughter, Tessa, 11, has the golden waves of grain look, with a few subtle salon highlights, any blonde would splurge on.
In a recent forum on Weary Parent, a child-rearing blog, one person admitted in a post that she had tried to give her 11-year old daughter the blond on brown look of Jamie Lynn Spears of Nickelodeon’s “Zoey 101.” “But that was a disaster,” she wrote. “I had to pull her out of school for a day so I could fix it.”
Many of those who made comments, however, echoed the sentiments of the blog’s founder, Charlene Polanosky of Fredericksburg, Va., who has refused to allow her daughter, now 13, to get a single highlight.
Ms. Polanosky said she will not give her consent until her daughter is in her late teens.
“To me, it’s like makeup for hair,” Ms. Polanosky wrote in an e-mail message. “I don’t let my tween wear makeup on her face either.”
Today’s parents must decide earlier on when is the right time to allow their daughters to take part in grooming issues like eyebrow shaping, upper lip hair bleaching and hair treatments.
Jane Ordway, a real estate broker in New York City, went to the Sally Hershberger Downtown salon last month to receive highlights, allowing her daughter to tag along. Ms. Ordway was a little taken aback when Ruben Colon, who was putting in her highlights, suggested that he add a swath of burnt orange to the bangs of her daughter, Olivia, 12.
Ms. Ordway eventually acquiesced.
“Originally, we went to the salon because Olivia wanted me to have my hair colored to cover the gray, which I did. But then it turned out she wanted a highlight herself,” Ms. Ordway said. “She does have a really good fashion sense and some of her friends have done it, and I felt we were in the right place to have it done well so I let her.”
But Olivia, who is thrilled that her bold stripe adds a “vintage-ish, rock-ish” look, might not secure her mother’s permission next time.
“Even now, if you were to ask me, ‘Would I let her get more?’ ” Ms. Ordway said, “I’d have to say, ‘I’m sure she’d love to, but that takes me to another place I’m not sure I’m ready to go.’ ”
April 3, 2008
Skin Deep
A Girl’s Life, With Highlights
By CAMILLE SWEENEY
LEXI JAMES, 11, a sixth grader in Hope Mills, N.C., had been asking for a hair treatment, any hair treatment, ever since her older sister, now 13, first had her hair chemically straightened by her mother three years ago.
“Lexi’s hair wasn’t the right type for that treatment because it was too curly,” said her mother, Lisa Stasser, a cosmetologist. “It just drove Lexi crazy. Lexi found her own hair so boring so I gave her a few highlights and for a while, that was fine,” she said.
But, last fall, Lexi begged for more. “I wanted highlights, you know, and the salon thing,” Lexi said, explaining that the idea of being pampered seemed fun.
In her case, “the salon thing” meant a couple of hours at Toadly Kool Me, a children’s hair salon in nearby Fayetteville. For $45, Lexi would receive six caramel streaks of permanent color along her part, for a look she described as “a little punky,” followed by a blow dry and flat ironing.
“Lexi works hard, gets good grades,” her mother said. “I feel like she deserves a treat.”
Most adults want their highlights to look natural, as if they had just come from a wind-swept beach. But highlights that make a bolder statement, like chunky strips of contrast color, are in vogue among 8- to 12-year-old girls.
Hair treatments like shiny glosses or full-color dye plus highlights, once reserved for women with salaries and mortgages, have increasingly become the norm for pre-pubescent girls as more busy parents with discretionary income are willing to pay salon prices for what used to be done at home.
“We’ve had girls as young as 6 in for highlights, but 9 and 10 is more the norm,” said Tammy Currin, the owner of the Toadly Kool Me. “If it’s not a relaxer, highlights are usually the first step mothers will allow. Once the girls’ friends see them, they’re in the next week getting streaks of their own.”
No one tracks how many girls 12 and younger go to professionals to receive lowlights that darken, pale tints of color, straighteners, curl-inducing permanents or full-color dye with highlights.
But, “the trend is definitely there,” said Gordon Miller, a spokesman for the National Cosmetology Association. “It’s a lucrative niche market for the industry that is beginning to be addressed at trade shows and other association events.”
Mark Goodman, the vice president of the association and owner of Hair Designers, a salon in Hilton Head Island, S.C., estimated that his preteen clientele now makes up about a quarter of his business.
“I’m hearing similar stories from stylists around the country,” said Mr. Goodman, who conducts color seminars nationwide. “Five years ago, the rule of thumb was 15- to 16-year-olds would come in for their first color. Now, that girl is 10.”
In his seminars, he now addresses how to market to preteens and even discusses how to keep them entertained in the chair (a wireless laptop or DVD player). “I tell stylists to get more involved in school and community events to reach out to these younger girls,” he said, adding, “they may not want to think in those terms, but these girls are our future business.”
Parents of this generation’s preteen girls may have been more likely to experiment on their own hair as teenagers, using at-home relaxers, color kits and spray-in bleaching products like Sun-In, according to stylists and colorists.
Today’s girls often want to their locks professionally handled, and salon-styling, even for 8-year-olds, no longer denotes beauty queen.
“It’s outsourcing,” said Nina Kovner, vice president for marketing at John Paul Mitchell Systems, a line of hair products marketed to salons. “Moms and daughters do it together. Friends do it together. We’ve become a salon culture.” She thinks heightened awareness of fashion and style motivates girls to seek salon hair treatments, as well as peer pressure — the desire both to fit in and stand out.
“Let’s just say it’s a great time to be in the business,” she said.
The professionalization of hair care means young girls across the multicultural spectrum can pay to get the sleek blond hair of Paris Hilton, the glossy black curls of Vanessa Hudgens or the white-blond skunk highlights of Hannah Montana, or to create a unique look that’s then the subject of instant messages long into the night.
And some stylists nationwide make it a point to be able to distinguish Ashley Tisdale of “High School Musical” from the singer Ashlee Simpson.
“These girls want flexibility to imitate the styles of their idols, and they need it to look right,” said Ouidad, who owns a Manhattan salon where she is also a stylist. “Girls as young as 10 come in with little support groups of friends who wait with them hours. And when I turn them into Hannah Montana or whoever they want, they literally jump and cry and scream,” and their parents are willing to spend $200 to $400.
And yet Ouidad said she feels conflicted: “I wonder what message we are sending the girls.”
Nancy Amanda Redd, a former Miss Virginia who was educated at Harvard, is wary of that message.
“I was never allowed this stuff growing up, and, there’s a reason,” said Ms. Redd, who wrote “Body Drama.” “Pregnant women can’t get highlights, what makes it safe for little girls? These girls are going from baby to mini-adult. They feel naked without their highlights. I think we need a giant dose of realism here.”
At-home treatments aren’t always a good compromise, especially when a mother’s efforts at playing Frédéric Fekkai fail.
“Oh, I’d never try it on her at home,” said Robin Bernstein of Manhattan, whose daughter, Tessa, 11, has the golden waves of grain look, with a few subtle salon highlights, any blonde would splurge on.
In a recent forum on Weary Parent, a child-rearing blog, one person admitted in a post that she had tried to give her 11-year old daughter the blond on brown look of Jamie Lynn Spears of Nickelodeon’s “Zoey 101.” “But that was a disaster,” she wrote. “I had to pull her out of school for a day so I could fix it.”
Many of those who made comments, however, echoed the sentiments of the blog’s founder, Charlene Polanosky of Fredericksburg, Va., who has refused to allow her daughter, now 13, to get a single highlight.
Ms. Polanosky said she will not give her consent until her daughter is in her late teens.
“To me, it’s like makeup for hair,” Ms. Polanosky wrote in an e-mail message. “I don’t let my tween wear makeup on her face either.”
Today’s parents must decide earlier on when is the right time to allow their daughters to take part in grooming issues like eyebrow shaping, upper lip hair bleaching and hair treatments.
Jane Ordway, a real estate broker in New York City, went to the Sally Hershberger Downtown salon last month to receive highlights, allowing her daughter to tag along. Ms. Ordway was a little taken aback when Ruben Colon, who was putting in her highlights, suggested that he add a swath of burnt orange to the bangs of her daughter, Olivia, 12.
Ms. Ordway eventually acquiesced.
“Originally, we went to the salon because Olivia wanted me to have my hair colored to cover the gray, which I did. But then it turned out she wanted a highlight herself,” Ms. Ordway said. “She does have a really good fashion sense and some of her friends have done it, and I felt we were in the right place to have it done well so I let her.”
But Olivia, who is thrilled that her bold stripe adds a “vintage-ish, rock-ish” look, might not secure her mother’s permission next time.
“Even now, if you were to ask me, ‘Would I let her get more?’ ” Ms. Ordway said, “I’d have to say, ‘I’m sure she’d love to, but that takes me to another place I’m not sure I’m ready to go.’ ”
Friday, March 28, 2008
End Game Schedule
Good class as usual my anthros: all tattoos will be revealed at the final pot luck lunch (either visually or in words).
Tuesday (April 1): Class canceled for Preceptorial advising
I will be in my office from 10-12, then I have a SOCY/ANTH Faculty Program meeting for an hour, and then, back in my office at 1 or so (if you are coming by, let me know).
Thursday (April 3): BRUNCH WITH THE ANTHROPOLOGIST: 10:30 G-Wing Cafeteria
A rare opportunity to have brunch with an anthropologist who will answer all of life's burning questions.
WORKING GROUP SCHEDULE
Tuesday, April 8: Working Groups 1 and 2 (TO DISCUSS SECTION 1: "I am..." etc. Subcategories for each informant required:
Working Group 1 (10:30): Gina Roseboro, Beth R., Tim, Danielle, Jinnie
Working Group 2 (11:30): Kelly, Katherine Quick, Lauren H., Elizabeth M., Gina Maguire, Jasmina
Thursday, April 10: Working Groups 3 and 4 (TO DISCUSS SECTION 1: "I am..." etc. Subcategories for each informant required:
Working Group 3: (10:30): Gaye, Devon, Sarah, Toni, Laurie V., Jennifer, Katrina
Working Group 4: (11:30): Kait, Cassandra, Kari, Rachel, Kia
Tuesday, April 15: Working Groups 1 and 2 (TO DISCUSS SECTION 2: Subcategories required:
Working Group 1 (10:30): Gina Roseboro, Beth R., Tim, Danielle, Jinnie
Working Group 2 (11:30): Kelly, Katherine Quick, Lauren H., Elizabeth M., Gina Maguire, Jasmina
Thursday, April 17: Working Groups 3 and 4 (TO DISCUSS SECTION 2: Subcategories required:
Working Group 3: (10:30): Gaye, Devon, Sarah, Toni, Laurie V., Jennifer, Katrina
Working Group 4: (11:30): Kait, Cassandra, Kari, Rachel, Kia
Tuesday: April 22: Full class to go over Working group discussions, and to schedule individual office appointments with me.
Tuesday May 6: Final Class, Pot Luck Lunch, selected, brief summaries of final sections (Full papers due on Turnitin).
Tuesday (April 1): Class canceled for Preceptorial advising
I will be in my office from 10-12, then I have a SOCY/ANTH Faculty Program meeting for an hour, and then, back in my office at 1 or so (if you are coming by, let me know).
Thursday (April 3): BRUNCH WITH THE ANTHROPOLOGIST: 10:30 G-Wing Cafeteria
A rare opportunity to have brunch with an anthropologist who will answer all of life's burning questions.
WORKING GROUP SCHEDULE
Tuesday, April 8: Working Groups 1 and 2 (TO DISCUSS SECTION 1: "I am..." etc. Subcategories for each informant required:
Working Group 1 (10:30): Gina Roseboro, Beth R., Tim, Danielle, Jinnie
Working Group 2 (11:30): Kelly, Katherine Quick, Lauren H., Elizabeth M., Gina Maguire, Jasmina
Thursday, April 10: Working Groups 3 and 4 (TO DISCUSS SECTION 1: "I am..." etc. Subcategories for each informant required:
Working Group 3: (10:30): Gaye, Devon, Sarah, Toni, Laurie V., Jennifer, Katrina
Working Group 4: (11:30): Kait, Cassandra, Kari, Rachel, Kia
Tuesday, April 15: Working Groups 1 and 2 (TO DISCUSS SECTION 2: Subcategories required:
Working Group 1 (10:30): Gina Roseboro, Beth R., Tim, Danielle, Jinnie
Working Group 2 (11:30): Kelly, Katherine Quick, Lauren H., Elizabeth M., Gina Maguire, Jasmina
Thursday, April 17: Working Groups 3 and 4 (TO DISCUSS SECTION 2: Subcategories required:
Working Group 3: (10:30): Gaye, Devon, Sarah, Toni, Laurie V., Jennifer, Katrina
Working Group 4: (11:30): Kait, Cassandra, Kari, Rachel, Kia
Tuesday: April 22: Full class to go over Working group discussions, and to schedule individual office appointments with me.
Tuesday May 6: Final Class, Pot Luck Lunch, selected, brief summaries of final sections (Full papers due on Turnitin).
Monday, March 24, 2008
Reconnecting: Tuesday's Class
Welcome back wayward fieldworkers!
All blogs read, and 1/3 papers done (guess what--they all came in last night!)
Let's re-connect and discuss final sections/blogging, etc.
I'm going to bring several material culture papers to class to read sections for form and language to use for final sections.
We'll start thinking about working groups and meetings.
And here's a short version of the graffiti film (style wars) to discuss the attraction of this style to teens.
And anything else we need to discuss to get us back into the world for the final push.
All blogs read, and 1/3 papers done (guess what--they all came in last night!)
Let's re-connect and discuss final sections/blogging, etc.
I'm going to bring several material culture papers to class to read sections for form and language to use for final sections.
We'll start thinking about working groups and meetings.
And here's a short version of the graffiti film (style wars) to discuss the attraction of this style to teens.
And anything else we need to discuss to get us back into the world for the final push.
Thursday, March 20, 2008
Making My Way Through: Slowly
Hey, I'm on vacation too.
But seriously...read the material culture papers that have been sent to Turnitin (lots more coming!), and commented on half the blogs--the other half either later today or tomorrow.
Have a good few more days and see you Tuesday.
But seriously...read the material culture papers that have been sent to Turnitin (lots more coming!), and commented on half the blogs--the other half either later today or tomorrow.
Have a good few more days and see you Tuesday.
Wednesday, March 12, 2008
Material Culture: Writing Sample
Toni Collins has graciously agreed to share a couple of pages of her paper with all of us. Note the mix of informant voice, her voice, and solid ethnographic description. We get the feeling of "being there":
Her Place and MySpace
Jessica, a smiling sixteen-year-old girl, seemed to bounce out of her front door when I rang the bell at her home. Pulling me inside, phone in one hand and her dog’s pink rhinestone encrusted collar in the other, and I was instantly jettisoned into her world -- a world of laughter, clothes, parties, and phone conversations. I instantly noticed the large yellow lab puppy that she was trying desperately to hold back, all while balancing the phone on her neck and tugging me through the door. Her white cotton shirt was under a zip up hooded sweatshirt that flowed over her dark jeans that ended at the floor with pink socked feet peeking out.
“I’ll call ya back! I know, I know, ya gotta tell me what he said! Ya jus’ gotta!” Her infectious laughter rang through the three bedroom home she shares with her mom and stepfather. Her round face was tilted to the left, blue eyes sparkling, and long ash brown hair cascading down her back. “Message me on MySpace later! Love ya girlie!”
“Sorry about that, my girl was tellin’ me bout this boy at school, he is soooo hot! I think she likes him! I know I do,” she giggled sweetly. “So, do ya want the tour, or do I jus’ hang back and let ya explore?”
“I expect the grand tour,” I exclaimed to her as she yanked on my arm babbling on about the new boy in school.
We walked quickly down the narrow hallway past the spare room, laundry area, and bathroom until we came to the door at the far end of the hall, Jessy’s door. The door was nondescript except for the chew marks at the bottom where her new puppy had been gnawing at the small crack under the door. The handle was a simple brass knob that had seen better days, but as she turned the handle I was transported into a new magical world, the world of the middle class teenager in a small town in South Jersey; I was transported into Jessy’s world.
Jessy flitted around the room like a butterfly flitting from flower to flower. As I wondered in behind her I tried to take in the entire room at once to get a feel for how she sees the space. It wasn’t hard to do. As I scanned the room, so many things begged a closer look. The scent of baby powder hung in the air, a reminder of the child that still lingered in this young woman’s body. To the left was the large closet with double doors made of oak, slightly ajar, clothes spilling onto the floor. Bright whites, pastel pinks and purples, and jeans of every description were strewn half in and half out of the closet door. Lacey button up shirts and heavy sweatshirts mingled together. Black sneakers sat propped up against the creamy beige wall next to the closet while pink and white sneakers sat neatly in front of the light oak dresser. The mirror over the dresser was framed with pictures of family and girlfriends all neatly taped to the glass or tucked under the framing. Smiling faces and young girls striking poses as they played in front of the camera peered out from the photos. A black sparkling belt draped carelessly over the mirror frame hung loosely brushing the dresser top softly. I quickly scanned the dresser top for clues to the mystery that was Jessy. Make-up in various colors jumbled together with hair ties and combs and hairspray and half empty gel containers tossed casually across the surface of the dresser area oozing slightly onto the pile of birthday cards saved from several weeks ago, all proclaiming, “Happy 16th Birthday” in beautiful vibrant print. The drawers seemed to leak various articles of underclothes and pajamas.
The far wall was a composite of three sill-less windows with elegant burgundy and gold curtains adorning them. Inches from the wall a neatly made full size bed sat decadently enveloped in the same burgundy and gold material that adorned the windows with 3 perfectly matched pillows arranged at the head leaning still against the fluffy shams. The third wall consisted of a 6 drawer chest with jewelry, CD’s, and movies strewn haphazardly on the top. T-shirts and jeans seemed to creep from the half open drawers onto the beige carpet underneath. The final wall was virtually empty save the pink and cream backpack spilling purple, red, and blue notebooks, gel and sparkle pens, and highlighter markers from its gaping mouth. Papers crumbled up, wrinkled, and folded with initials and names blazoned on the edges, and heart and geometric shapes adorned the crinkled pages of a notebook on the floor half-opened and well-used. Curiously, the light switch was decorated with animals and Noah’s Ark as if harkening to a childhood not quite left behind. There were no posters on the walls, but there were pictures of her sister and nephew taped to the wall next to the light switch.
“Well, this is ma room. That’s ma iPod…O’Ma God, isn’t it cute?” She squealed with excitement as I looked to where she pointed to see a pretty pink iPod with pink gel earphones thrown on the dresser with her makeup.
“Yeah, I love it! Where did you get it?” I tried not to influence her, but her excitement was highly contagious.
“Mommy bought it for me for Christmas. It has a 30 gigabyte hard drive and I have over 300 songs and videos on it. “
“Wow, that’s a lot of songs!” She was so excited that for the next ten minutes I listened to snippets from one song after another on her iPod. It seemed that for Jessy music was a big deal, as well as the name brand mp3 player she used to play it on. Before I had time to digest the iPod incident I found myself being pulled across the room to the mirrored dresser staring at photographs and notes with hearts drawn on them.
“This is my friend Cherish. She is a total goofball! This is Aunt Franny last Easter and Nanny on her birthday. Oh! This is Trisha (her sister) with little Aiden when they came up from Tampa!” She pointed at one picture and then another. “And this is Matt’s number!”
The next thing I knew I was being catapulted to the closet where Jessy pulled out one outfit after another. She didn’t seem to care about the designer, but the style was important. She explained how she shopped for clothes by exclaiming, “I call my friends Felicia and Cherish Boo, and we hit the mall. We like to look in all the windows to see what the stores have out, and then we go back and get what looks good on the mannequin thingies.” Her smile brightens as she talks about clothes and having just the right shoes for an outfit.
Her Place and MySpace
Jessica, a smiling sixteen-year-old girl, seemed to bounce out of her front door when I rang the bell at her home. Pulling me inside, phone in one hand and her dog’s pink rhinestone encrusted collar in the other, and I was instantly jettisoned into her world -- a world of laughter, clothes, parties, and phone conversations. I instantly noticed the large yellow lab puppy that she was trying desperately to hold back, all while balancing the phone on her neck and tugging me through the door. Her white cotton shirt was under a zip up hooded sweatshirt that flowed over her dark jeans that ended at the floor with pink socked feet peeking out.
“I’ll call ya back! I know, I know, ya gotta tell me what he said! Ya jus’ gotta!” Her infectious laughter rang through the three bedroom home she shares with her mom and stepfather. Her round face was tilted to the left, blue eyes sparkling, and long ash brown hair cascading down her back. “Message me on MySpace later! Love ya girlie!”
“Sorry about that, my girl was tellin’ me bout this boy at school, he is soooo hot! I think she likes him! I know I do,” she giggled sweetly. “So, do ya want the tour, or do I jus’ hang back and let ya explore?”
“I expect the grand tour,” I exclaimed to her as she yanked on my arm babbling on about the new boy in school.
We walked quickly down the narrow hallway past the spare room, laundry area, and bathroom until we came to the door at the far end of the hall, Jessy’s door. The door was nondescript except for the chew marks at the bottom where her new puppy had been gnawing at the small crack under the door. The handle was a simple brass knob that had seen better days, but as she turned the handle I was transported into a new magical world, the world of the middle class teenager in a small town in South Jersey; I was transported into Jessy’s world.
Jessy flitted around the room like a butterfly flitting from flower to flower. As I wondered in behind her I tried to take in the entire room at once to get a feel for how she sees the space. It wasn’t hard to do. As I scanned the room, so many things begged a closer look. The scent of baby powder hung in the air, a reminder of the child that still lingered in this young woman’s body. To the left was the large closet with double doors made of oak, slightly ajar, clothes spilling onto the floor. Bright whites, pastel pinks and purples, and jeans of every description were strewn half in and half out of the closet door. Lacey button up shirts and heavy sweatshirts mingled together. Black sneakers sat propped up against the creamy beige wall next to the closet while pink and white sneakers sat neatly in front of the light oak dresser. The mirror over the dresser was framed with pictures of family and girlfriends all neatly taped to the glass or tucked under the framing. Smiling faces and young girls striking poses as they played in front of the camera peered out from the photos. A black sparkling belt draped carelessly over the mirror frame hung loosely brushing the dresser top softly. I quickly scanned the dresser top for clues to the mystery that was Jessy. Make-up in various colors jumbled together with hair ties and combs and hairspray and half empty gel containers tossed casually across the surface of the dresser area oozing slightly onto the pile of birthday cards saved from several weeks ago, all proclaiming, “Happy 16th Birthday” in beautiful vibrant print. The drawers seemed to leak various articles of underclothes and pajamas.
The far wall was a composite of three sill-less windows with elegant burgundy and gold curtains adorning them. Inches from the wall a neatly made full size bed sat decadently enveloped in the same burgundy and gold material that adorned the windows with 3 perfectly matched pillows arranged at the head leaning still against the fluffy shams. The third wall consisted of a 6 drawer chest with jewelry, CD’s, and movies strewn haphazardly on the top. T-shirts and jeans seemed to creep from the half open drawers onto the beige carpet underneath. The final wall was virtually empty save the pink and cream backpack spilling purple, red, and blue notebooks, gel and sparkle pens, and highlighter markers from its gaping mouth. Papers crumbled up, wrinkled, and folded with initials and names blazoned on the edges, and heart and geometric shapes adorned the crinkled pages of a notebook on the floor half-opened and well-used. Curiously, the light switch was decorated with animals and Noah’s Ark as if harkening to a childhood not quite left behind. There were no posters on the walls, but there were pictures of her sister and nephew taped to the wall next to the light switch.
“Well, this is ma room. That’s ma iPod…O’Ma God, isn’t it cute?” She squealed with excitement as I looked to where she pointed to see a pretty pink iPod with pink gel earphones thrown on the dresser with her makeup.
“Yeah, I love it! Where did you get it?” I tried not to influence her, but her excitement was highly contagious.
“Mommy bought it for me for Christmas. It has a 30 gigabyte hard drive and I have over 300 songs and videos on it. “
“Wow, that’s a lot of songs!” She was so excited that for the next ten minutes I listened to snippets from one song after another on her iPod. It seemed that for Jessy music was a big deal, as well as the name brand mp3 player she used to play it on. Before I had time to digest the iPod incident I found myself being pulled across the room to the mirrored dresser staring at photographs and notes with hearts drawn on them.
“This is my friend Cherish. She is a total goofball! This is Aunt Franny last Easter and Nanny on her birthday. Oh! This is Trisha (her sister) with little Aiden when they came up from Tampa!” She pointed at one picture and then another. “And this is Matt’s number!”
The next thing I knew I was being catapulted to the closet where Jessy pulled out one outfit after another. She didn’t seem to care about the designer, but the style was important. She explained how she shopped for clothes by exclaiming, “I call my friends Felicia and Cherish Boo, and we hit the mall. We like to look in all the windows to see what the stores have out, and then we go back and get what looks good on the mannequin thingies.” Her smile brightens as she talks about clothes and having just the right shoes for an outfit.
New Student Anthropology Journal
Just got this in the email--passing it on
Hello Dr. Rubenstein,
Would you be so kind as to circulate this announcement among your students
Thank you,
Marc Hebert
NASA e-Journal Editor
PhD Student, Anthropology
University of South Florida
4202 East Fowler Avenue, SOC 107
Tampa, Florida 33620-7200 U.S.A.
E-mail: nasaejournal@gmail.com
Attention grad and undergrad anthro students: Please
consider submitting an article to the new anthropology e-
journal sponsored by the National Assoc. of Student
Anthropologists (NASA). The call for papers (pasted below)
is organized around the theme for the AAA 2008 Annual
Meetings. Completed manuscripts of 1000 words should be
submitted by April 21, 2008 to nasaejournal@gmail.com.
See below for more information...
The National Association of Student Anthropologists (NASA)
will launch its first online publication, The NASA e-
Journal, under the banner of the 2008 American
Anthropological Association conference theme: "Inclusion,
Collaboration, and Engagement."
We seek scholarly submissions from undergraduate and
graduate students worldwide about the application of
anthropological theories and methods outside of academia or
across disciplines for the purpose of exploring,
problematizing, or addressing social problems. Have you
worked in an internship, co-op or another job as a student
anthropologist and wish to reflect on how you relied on your
anthropological training? Perhaps you collaborated with
students from other disciplines at a volunteer organization
and seek to describe the value you added from an
anthropological perspective? Is there a paper you submitted
for a service-learning class where you addressed a social
problem using anthropological methods? Have you done
fieldwork in a community where you sought to create positive
social change in the process of gathering data? Tell us
about it! Scholarly articles should be 1,000 words in length
and will be subject to a double blind review process.
We also welcome innovative commentary submissions to the e-
Journal. Commentaries are opinion or avant-garde pieces of
work which are the original work of the authors. These
submissions are to express the next generation of
anthropologists' ideas, goals and beliefs of the direction
our discipline should head, be it locally, nationally or
globally. We seek a plurality of voices on this issue and
intend to raise awareness among fellow students as well as
more established anthropologists about the direction our
discipline is heading. Commentary submissions might include
such mediums as written pieces (1,000 words in length),
photo stories (10 photos + 1,000 words of commentary in
length) and videos/YouTubeC clips (10-minute maximum in
duration + 1,000 words of commentary in length)
Submission Guidelines:
Please submit a full 1,000 word manuscript for consideration
by midnight EST on April 21, 2008 along with any
accompanying materials.
. Authors should complete their submissions according
to the AAA style guide
(http://aaanet.org/pubs/style_guide.htm).
. Submissions should be saved in Microsoft Word ".doc"
format with the file title being the first author's last
name and first initial. (example: HebertM.doc)
. We invite authors to provide drawings, graphs and
maps to enhance the visual component of each article. These
should be included as separate attachments in the email.
Graphics should be saved as ".jpg" format. The file name
should be the first authors last name, first initial and
then the number of the photo. (example: HebertM1.jpg) Please
also include reference in your text where graphics should be
placed by inserting the above identifier in the text.
. Videos should be provided as a link (if located on a
site such as YouTube) or included as a graphics file in a
readily viewable format such as QuickTime or Windows Media
Player.
. Please send submissions to the e-Journal editorial
team with the subject heading "NASA Manuscripts - Vol. 1" at
nasaejournal@gmail.com.
Authors will be notified regardless if their work has been
selected for publication or not. We look forward to
publishing submissions for Volume 1 of the NASA e-Journal in
the fall of 2008 and spring of 2009.
Hello Dr. Rubenstein,
Would you be so kind as to circulate this announcement among your students
Thank you,
Marc Hebert
NASA e-Journal Editor
PhD Student, Anthropology
University of South Florida
4202 East Fowler Avenue, SOC 107
Tampa, Florida 33620-7200 U.S.A.
E-mail: nasaejournal@gmail.com
Attention grad and undergrad anthro students: Please
consider submitting an article to the new anthropology e-
journal sponsored by the National Assoc. of Student
Anthropologists (NASA). The call for papers (pasted below)
is organized around the theme for the AAA 2008 Annual
Meetings. Completed manuscripts of 1000 words should be
submitted by April 21, 2008 to nasaejournal@gmail.com.
See below for more information...
The National Association of Student Anthropologists (NASA)
will launch its first online publication, The NASA e-
Journal, under the banner of the 2008 American
Anthropological Association conference theme: "Inclusion,
Collaboration, and Engagement."
We seek scholarly submissions from undergraduate and
graduate students worldwide about the application of
anthropological theories and methods outside of academia or
across disciplines for the purpose of exploring,
problematizing, or addressing social problems. Have you
worked in an internship, co-op or another job as a student
anthropologist and wish to reflect on how you relied on your
anthropological training? Perhaps you collaborated with
students from other disciplines at a volunteer organization
and seek to describe the value you added from an
anthropological perspective? Is there a paper you submitted
for a service-learning class where you addressed a social
problem using anthropological methods? Have you done
fieldwork in a community where you sought to create positive
social change in the process of gathering data? Tell us
about it! Scholarly articles should be 1,000 words in length
and will be subject to a double blind review process.
We also welcome innovative commentary submissions to the e-
Journal. Commentaries are opinion or avant-garde pieces of
work which are the original work of the authors. These
submissions are to express the next generation of
anthropologists' ideas, goals and beliefs of the direction
our discipline should head, be it locally, nationally or
globally. We seek a plurality of voices on this issue and
intend to raise awareness among fellow students as well as
more established anthropologists about the direction our
discipline is heading. Commentary submissions might include
such mediums as written pieces (1,000 words in length),
photo stories (10 photos + 1,000 words of commentary in
length) and videos/YouTubeC clips (10-minute maximum in
duration + 1,000 words of commentary in length)
Submission Guidelines:
Please submit a full 1,000 word manuscript for consideration
by midnight EST on April 21, 2008 along with any
accompanying materials.
. Authors should complete their submissions according
to the AAA style guide
(http://aaanet.org/pubs/style_guide.htm).
. Submissions should be saved in Microsoft Word ".doc"
format with the file title being the first author's last
name and first initial. (example: HebertM.doc)
. We invite authors to provide drawings, graphs and
maps to enhance the visual component of each article. These
should be included as separate attachments in the email.
Graphics should be saved as ".jpg" format. The file name
should be the first authors last name, first initial and
then the number of the photo. (example: HebertM1.jpg) Please
also include reference in your text where graphics should be
placed by inserting the above identifier in the text.
. Videos should be provided as a link (if located on a
site such as YouTube) or included as a graphics file in a
readily viewable format such as QuickTime or Windows Media
Player.
. Please send submissions to the e-Journal editorial
team with the subject heading "NASA Manuscripts - Vol. 1" at
nasaejournal@gmail.com.
Authors will be notified regardless if their work has been
selected for publication or not. We look forward to
publishing submissions for Volume 1 of the NASA e-Journal in
the fall of 2008 and spring of 2009.
New Study: Teen Sex
The New York Times
March 12, 2008
Sex Infections Found in Quarter of Teenage Girls
By LAWRENCE K. ALTMAN
The first national study of four common sexually transmitted diseases among girls and young women has found that one in four are infected with at least one of the diseases, federal health officials reported Tuesday.
Nearly half the African-Americans in the study of teenagers ages 14 to 19 were infected with at least one of the diseases monitored in the study — human papillomavirus (HPV), chlamydia, genital herpes and trichomoniasis, a common parasite.
The 50 percent figure compared with 20 percent of white teenagers, health officials and researchers said at a news conference at a scientific meeting in Chicago.
The two most common sexually transmitted diseases, or S.T.D.’s, among all the participants tested were HPV, at 18 percent, and chlamydia, at 4 percent, according to the analysis, part of the National Health and Nutrition Examination Survey.
Each disease can be serious in its own way. HPV, for example, can cause cancer and genital warts.
Among the infected women, 15 percent had more than one of the diseases.
Women may be unaware they are infected. But the diseases, which are infections caused by bacteria, viruses and parasites, can produce acute symptoms like irritating vaginal discharge, painful pelvic inflammatory disease and potentially fatal ectopic pregnancy. The infections can also lead to longterm ailments like infertility and cervical cancer.
The survey tested for specific HPV strains linked to genital warts and cervical cancer.
Officials of the Centers for Disease Control and Prevention said the findings underscored the need to strengthen screening, vaccination and other prevention measures for the diseases, which are among the highest public health priorities.
About 19 million new sexually transmitted infections occur each year among all age groups in the United States.
“High S.T.D. infection rates among young women, particularly young African-American women, are clear signs that we must continue developing ways to reach those most at risk,” said Dr. John M. Douglas Jr., who directs the centers’ division of S.T.D. prevention.
The president of the Planned Parenthood Federation of America, Cecile Richards, said the new findings “emphasize the need for real comprehensive sex education.”
“The national policy of promoting abstinence-only programs is a $1.5 billion failure,” Ms. Richards said, “and teenage girls are paying the real price.”
Although earlier annual surveys have tested for a single sexually transmitted disease in a specified population, this is the first time the national study has collected data on all the most common sexual diseases in adolescent women at the same time. It is also the first time the study measured human papillomavirus.
Dr. Douglas said that because the new survey was based on direct testing, it was more reliable than analyses derived from data that doctors and clinics sent to the diseases center through state and local health departments.
“What we found is alarming,” said Dr. Sara Forhan, a researcher at the centers and the lead author of the study.
Dr. Forhan added that the study showed “how fast the S.T.D. prevalence appears.”
“Far too many young women are at risk for the serious health effects of untreated S.T.D.’s, ” she said.
The centers conducts the annual study, which asks a representative sample of the household population a wide range of health questions. The analysis was based on information collected in the 2003-4 survey.
Extrapolating from the findings, Dr. Forhan said 3.2 million teenage women were infected with at least one of the four diseases.
The 838 participants in the study were chosen at random with standard statistical techniques. Of the women asked, 96 percent agreed to submit vaginal swabs for testing.
The findings and specific treatment recommendations were available to the participants calling a password-protected telephone line. Three reminders were sent to participants who did not call.
Health officials recommend treatment for all sex partners of individuals diagnosed with curable sexually transmitted diseases. One promising approach to reach that goal is for doctors who treat infected women to provide or prescribe the same treatment for their partners, Dr. Douglas said. The goal is to encourage men who may not have a physician or who have no symptoms and may be reluctant to seek care to be treated without a doctor’s visit.
He also urged infected women to be retested three months after treatment to detect possible reinfection and to treat it.
Dr. Forhan said she did not know how many participants received their test results.
Federal health officials recommend annual screening tests to detect chlamydia for sexually active women younger than 25. The disease agency also recommends that women ages 11 to 26 be fully vaccinated against HPV.
The Food and Drug Administration has said in a report that latex condoms are “highly effective” at preventing infection by chlamydia, trichomoniasis, H.I.V., gonorrhea and hepatitis B.
The agency noted that condoms seemed less effective against genital herpes and syphilis. Protection against human papillomavirus “is partial at best,” the report said.
March 12, 2008
Sex Infections Found in Quarter of Teenage Girls
By LAWRENCE K. ALTMAN
The first national study of four common sexually transmitted diseases among girls and young women has found that one in four are infected with at least one of the diseases, federal health officials reported Tuesday.
Nearly half the African-Americans in the study of teenagers ages 14 to 19 were infected with at least one of the diseases monitored in the study — human papillomavirus (HPV), chlamydia, genital herpes and trichomoniasis, a common parasite.
The 50 percent figure compared with 20 percent of white teenagers, health officials and researchers said at a news conference at a scientific meeting in Chicago.
The two most common sexually transmitted diseases, or S.T.D.’s, among all the participants tested were HPV, at 18 percent, and chlamydia, at 4 percent, according to the analysis, part of the National Health and Nutrition Examination Survey.
Each disease can be serious in its own way. HPV, for example, can cause cancer and genital warts.
Among the infected women, 15 percent had more than one of the diseases.
Women may be unaware they are infected. But the diseases, which are infections caused by bacteria, viruses and parasites, can produce acute symptoms like irritating vaginal discharge, painful pelvic inflammatory disease and potentially fatal ectopic pregnancy. The infections can also lead to longterm ailments like infertility and cervical cancer.
The survey tested for specific HPV strains linked to genital warts and cervical cancer.
Officials of the Centers for Disease Control and Prevention said the findings underscored the need to strengthen screening, vaccination and other prevention measures for the diseases, which are among the highest public health priorities.
About 19 million new sexually transmitted infections occur each year among all age groups in the United States.
“High S.T.D. infection rates among young women, particularly young African-American women, are clear signs that we must continue developing ways to reach those most at risk,” said Dr. John M. Douglas Jr., who directs the centers’ division of S.T.D. prevention.
The president of the Planned Parenthood Federation of America, Cecile Richards, said the new findings “emphasize the need for real comprehensive sex education.”
“The national policy of promoting abstinence-only programs is a $1.5 billion failure,” Ms. Richards said, “and teenage girls are paying the real price.”
Although earlier annual surveys have tested for a single sexually transmitted disease in a specified population, this is the first time the national study has collected data on all the most common sexual diseases in adolescent women at the same time. It is also the first time the study measured human papillomavirus.
Dr. Douglas said that because the new survey was based on direct testing, it was more reliable than analyses derived from data that doctors and clinics sent to the diseases center through state and local health departments.
“What we found is alarming,” said Dr. Sara Forhan, a researcher at the centers and the lead author of the study.
Dr. Forhan added that the study showed “how fast the S.T.D. prevalence appears.”
“Far too many young women are at risk for the serious health effects of untreated S.T.D.’s, ” she said.
The centers conducts the annual study, which asks a representative sample of the household population a wide range of health questions. The analysis was based on information collected in the 2003-4 survey.
Extrapolating from the findings, Dr. Forhan said 3.2 million teenage women were infected with at least one of the four diseases.
The 838 participants in the study were chosen at random with standard statistical techniques. Of the women asked, 96 percent agreed to submit vaginal swabs for testing.
The findings and specific treatment recommendations were available to the participants calling a password-protected telephone line. Three reminders were sent to participants who did not call.
Health officials recommend treatment for all sex partners of individuals diagnosed with curable sexually transmitted diseases. One promising approach to reach that goal is for doctors who treat infected women to provide or prescribe the same treatment for their partners, Dr. Douglas said. The goal is to encourage men who may not have a physician or who have no symptoms and may be reluctant to seek care to be treated without a doctor’s visit.
He also urged infected women to be retested three months after treatment to detect possible reinfection and to treat it.
Dr. Forhan said she did not know how many participants received their test results.
Federal health officials recommend annual screening tests to detect chlamydia for sexually active women younger than 25. The disease agency also recommends that women ages 11 to 26 be fully vaccinated against HPV.
The Food and Drug Administration has said in a report that latex condoms are “highly effective” at preventing infection by chlamydia, trichomoniasis, H.I.V., gonorrhea and hepatitis B.
The agency noted that condoms seemed less effective against genital herpes and syphilis. Protection against human papillomavirus “is partial at best,” the report said.
Tuesday, March 11, 2008
Thursday's Class: Mean Girls
OK--movie's on! Bring food! And we'll watch Mean Girls--jammies optional!
Friday, March 7, 2008
New Film
Here's today's rave NY Times review of Gus Van Sant's new film about a teenage boy:
Maybe it will get down here before the term is over and we can all go.
Paranoid Park (2007)
This movie has been designated a Critic's Pick by the film reviewers of The Times.
Paranoid Park
Scott Green/IFC Films
By MANOHLA DARGIS
Published: March 7, 2008
Paranoid Park is a swooping skateboarding free zone where young men learn to fly. It’s also the title of Gus Van Sant’s most recent film, a haunting, voluptuously beautiful portrait of a teenage boy who, after being suddenly caught in midflight, falls to earth. Like most of Mr. Van Sant’s films “Paranoid Park” is about bodies at rest and in motion, and about longing, beauty, youth and death, and as such as much about the artist as his subject. It is a modestly scaled triumph without a false or wasted moment.
One of the most important and critically marginalized American filmmakers working in the commercial mainstream, Mr. Van Sant has traveled from down-and-out independent to Hollywood hire to aesthetic iconoclast, a trajectory that holds its own fascination and mysteries. The Hungarian filmmaker Bela Tarr has been instrumental in Mr. Van Sant’s recent artistic renaissance — evident in his newfound love of hypnotically long and gliding camera moves — though his tenure in the mainstream has left its mark too, as demonstrated by his rejection of straight narrative. As in three-act, character-driven, commercially honed narrative in which boys will be boys of a certain type and girls will be girls right alongside them.
The boy in “Paranoid Park,” Alex (the newcomer Gabe Nevins), lives and skates in Portland, Ore., where one evening he is implicated in the brutal death of a security guard. In adapting the young-adult novel by Blake Nelson, Mr. Van Sant has retained much of the story — a man dies, Alex writes it all down — but has reshuffled the original’s chain of events to create an elliptical narrative that continually folds back on itself. Shortly after the film opens, you see Alex writing the words Paranoid Park in a notebook, a gesture that appears to set off a flurry of seemingly disconnected visuals — boys leaping through the air in slow motion, clouds racing across the sky in fast — that piece together only later.
With his on-and-off narration and pencil, Alex is effectively shaping this story, but in his own singular voice. (“I’m writing this a little out of order. Sorry. I didn’t do so well in creative writing.”) Although you regularly hear that voice — at times in Alex’s surprisingly childish, unmodulated recitation, at times in dialogue with other characters — you mostly experience it visually, as if you were watching a still-evolving film unwinding in the boy’s head. Mr. Van Sant isn’t simply trying to take us inside another person’s consciousness; he’s also exploring the byways, dead ends, pitfalls and turning points in the geography of conscience, which makes the recurrent image of the skate park — with its perilous ledges, its soaring ramps and fleetingly liberated bodies — extraordinarily powerful.
Mr. Van Sant’s use of different film speeds and jump cuts, and his tendency to underscore his own storytelling — he regularly, almost compulsively repeats certain images and lines — reinforces rather than undermines the story’s realism. With its soft, smudged colors and caressing lighting, “Paranoid Park” looks like a dream — the cinematographers are Christopher Doyle and Rain Kathy Li — but the story is truer than most kitchen-sink dramas. This isn’t the canned realism of the tidy psychological exegesis; this is realism that accepts the mystery and ambiguity of human existence. It is the realism that André Bazin sees in the world of Roberto Rossellini: a world of “pure acts, unimportant in themselves,” that prepare the way “for the sudden dazzling revelation of their meaning.”
The pure acts in “Paranoid Park” mostly involve young male skateboarders gliding and sometimes hurtling through the air. Shot in both grainy Super-8 and velvety 35-millimeter film, these bodies appear alternately grounded and out of this world, reflecting extremes of physical effort while also suggesting different states of being. The Super-8 images of young men rolling along concrete, flipping boards and attitude, have the vaguely battered quality of old home movies, as if someone had just pulled the footage from a drawer. The glossier 35-millimeter images, by contrast, look almost monumental, epic, nowhere more so than when Mr. Van Sant shows one after another skateboarder suspended in the air at the peak of his jump, each a vision of Icarus.
Closer to earth, Alex roams through his world like an alien, a zombie, a prisoner, mostly mute, his features fixed, face blank and impenetrable. He says little, betrays less. His smiles are brief, infrequent. He’s adrift in a sea of near-strangers, including his parents, who are almost as conceptual as those in “Peanuts” (Dad’s tattoos notwithstanding), and his girlfriend (Taylor Momsen), a coltish cheerleader who wants to lose her virginity to him for the sake of convenience. (Mr. Van Sant has rarely been as patient with his female characters as he is with his male ones.) Alex’s single close connection is with his friend Jared (Jake Miller), who brings him to the skate park with the warning “No one’s ever really ready for Paranoid Park.”
Mr. Van Sant has always made a home for lost boys, from River Phoenix’s wanderer in “My Own Private Idaho” to the ghostly Kurt Cobain figure who roams through “Last Days,” those downy, itinerant beauties whose words stick to their tongues and whose pain seems as bottomless as their eyes. In some respects Paranoid Park represents adulthood; the critic Amy Taubin has provocatively suggested to Mr. Van Sant that the film’s subtext is that of a gay initiation. (He didn’t disagree.) Both readings are ripe for the picking. But what strikes me the hardest about “Paranoid Park” is the intimacy, the love — carnal, paternal, human — of Mr. Van Sant’s expansive, embracing vision. No one is ever really ready for Paranoid Park, but neither do you have to go there alone.
“Paranoid Park” is rated R (Under 17 requires accompanying parent or adult guardian). There is an extremely graphic, unflinchingly brutal image of a dying man.
PARANOID PARK
Opens on Friday in New York and Los Angeles.
Written, directed and edited by Gus Van Sant; directors of photography, Christopher Doyle and Rain Kathy Li; art director, John Pearson-Denning; produced by Marin Karmitz and Nathanaël Karmitz; released by IFC Films. Running time: 1 hour 18 minutes.
WITH: Gabe Nevins (Alex), Dan Liu (Detective Richard Lu), Jake Miller (Jared), Taylor Momsen (Jennifer), Lauren McKinney (Macy) and Olivier Garnier (Cal).
Maybe it will get down here before the term is over and we can all go.
Paranoid Park (2007)
This movie has been designated a Critic's Pick by the film reviewers of The Times.
Paranoid Park
Scott Green/IFC Films
By MANOHLA DARGIS
Published: March 7, 2008
Paranoid Park is a swooping skateboarding free zone where young men learn to fly. It’s also the title of Gus Van Sant’s most recent film, a haunting, voluptuously beautiful portrait of a teenage boy who, after being suddenly caught in midflight, falls to earth. Like most of Mr. Van Sant’s films “Paranoid Park” is about bodies at rest and in motion, and about longing, beauty, youth and death, and as such as much about the artist as his subject. It is a modestly scaled triumph without a false or wasted moment.
One of the most important and critically marginalized American filmmakers working in the commercial mainstream, Mr. Van Sant has traveled from down-and-out independent to Hollywood hire to aesthetic iconoclast, a trajectory that holds its own fascination and mysteries. The Hungarian filmmaker Bela Tarr has been instrumental in Mr. Van Sant’s recent artistic renaissance — evident in his newfound love of hypnotically long and gliding camera moves — though his tenure in the mainstream has left its mark too, as demonstrated by his rejection of straight narrative. As in three-act, character-driven, commercially honed narrative in which boys will be boys of a certain type and girls will be girls right alongside them.
The boy in “Paranoid Park,” Alex (the newcomer Gabe Nevins), lives and skates in Portland, Ore., where one evening he is implicated in the brutal death of a security guard. In adapting the young-adult novel by Blake Nelson, Mr. Van Sant has retained much of the story — a man dies, Alex writes it all down — but has reshuffled the original’s chain of events to create an elliptical narrative that continually folds back on itself. Shortly after the film opens, you see Alex writing the words Paranoid Park in a notebook, a gesture that appears to set off a flurry of seemingly disconnected visuals — boys leaping through the air in slow motion, clouds racing across the sky in fast — that piece together only later.
With his on-and-off narration and pencil, Alex is effectively shaping this story, but in his own singular voice. (“I’m writing this a little out of order. Sorry. I didn’t do so well in creative writing.”) Although you regularly hear that voice — at times in Alex’s surprisingly childish, unmodulated recitation, at times in dialogue with other characters — you mostly experience it visually, as if you were watching a still-evolving film unwinding in the boy’s head. Mr. Van Sant isn’t simply trying to take us inside another person’s consciousness; he’s also exploring the byways, dead ends, pitfalls and turning points in the geography of conscience, which makes the recurrent image of the skate park — with its perilous ledges, its soaring ramps and fleetingly liberated bodies — extraordinarily powerful.
Mr. Van Sant’s use of different film speeds and jump cuts, and his tendency to underscore his own storytelling — he regularly, almost compulsively repeats certain images and lines — reinforces rather than undermines the story’s realism. With its soft, smudged colors and caressing lighting, “Paranoid Park” looks like a dream — the cinematographers are Christopher Doyle and Rain Kathy Li — but the story is truer than most kitchen-sink dramas. This isn’t the canned realism of the tidy psychological exegesis; this is realism that accepts the mystery and ambiguity of human existence. It is the realism that André Bazin sees in the world of Roberto Rossellini: a world of “pure acts, unimportant in themselves,” that prepare the way “for the sudden dazzling revelation of their meaning.”
The pure acts in “Paranoid Park” mostly involve young male skateboarders gliding and sometimes hurtling through the air. Shot in both grainy Super-8 and velvety 35-millimeter film, these bodies appear alternately grounded and out of this world, reflecting extremes of physical effort while also suggesting different states of being. The Super-8 images of young men rolling along concrete, flipping boards and attitude, have the vaguely battered quality of old home movies, as if someone had just pulled the footage from a drawer. The glossier 35-millimeter images, by contrast, look almost monumental, epic, nowhere more so than when Mr. Van Sant shows one after another skateboarder suspended in the air at the peak of his jump, each a vision of Icarus.
Closer to earth, Alex roams through his world like an alien, a zombie, a prisoner, mostly mute, his features fixed, face blank and impenetrable. He says little, betrays less. His smiles are brief, infrequent. He’s adrift in a sea of near-strangers, including his parents, who are almost as conceptual as those in “Peanuts” (Dad’s tattoos notwithstanding), and his girlfriend (Taylor Momsen), a coltish cheerleader who wants to lose her virginity to him for the sake of convenience. (Mr. Van Sant has rarely been as patient with his female characters as he is with his male ones.) Alex’s single close connection is with his friend Jared (Jake Miller), who brings him to the skate park with the warning “No one’s ever really ready for Paranoid Park.”
Mr. Van Sant has always made a home for lost boys, from River Phoenix’s wanderer in “My Own Private Idaho” to the ghostly Kurt Cobain figure who roams through “Last Days,” those downy, itinerant beauties whose words stick to their tongues and whose pain seems as bottomless as their eyes. In some respects Paranoid Park represents adulthood; the critic Amy Taubin has provocatively suggested to Mr. Van Sant that the film’s subtext is that of a gay initiation. (He didn’t disagree.) Both readings are ripe for the picking. But what strikes me the hardest about “Paranoid Park” is the intimacy, the love — carnal, paternal, human — of Mr. Van Sant’s expansive, embracing vision. No one is ever really ready for Paranoid Park, but neither do you have to go there alone.
“Paranoid Park” is rated R (Under 17 requires accompanying parent or adult guardian). There is an extremely graphic, unflinchingly brutal image of a dying man.
PARANOID PARK
Opens on Friday in New York and Los Angeles.
Written, directed and edited by Gus Van Sant; directors of photography, Christopher Doyle and Rain Kathy Li; art director, John Pearson-Denning; produced by Marin Karmitz and Nathanaël Karmitz; released by IFC Films. Running time: 1 hour 18 minutes.
WITH: Gabe Nevins (Alex), Dan Liu (Detective Richard Lu), Jake Miller (Jared), Taylor Momsen (Jennifer), Lauren McKinney (Macy) and Olivier Garnier (Cal).
Tuesday, March 4, 2008
Good Class (as usual!)
Just some clarification on the "Teen Speak Contest." "A" prize to 2 "winners" (assuming 4 or more entries, otherwise just one "A").
Be Creative: Use the "Teen Speak" entries on the blog to write a longish poem, a story, or an "I am..." statement. I'm looking for lots of words and phrases from our list (the fewer transition words the better), and an interesting (can be funny of course) narrative. No laundry listing---got to be saying something.
DUE: Thursday, April 24--Hard Copy in Class. Please give me a "heads-up" those of you that are working on one
Final word on the final two sections:
Section 1: "My Adolescent World": using both informants, construct a statement about them from a variety of sources: MySpace, interviews, photos/films, and your commentary. We will work on form and subsections in our meetings. The goal is to present to a reader an in-depth portrait of your informants: their voice, their identity/image, etc, and your commentary (save your methods commentary for your final blog).
Section 2: Focused "Belief/Value/Behavior." The goal here is to develop a theme in-depth: For example, "Dating and Courtship in Teen Culture: Bill and Alice," or "On-Line Lives: Bill and Alice," or "Friends: Nothing More Important," or, finally, "Being a Teen (Girl, Boy, Black/Hispanic/Asian)..." And of course lots more.
See you Thursday.
Be Creative: Use the "Teen Speak" entries on the blog to write a longish poem, a story, or an "I am..." statement. I'm looking for lots of words and phrases from our list (the fewer transition words the better), and an interesting (can be funny of course) narrative. No laundry listing---got to be saying something.
DUE: Thursday, April 24--Hard Copy in Class. Please give me a "heads-up" those of you that are working on one
Final word on the final two sections:
Section 1: "My Adolescent World": using both informants, construct a statement about them from a variety of sources: MySpace, interviews, photos/films, and your commentary. We will work on form and subsections in our meetings. The goal is to present to a reader an in-depth portrait of your informants: their voice, their identity/image, etc, and your commentary (save your methods commentary for your final blog).
Section 2: Focused "Belief/Value/Behavior." The goal here is to develop a theme in-depth: For example, "Dating and Courtship in Teen Culture: Bill and Alice," or "On-Line Lives: Bill and Alice," or "Friends: Nothing More Important," or, finally, "Being a Teen (Girl, Boy, Black/Hispanic/Asian)..." And of course lots more.
See you Thursday.
Sunday, March 2, 2008
OK---All Blogged Out...and Ready for More
Sorry for the delay. I read a few at a time. They are very good, and I don't want to just barrel through them.
Most of you have made some breakthroughs and are getting real stuff.
We are at a point where you should be saying "I want to know more about..."
Or "I need to focus on.."
We still have more exploring time--but start thinking of the final sections.
But, please, read some classmate blogs--they are excellent.
And, finally, remember where all this blogging is leading. You will be making a final statement on methods, on how your work progressed. So all of this good--don't think it has to proceed in a perfectly straight line--there are good days and bad days. Just keep plugging away--I am happy with what I have read so far--you are making a good faith effort--and that is all I can ask (well...maybe a bit more too).
Most of you have made some breakthroughs and are getting real stuff.
We are at a point where you should be saying "I want to know more about..."
Or "I need to focus on.."
We still have more exploring time--but start thinking of the final sections.
But, please, read some classmate blogs--they are excellent.
And, finally, remember where all this blogging is leading. You will be making a final statement on methods, on how your work progressed. So all of this good--don't think it has to proceed in a perfectly straight line--there are good days and bad days. Just keep plugging away--I am happy with what I have read so far--you are making a good faith effort--and that is all I can ask (well...maybe a bit more too).
Friday, February 29, 2008
Class Schedule: Next Two Weeks
Please look at February 28 posting carefully: The next two weeks class schedule is posted with assigned readings/films, etc.
There are changes! email me with questions.
See you Tuesday: have a good weekend, I have to read field blogs!!!
Take a look at Danielle's Field Blog: good stuff!!
There are changes! email me with questions.
See you Tuesday: have a good weekend, I have to read field blogs!!!
Take a look at Danielle's Field Blog: good stuff!!
Teens On-Line
I just came across this PBS Front Line documentary. Tahttp://www.blogger.com/img/gl.link.gifke a look, since it speaks to the alternate identity worlds of MySpace, gaming, etc.
http://www.pbs.
org/wgbh/pages/frontline/kidsonline/view/main.html
And remember our earlier Pew Study of Teens on-line:
http://www.pewinternet.org/PPF/r/230/report_display.asp
I assume a number of you will be writing a full section or at least a subsection on this topic
http://www.pbs.
org/wgbh/pages/frontline/kidsonline/view/main.html
And remember our earlier Pew Study of Teens on-line:
http://www.pewinternet.org/PPF/r/230/report_display.asp
I assume a number of you will be writing a full section or at least a subsection on this topic
Thursday, February 28, 2008
Thursday, February 28 Class
Let's start with some MySpace portraits: volunteers?
Field Blogs: Laurie Vandenberg, Rachel Knapp (Our "back wall")
Teen Political Activism? Just for Fun (Sweeping YouTube!)
Adolescent Portraits:
Case 10: Family identity
Questions about Material Culture Assignment?
TUESDAY'S CLASS: MARCH 4
Part 1: Stepping Inside, A Tribe Apart
Katherine Quick, Kaitlyn Pohler, Audrey O'Donnell, and Lauren Hresko will lead the discussion. Reading emphasis: methods (stepping inside), significance of high school for the teens.
Field Blogs: Beth Reynolds, Sarah Lees, Gina Maguire
Teen Websites: Gaye Allen, Jennifer Easterbrook: why chosen? content analysis, possible final section?
MySpace volunteers
Teens on Line PBS Documentary: reactions?
THURSDAY'S CLASS: MARCH 6
Minority Identity: Adolescent Portraits:
Cases 1( Toni Collins, Kia Jones), 4 (Kelly Edwards, Tim Friel), 5 (Devon Allen, Jinnie Morris), 7 (Jasmina Anandapara, Michael Garry)
Chapter 11: A Tribe Apart (Beth Reynolds)
Field Blogs: Sarah/Gina from Tuesday, Cassandra Chambers, Katrina Spaeth, Danielle Henry
Teen Websites: Brittany Griffith
Tuesday's Class: March 11
NOTE CHANGE: RELIGIOUS IDENTITY
Adolescent Portraits: Case 2 (Cassandra Chambers, Katrina Spaeth), Case 3 (Danielle Henry, Gina Maguire)
See also Film Links: teens and religion
And to get us in the mood: Gina Roseboro found "GodTube's" reply to our film "13."
Thursday's Class: March 13 (Last class before Spring Break)
MySpace/Field Blog/Teen Website volunteers
A Tribe Apart: Chapter 9 (Graffiti, Rachel Knapp), and please view Style Wars: (see Film Links) before class as it is an hour+ long.
Chapter 13 (Moshing, Laurie Vandenberg)
And...finally...to get us thinking about our final sections: "First Thoughts..." Take a look a some of the topic ideas in the syllabus (March 13)
Field Blogs: Laurie Vandenberg, Rachel Knapp (Our "back wall")
Teen Political Activism? Just for Fun (Sweeping YouTube!)
Adolescent Portraits:
Case 10: Family identity
Questions about Material Culture Assignment?
TUESDAY'S CLASS: MARCH 4
Part 1: Stepping Inside, A Tribe Apart
Katherine Quick, Kaitlyn Pohler, Audrey O'Donnell, and Lauren Hresko will lead the discussion. Reading emphasis: methods (stepping inside), significance of high school for the teens.
Field Blogs: Beth Reynolds, Sarah Lees, Gina Maguire
Teen Websites: Gaye Allen, Jennifer Easterbrook: why chosen? content analysis, possible final section?
MySpace volunteers
Teens on Line PBS Documentary: reactions?
THURSDAY'S CLASS: MARCH 6
Minority Identity: Adolescent Portraits:
Cases 1( Toni Collins, Kia Jones), 4 (Kelly Edwards, Tim Friel), 5 (Devon Allen, Jinnie Morris), 7 (Jasmina Anandapara, Michael Garry)
Chapter 11: A Tribe Apart (Beth Reynolds)
Field Blogs: Sarah/Gina from Tuesday, Cassandra Chambers, Katrina Spaeth, Danielle Henry
Teen Websites: Brittany Griffith
Tuesday's Class: March 11
NOTE CHANGE: RELIGIOUS IDENTITY
Adolescent Portraits: Case 2 (Cassandra Chambers, Katrina Spaeth), Case 3 (Danielle Henry, Gina Maguire)
See also Film Links: teens and religion
And to get us in the mood: Gina Roseboro found "GodTube's" reply to our film "13."
Thursday's Class: March 13 (Last class before Spring Break)
MySpace/Field Blog/Teen Website volunteers
A Tribe Apart: Chapter 9 (Graffiti, Rachel Knapp), and please view Style Wars: (see Film Links) before class as it is an hour+ long.
Chapter 13 (Moshing, Laurie Vandenberg)
And...finally...to get us thinking about our final sections: "First Thoughts..." Take a look a some of the topic ideas in the syllabus (March 13)
Sunday, February 24, 2008
Mead13 Papers Graded
If you haven't gotten your paper back (4 students) it is because I do not have it either in Turnitin, or email. Send ASAP!!!!
Thursday, February 21, 2008
Tuesday, February 26 Class
Good long discussion on "material culture" and how to observe/interview in the field.
Take a look at the sites in the syllabus (Feb. 19) on material culture.
MySpace/Blog presentations: fieldworker/informant
Field Blogs: one or two students will be selected at random to discuss their field blogs. The goal is to remind ourselves of the early posting criteria, and to discuss "reflections/reflexivity" in the field.
Adolescent Portrait Reading:
Case 11 (eating disorder), and that should take us into Cases 4 and 10 (Family Relationships). Please have these cases read as I will be calling on students to discuss them.
Take a look at the sites in the syllabus (Feb. 19) on material culture.
MySpace/Blog presentations: fieldworker/informant
Field Blogs: one or two students will be selected at random to discuss their field blogs. The goal is to remind ourselves of the early posting criteria, and to discuss "reflections/reflexivity" in the field.
Adolescent Portrait Reading:
Case 11 (eating disorder), and that should take us into Cases 4 and 10 (Family Relationships). Please have these cases read as I will be calling on students to discuss them.
Mead/13 Papers
Wednesday and Thursday are very busy this week: classes, car pooling, etc. I have set aside Friday and Saturday to read and send back your essays. Thanks for your patience.
And thanks for the "teen speak" words and phrases: keeping them coming!
And thanks for the "teen speak" words and phrases: keeping them coming!
Tuesday, February 19, 2008
"Teen Speak"
Good class today! Thinking about "getting wasted" (well, not really).
We should be collecting "teen speak" words and phrases. Begin collecting from your informants only (that is, not what you read or hear on tv, etc). Send (through the comment below) me the word or phrase, and the meaning (and context if necessary), and I'll start a list on the left side of the blog.
We should be collecting "teen speak" words and phrases. Begin collecting from your informants only (that is, not what you read or hear on tv, etc). Send (through the comment below) me the word or phrase, and the meaning (and context if necessary), and I'll start a list on the left side of the blog.
Monday, February 18, 2008
Thursday, February 21 Class
Look at the Sex Ed website http://www.sexetc.org/ by teens and be able to analyze their interests/what they believe is important about sex, etc.
MySpace/Blog progress reports for class presentation
Material Culture/Spaces/Focal Points initial discussion (See also Tuesday, February 19 Syllabus categories).
Film: How Cultures Are Studied
MySpace/Blog progress reports for class presentation
Material Culture/Spaces/Focal Points initial discussion (See also Tuesday, February 19 Syllabus categories).
Film: How Cultures Are Studied
Saturday, February 16, 2008
Tuesday, February 19 Class
Please have all four articles read and be able to discuss:
Adolescent Portraits: cases 8, 11, 13, 19
We will be talking about so-called "risky behaviors" and why you think teens engage in them.
Look at the Sex Ed website http://www.sexetc.org/ by teens and be able to analyze their interests/what they believe is important about sex, etc.
Film: High School Stories (boys' life)
Adolescent Portraits: cases 8, 11, 13, 19
We will be talking about so-called "risky behaviors" and why you think teens engage in them.
Look at the Sex Ed website http://www.sexetc.org/ by teens and be able to analyze their interests/what they believe is important about sex, etc.
Film: High School Stories (boys' life)
Friday, February 15, 2008
All Blogged Out
Read and commented on everyone's posts. Good stuff! Take a random look around the list and comment on your classmates blogs.
See you all Tuesday.
See you all Tuesday.
Mead/13 Paper: Structure
Below is the 3 part structure for the Mead/13 comparative paper due Tuesday.
SINGLE OR DOUBLE SPACE: TURNITIN MAKES IT SINGLE SPACE--JUST WRITE UNTIL YOU ARE FINISHED!
Part 1: Introduction to the theme: "Coming of Age." From book/research, etc.
Part 2: Introduction to the book and film: brief overview of each, preparing/orienting the reader for the comparisons to follow. Try and connect them in some way here in a general way.
Part 3: Comparison of the book and film. Here is where you develop general categories to discuss the book and film. No overall reviews (book/film). No re-counting of content. Rather, as we discussed in class, create 1 or more focused categories (depending on how much you can develop)for comparison. For example: Katrina's idea on Mead v. 13 (director's view) on the nature of adolescence. Or, "Coming of Age: in Samoa v. Contemporary California (this will require sub-categories, and is a "breadth" paper). or, "The Girl and her Family," or "Adolescent Storm and Stress: Necessary? (see article in links), and so on.
Email me with questions or your ideas for categories.
SINGLE OR DOUBLE SPACE: TURNITIN MAKES IT SINGLE SPACE--JUST WRITE UNTIL YOU ARE FINISHED!
Part 1: Introduction to the theme: "Coming of Age." From book/research, etc.
Part 2: Introduction to the book and film: brief overview of each, preparing/orienting the reader for the comparisons to follow. Try and connect them in some way here in a general way.
Part 3: Comparison of the book and film. Here is where you develop general categories to discuss the book and film. No overall reviews (book/film). No re-counting of content. Rather, as we discussed in class, create 1 or more focused categories (depending on how much you can develop)for comparison. For example: Katrina's idea on Mead v. 13 (director's view) on the nature of adolescence. Or, "Coming of Age: in Samoa v. Contemporary California (this will require sub-categories, and is a "breadth" paper). or, "The Girl and her Family," or "Adolescent Storm and Stress: Necessary? (see article in links), and so on.
Email me with questions or your ideas for categories.
Thursday, February 14, 2008
Happy Valentines Day!
No Settling!!! (Today)
And here's a different teen Valentine for you! (Sorry Kelly)
The Monotones- Who Wrote The Book Of Love ( Full Version)
[via FoxyTunes / Book of Love]
And here's a different teen Valentine for you! (Sorry Kelly)
nirvana - smells like teen spirit
Wednesday, February 13, 2008
Thursday Class
Return final adolescent reflection papers, and briefly go over writing criteria from syllabus.
Blog material: See Dec. 23 posting below.
Class:
Demographic info on field informants
I will collect your consent forms for future field methods classes (hard copy--blank form)
Reading:
Mead: chapters 7,8,11
**Class discussion on comparative categories for Mead/13 paper due Feb. 19
Adolescent portraits: cases 19, 13 (teen pregnancy, drinking and sex)
Sex Ed site (by adolescents) from earlier posting: http://www.sexetc.org/
----------------
What I am listening to while working: John Coltrane - Blue Train
via FoxyTunes
Blog material: See Dec. 23 posting below.
Class:
Demographic info on field informants
I will collect your consent forms for future field methods classes (hard copy--blank form)
Reading:
Mead: chapters 7,8,11
**Class discussion on comparative categories for Mead/13 paper due Feb. 19
Adolescent portraits: cases 19, 13 (teen pregnancy, drinking and sex)
Sex Ed site (by adolescents) from earlier posting: http://www.sexetc.org/
----------------
What I am listening to while working: John Coltrane - Blue Train
via FoxyTunes
Tuesday, February 12, 2008
Field Informants
On Thursday, in addition to Mead and Adolescent Portraits discussion, I'll ask each of you to give a short description of your field informants: age, gender, etc., why chosen and what you think the potential might be for the final sections.
Listen to Bob below: it's how you or your informants might feel.
Listen to Bob below: it's how you or your informants might feel.
Bob Dylan - Like A Rolling Stone 1966
Thursday, January 31, 2008
Consent: The Last Word?
Here's something to read over the next week. Professor Hartman replied to my question about adolescent participation in research. She agrees with me that the issue is murky, but when in doubt err on the side of "yes" (try and get parent and adolescent informed consent). At least have the informant speak to his/her parent, explain the project, and go from there.
The risks are minimal, and you are not professional researchers, and are engaged in classroom exercises. Nevertheless...let's try and educate parents as well as informants, and really explain the nature of class to them---and above all try and get consent from both parties.
Let me know what happens.
Below is the URL of a long article (2006, Vol. 4, Issue 1) by Professor Hartman on this issue:
http://www.rutgerspolicyjournal.org/
The risks are minimal, and you are not professional researchers, and are engaged in classroom exercises. Nevertheless...let's try and educate parents as well as informants, and really explain the nature of class to them---and above all try and get consent from both parties.
Let me know what happens.
Below is the URL of a long article (2006, Vol. 4, Issue 1) by Professor Hartman on this issue:
http://www.rutgerspolicyjournal.org/
Tuesday, January 29, 2008
Consent: The Tuskegee Study Scandal
Some of you may want to read further on this notorious case of "non-informed consent." It is a very sad chapter in our history:
http://www.npr.org/programs/morning/features/2002/jul/tuskegee/
This is a link to National Public Radio's story on the "Tuskegee Experiments": it begins with,
July 25, 2002 --Thirty years ago today, the Washington Evening Star newspaper ran this headline on its front page: "Syphilis Patients Died Untreated." With those words, one of America's most notorious medical studies, the Tuskegee Syphilis Study, became public.
"For 40 years, the U.S. Public Health Service has conducted a study in which human guinea pigs, not given proper treatment, have died of syphilis and its side effects," Associated Press reporter Jean Heller wrote on July 25, 1972. "The study was conducted to determine from autopsies what the disease does to the human body."
http://www.npr.org/programs/morning/features/2002/jul/tuskegee/
This is a link to National Public Radio's story on the "Tuskegee Experiments": it begins with,
July 25, 2002 --Thirty years ago today, the Washington Evening Star newspaper ran this headline on its front page: "Syphilis Patients Died Untreated." With those words, one of America's most notorious medical studies, the Tuskegee Syphilis Study, became public.
"For 40 years, the U.S. Public Health Service has conducted a study in which human guinea pigs, not given proper treatment, have died of syphilis and its side effects," Associated Press reporter Jean Heller wrote on July 25, 1972. "The study was conducted to determine from autopsies what the disease does to the human body."
Consent Forms (2)
Department of Health and Human Services
Office for Protection from Research Risks
Part B
TIPS ON INFORMED CONSENT
The process of obtaining informed consent must comply with the requirements of
45 CFR 46.116
. The documentation of informed consent must comply with
45 CFR 46.117.
The following comments may help in the
development of an approach and proposed language by investigators for obtaining consent and its approval by IRBs:
•
Informed consent is a process, not just a form. Information must be presented to enable persons tovoluntarily decide whether or not to participate as a research participant. It is a fundamental mechanismto ensure respect for persons through provision of thoughtful consent for a voluntary act. The procedures used in obtaining informed consent should be designed to educate the subject population interms that they can understand. Therefore, informed consent language and its documentation (especiallyexplanation of the study's purpose, duration, experimental procedures, alternatives, risks, and benefits) must be written in "lay language", (i.e. understandable to the people being asked to participate). Thewritten presentation of information is used to document the basis for consent and for the participants'future reference. The consent document should be revised when deficiencies are noted or when additional information will improve the consent process.
•
Use of the first person (e.g., "I understand that ... ") can be interpreted as suggestive, may be relied upon as a substitute for sufficient factual information, and can constitute coercive influence over a subject.
Use of scientific jargon and legalese is not appropriate. Think of the document primarily as a teaching tool not as a legal instrument.
•
Describe the overall experience that will be encountered. Explain the research activity, how it isexperimental (e.g., a new drug, extra tests, separate research records, or nonstandard means of management, such as flipping a coin for random assignment or other design issues). Inform the humanparticipants of the reasonably foreseeable harms, discomforts, inconvenience and risks that are associated with the research activity. If additional risks are identified during the course of the research,the consent process and documentation will require revisions to inform participants as they are recontacted or newly contacted.
•
Describe the benefits that participants may reasonably expect to encounter. There may be none other than a sense of helping the public at large. If payment is given to defray the incurred expense for participation, it must not be coercive in amount or method of distribution.
•
Describe any alternatives to participating in the research project. For example, in drug studies the medications) may be available through their family doctor or clinic without the need to volunteer for the research activity.
•
The regulations insist that the participants be told the extent to which their personally identifiable private information will be held in confidence. For example, some studies require disclosure of information to other parties. Some studies inherently are in need of a Certificate of Confidentiality which protects the investigator from involuntary release (e.g.,subpoena) of the names or other identifying characteristics of research participants. The IRB will determine the level of adequate
9
/human subjects/guidance/ documents
http://ohrp.osophs.dhhs.gov/humansubjects/guidance/icfips.htm
requirements for confidentiality in light of its mandate to ensure minimization of risk and determination that the residual risks warrant involvement of participants.
•
If research-related injury (i.e. physical, psychological, social, financial, or otherwise) is possible in research that is more than minimal risk (see 45 CFR 46.102[g]), an explanation must be given of
whatever voluntary compensation and treatment will be provided. Note that the regulations do not limit injury to "physical injury". This is a common misinterpretation.
•
The regulations prohibit waiving or appearing to waive any legal rights of participants. Therefore,for example, consent language must be carefully selected that deals with what the institution is voluntarily willing to do under circumstances, such as providing for compensation beyond the provisionof immediate or therapeutic intervention in response to a research-related injury. In short, participants should not be given the impression that they have agreed to and are without recourse to seek satisfactionbeyond the institution's voluntarily chosen limits.
•
The regulations provide for the identification of contact persons who would be knowledgeable to answer questions of participants about the research, rights as a research participants, and
research-related injuries. These three areas must be explicitly stated and addressed in the consent process and documentation. Furthermore, a single person is not likely to be appropriate to answer questions in all areas. This is because of potential conflicts of interest or the appearance of such.Questions about the research are frequently best answered by the investigator(s). However, questionsabout the rights of research participants or research-related injuries (where applicable) may best be referred to those not on the research team. These questions could be addressed to the IRB, an ombudsman, an ethics committee, or other informed administrative body. Therefore, each consentdocument can be expected to have at least two names with local telephone numbers for contacts toanswer questions in these specified areas.
•
The statement regarding voluntary participation and the right to withdraw at any time can betaken almost verbatim from the regulations (45 CFR 46.116[a][8]). It is important not to overlook the need to point out that no penalty or loss of benefits will occur as a result of both not participating or withdrawing at any time. It is equally important to alert potential participants to any foreseeable consequences to them should they unilaterally withdraw while dependent on some intervention tomaintain normal function.
documents -- http://ohrp.osophs.dhhs.gov/humansubjects/guidance/ictips.htm
•
Don't forget to ensure provision for appropriate additional requirements which concern consent. Some of these requirements can be found in sections 46.116(b), 46.205(a)(2), 46.207(b), 46.208(b), 46.209(d),46.305(a)(5-6), 46.408(c), and 46.409(b). The IRB may impose additional requirements that are not
specifically listed in the regulations to ensure that adequate information is presented in accordance with institutional policy and local law.
10
SAMPLE CONSENT FORM
You are invited to participate in a study of (state what is being studied.) We hope to learn (state what the study is designed to discover or establish.) You were selected as a possible participant in this study because (state why and how the subject was selected.)
If you decide to participate, the researcher and/or his or her associates will (describe the procedures to be followed, how long they will take and their frequency. Describe the discomforts and inconveniences reasonably to be expected. Estimate the total time required. Describe the risks and the benefits reasonably to be expected.)
(Describe appropriate alternative procedures that might be advantageous to the participants, if any.
Disclose any standard treatment that is being withheld.)
(If the participants will receive any compensation or any other benefits, describe the amount or nature.
If participants may incur costs because of participation, list them.)
Your decision whether or not to participate will not prejudice your future relations with the (name institution or agency). If you have any questions, please ask us. If you have any additional questions later (state of the name of the principal investigator and give a phone number or address,) will be happy to answer any of them.
Your signature indicates that you have read the information provided above and have decided to
participate. You may withdraw at any time without prejudice after signing this form should you
choose to discontinue participation in this study.
___________________________________________
___________________________
Signature Date
__________________________________________
___________________________
Signature of Parent or Legal Guardian
Date
(Signature of Parent or Guardian is not required for participants who consent for themselves.)
Message to Participants: Any information that is obtained in connection with this study and that can be identified with you will remain confidential and will be disclosed only with your permission. (If the researcher will be releasing information to anyone for any reason, state the persons or agencies to whom
the information will be furnished, the nature of the information to be furnished and the purpose of the disclosure.)
11
Office for Protection from Research Risks
Part B
TIPS ON INFORMED CONSENT
The process of obtaining informed consent must comply with the requirements of
45 CFR 46.116
. The documentation of informed consent must comply with
45 CFR 46.117.
The following comments may help in the
development of an approach and proposed language by investigators for obtaining consent and its approval by IRBs:
•
Informed consent is a process, not just a form. Information must be presented to enable persons tovoluntarily decide whether or not to participate as a research participant. It is a fundamental mechanismto ensure respect for persons through provision of thoughtful consent for a voluntary act. The procedures used in obtaining informed consent should be designed to educate the subject population interms that they can understand. Therefore, informed consent language and its documentation (especiallyexplanation of the study's purpose, duration, experimental procedures, alternatives, risks, and benefits) must be written in "lay language", (i.e. understandable to the people being asked to participate). Thewritten presentation of information is used to document the basis for consent and for the participants'future reference. The consent document should be revised when deficiencies are noted or when additional information will improve the consent process.
•
Use of the first person (e.g., "I understand that ... ") can be interpreted as suggestive, may be relied upon as a substitute for sufficient factual information, and can constitute coercive influence over a subject.
Use of scientific jargon and legalese is not appropriate. Think of the document primarily as a teaching tool not as a legal instrument.
•
Describe the overall experience that will be encountered. Explain the research activity, how it isexperimental (e.g., a new drug, extra tests, separate research records, or nonstandard means of management, such as flipping a coin for random assignment or other design issues). Inform the humanparticipants of the reasonably foreseeable harms, discomforts, inconvenience and risks that are associated with the research activity. If additional risks are identified during the course of the research,the consent process and documentation will require revisions to inform participants as they are recontacted or newly contacted.
•
Describe the benefits that participants may reasonably expect to encounter. There may be none other than a sense of helping the public at large. If payment is given to defray the incurred expense for participation, it must not be coercive in amount or method of distribution.
•
Describe any alternatives to participating in the research project. For example, in drug studies the medications) may be available through their family doctor or clinic without the need to volunteer for the research activity.
•
The regulations insist that the participants be told the extent to which their personally identifiable private information will be held in confidence. For example, some studies require disclosure of information to other parties. Some studies inherently are in need of a Certificate of Confidentiality which protects the investigator from involuntary release (e.g.,subpoena) of the names or other identifying characteristics of research participants. The IRB will determine the level of adequate
9
/human subjects/guidance/ documents
http://ohrp.osophs.dhhs.gov/humansubjects/guidance/icfips.htm
requirements for confidentiality in light of its mandate to ensure minimization of risk and determination that the residual risks warrant involvement of participants.
•
If research-related injury (i.e. physical, psychological, social, financial, or otherwise) is possible in research that is more than minimal risk (see 45 CFR 46.102[g]), an explanation must be given of
whatever voluntary compensation and treatment will be provided. Note that the regulations do not limit injury to "physical injury". This is a common misinterpretation.
•
The regulations prohibit waiving or appearing to waive any legal rights of participants. Therefore,for example, consent language must be carefully selected that deals with what the institution is voluntarily willing to do under circumstances, such as providing for compensation beyond the provisionof immediate or therapeutic intervention in response to a research-related injury. In short, participants should not be given the impression that they have agreed to and are without recourse to seek satisfactionbeyond the institution's voluntarily chosen limits.
•
The regulations provide for the identification of contact persons who would be knowledgeable to answer questions of participants about the research, rights as a research participants, and
research-related injuries. These three areas must be explicitly stated and addressed in the consent process and documentation. Furthermore, a single person is not likely to be appropriate to answer questions in all areas. This is because of potential conflicts of interest or the appearance of such.Questions about the research are frequently best answered by the investigator(s). However, questionsabout the rights of research participants or research-related injuries (where applicable) may best be referred to those not on the research team. These questions could be addressed to the IRB, an ombudsman, an ethics committee, or other informed administrative body. Therefore, each consentdocument can be expected to have at least two names with local telephone numbers for contacts toanswer questions in these specified areas.
•
The statement regarding voluntary participation and the right to withdraw at any time can betaken almost verbatim from the regulations (45 CFR 46.116[a][8]). It is important not to overlook the need to point out that no penalty or loss of benefits will occur as a result of both not participating or withdrawing at any time. It is equally important to alert potential participants to any foreseeable consequences to them should they unilaterally withdraw while dependent on some intervention tomaintain normal function.
documents -- http://ohrp.osophs.dhhs.gov/humansubjects/guidance/ictips.htm
•
Don't forget to ensure provision for appropriate additional requirements which concern consent. Some of these requirements can be found in sections 46.116(b), 46.205(a)(2), 46.207(b), 46.208(b), 46.209(d),46.305(a)(5-6), 46.408(c), and 46.409(b). The IRB may impose additional requirements that are not
specifically listed in the regulations to ensure that adequate information is presented in accordance with institutional policy and local law.
10
SAMPLE CONSENT FORM
You are invited to participate in a study of (state what is being studied.) We hope to learn (state what the study is designed to discover or establish.) You were selected as a possible participant in this study because (state why and how the subject was selected.)
If you decide to participate, the researcher and/or his or her associates will (describe the procedures to be followed, how long they will take and their frequency. Describe the discomforts and inconveniences reasonably to be expected. Estimate the total time required. Describe the risks and the benefits reasonably to be expected.)
(Describe appropriate alternative procedures that might be advantageous to the participants, if any.
Disclose any standard treatment that is being withheld.)
(If the participants will receive any compensation or any other benefits, describe the amount or nature.
If participants may incur costs because of participation, list them.)
Your decision whether or not to participate will not prejudice your future relations with the (name institution or agency). If you have any questions, please ask us. If you have any additional questions later (state of the name of the principal investigator and give a phone number or address,) will be happy to answer any of them.
Your signature indicates that you have read the information provided above and have decided to
participate. You may withdraw at any time without prejudice after signing this form should you
choose to discontinue participation in this study.
___________________________________________
___________________________
Signature Date
__________________________________________
___________________________
Signature of Parent or Legal Guardian
Date
(Signature of Parent or Guardian is not required for participants who consent for themselves.)
Message to Participants: Any information that is obtained in connection with this study and that can be identified with you will remain confidential and will be disclosed only with your permission. (If the researcher will be releasing information to anyone for any reason, state the persons or agencies to whom
the information will be furnished, the nature of the information to be furnished and the purpose of the disclosure.)
11
Monday, January 28, 2008
Consent Links
Student Classroom Exercises:
Primary Goal: to learn about and practice anthropological field methods
Informants: adolescent males/females/groups
Below are numerous links on ethics and informed consent when participating/oberserving/writing about human informants
Science/Biomedical Approaches
http://www.nsf.gov/bfa/dias/policy/hsfaqs.jsp
• National Science Foundation: “Frequently Asked Questions”: Interpreting the Common Rule for the Protection of Human Subjects for Behavioral and Social Science Research
EXEMPTIONS (NSF WEBSITE)
What exemptions of the Common Rule are most appropriate to social science research?
Does research conducted as a classroom exercise count as human subjects research?
The Common Rule defines research as "a systematic investigation, including research development, testing and evaluation, designed to develop or contribute to generalizable knowledge" (§ 102.d)
This includes activities, which are intended to lead to published results, or for example, findings presented at a professional meeting. Classroom exercises, involving interactions with human participants, which are part of an educational program, and are not designed to advance generalizable knowledge, are not covered by this regulation. Similarly, evaluations for quality improvement or assessment of instruction are not considered research so long as they are not designed to create generalizable knowledge.
Primary Goal: to learn about and practice anthropological field methods
Informants: adolescent males/females/groups
Below are numerous links on ethics and informed consent when participating/oberserving/writing about human informants
Science/Biomedical Approaches
http://www.nsf.gov/bfa/dias/policy/hsfaqs.jsp
• National Science Foundation: “Frequently Asked Questions”: Interpreting the Common Rule for the Protection of Human Subjects for Behavioral and Social Science Research
EXEMPTIONS (NSF WEBSITE)
What exemptions of the Common Rule are most appropriate to social science research?
The Common Rule states that there are 6 categories of research that are exempt (from full IRB review). The first 4 of the exemptions will be most appropriate for social science research:
- Research in educational settings involving educational practices. (§ 101 (b) (1))
- Research involving educational tests (cognitive, diagnostic, aptitude, achievement), surveys, interviews, or observations of public behavior, unless subjects are identified and disclosure of responses would involve more than reasonable risk. (§ 101 (b) (2))
- Research involving educational tests (cognitive, diagnostic, aptitude, achievement), surveys, interviews, or observations of public behavior not exempt under preceding exemption if human subjects are elected public officials, and if federal statutes require confidentiality of identifiable information. ((§ 101 (b) (3))
- Research involving the collection or study of existing data if publicly available or unidentifiable. ((§ 101 (b) (4))
- Research and demonstration projects designed to study public benefit or service programs. ((§ 101 (b) (5))
- Taste and food quality evaluation and consumer acceptance studies. ((§ 101 (b) (6))
Exempt research is free from continued oversight by the IRB although the institution (either a designated IRB representative, the entire committee, or some other institutional authority), not the researcher, must determine that the project is exempt in the first place. Usually this is accomplished through a brief review process.
Does this mean that all questionnaire, educational test, and interview-based studies are exempt?
Such studies are exempt UNLESS:
- Specific individual human subjects can be identified directly or through identifiers linked to them (i.e., their names, telephone numbers or other unique identifiers are recorded in the data)
AND disclosure of their responses could place them at risk of:
- criminal/civil liability, or
- damage to their financial standing, employability, or reputation
Research on vulnerable populations may not be exempt. Consult with your local IRB or NSF program officer for guidance in specific cases.
When the subjects are public officials or candidates for public office, the research is exempt even when identifiers are included or disclosure might be harmful.
When the subjects are public officials or candidates for public office, the research is exempt even when identifiers are included or disclosure might be harmful. However, all research should be bound by professional ethics and respect for respondents to guard their privacy whether or not the research is exempt (unless the participants understand that their information may be made public and permission is granted).
Classroom Exemptions (NSF Site):Does research conducted as a classroom exercise count as human subjects research?
The Common Rule defines research as "a systematic investigation, including research development, testing and evaluation, designed to develop or contribute to generalizable knowledge" (§ 102.d)
This includes activities, which are intended to lead to published results, or for example, findings presented at a professional meeting. Classroom exercises, involving interactions with human participants, which are part of an educational program, and are not designed to advance generalizable knowledge, are not covered by this regulation. Similarly, evaluations for quality improvement or assessment of instruction are not considered research so long as they are not designed to create generalizable knowledge.
How can research conducted as a classroom exercise be reviewed to protect human participants?
Since the Common Rule exempts classroom exercises (see above), the IRB has no mandated role to play in reviewing such exercises. However, the IRB typically is the only institutional store of expertise about human subjects protections, and may in principle be involved in such research in an oversight function. The following suggestions are offered as guidance for institutions seeking to protect participants from harm in such situations without overburdening IRBs with needless review responsibilities.
The relevant department should set up a Human Research Committee to review classroom exercises for harm to participants.
The department should state, in writing, what sort of research is reviewed in the department (i.e., classroom exercises, non federally-funded research, etc. ) in contrast to research which must go to the IRB.
The department should state, in writing, the criteria used to evaluate proposals (i.e., voluntary participation, informed consent, lack of risk of harm, lack of deception, procedures for ensuring confidentiality of data), and the mechanism used to perform the evaluation (i.e., a standing committee, an ad hoc committee appropriate to specific proposals, etc. )
The department should specify, in writing, the records it will keep. This may consist of the proposal itself, each reviewer's comments, correspondence with the researcher including requests for revisions and responses to requests. These records should be open for inspection at any time by the IRB or the designated institutional official. There should be at least one review per year.
It is a good idea for one member of the departmental committee to be a formal member of the IRB, to insure appropriate levels of communication between the department and the IRB, and training for the departmental committee.
Research v. Classroom Exercises
Activities that require IRB review are strictly limited to research; CFR 46.112 (d) defines research:
(d) Research means a systematic investigation, including research development, testing and evaluation, designed to develop or contribute to generalizable knowledge. Activities, which meet this definition, constitute research for purposes of this policy, whether or not they are conducted or supported under a program, which is considered research for other purposes. For example, some demonstration and service programs may include research activities.
http://ori.hhs.gov/education/products/ucla/chapter2/default.htm
• This site, supported by the federal government, carefully lays out the issues of research with human subjects for medical researchers
o http://www.hhs.gov/ohrp/humansubjects/guidance/45cfr46.htm
• The Federal “Common Rule”: informed consent
o http://www.hhs.gov/ohrp/irb/irb_chapter6.htm#g4
• Special cases within the “Common Rule” (including children and minors)
On-line Training Course: Research with Human Subjects:
U.S. Dep't of Health and Human Services
Health Resources and Service Administration
http://www.hrsa.gov/humansubjects/
American Anthropological Association Response to Federal Guidelines: Research with Human Subjects, and Institutional Review Boards (IRB)
http://www.aaanet.org/committees/ethics/ethcode.htm
• American Anthropological Association Code of Ethics
http://www.aaanet.org/stmts/irb.htm
• American Anthropological Association Statement on Ethnography and Institutional Review Boards
http://www.aaanet.org/ar/irb/humresethics2.htm
• Human Research Ethics: history/documents
http://www.aaanet.org/press/an/infocus/hrp/Plattner.htm
• Human Subjects Protection: Statement by Stuart Plattner
NSF Guidelines on Ethnographic Research
Is ethnography covered by the Common Rule?
Ethnography refers to a type of social science research where the researcher studies human behavior in a natural setting, rather than in a laboratory, for purposes of understanding the culture of that particular population. Research may involve observations and/or interviews with people in that setting. Since human participants are involved, the research is covered by the regulations.
Is ethnographic research exempt?
Depending on the specifics of the research project, ethnographic research may be exempt, qualify for expedited review, or require full IRB review. Although research involving public behavior is exempt under the Common Rule, projects focusing on sensitive information, where the disclosure of responses could harm the respondent, require full review.
How should research involving "snowball samples" be handled from a human subjects perspective?
In a "snowball sample" each respondent is asked to suggest other persons for inclusion in the research. These persons are then contacted to see if they wish to serve as research participants. This is a valid procedure often used by investigators who seek to recruit from populations for which adequate sample frames are not available. For example, a researcher seeking to study patterns of informal leadership in a community may ask individuals to name others who are influential in a community. Similarly, studies of the diffusion of ideas and acceptance of new technologies can be traced through scientific and medical communities.
Snowball samples in and of themselves do not necessarily pose a risk for human subjects. IRBs should follow the normal procedure of examining the project for risks of harm commensurate with normal life. Each respondent is given the opportunity to participate or to decline participation.
For studies studying sensitive topics, study protocols should adhere to the recommendations for confidentiality. For example, studies of networks of drug users or tracking sex partners of HIV+ cases require extreme caution with information gathered from one subject about another. All information should be treated confidentially. (See Certificate of Confidentiality)
Is written documentation of informed consent required in ethnographic research?
Ethnographic research interviews are not necessarily formal interviews with a questionnaire. They often are simple conversations on the respondent's home ground (as opposed to the researcher's laboratory). Competent adult individuals have the option of participating and responding to questions or the respondent has the choice of not allowing the researcher access to his or her person, ignoring requests for information, giving misleading replies, or responding to requests in other ways that preserve the respondent's dignity and independence. Informed consent is usually implied by the respondent's willingness to talk to the researcher.
In most ethnographic projects a request for a written, formal consent would seem suspicious, inappropriate, rude and perhaps even threatening. In other words, written consent can potentially harm the research interaction and generate rather than ameliorate concern in respondents. In many parts of the world, for many people with a history of exploitation and unfair dealings with authorities and government, a request to sign a form is fraught with danger. Respondents may not be fully literate, may not have familiarity or experience with social science research, and may have learned to expect the worst from strangers through experience or popular belief.
The roles of women and minors are not necessarily the same in other societies as in the US. In many cultures women and children are forbidden from making any agreement without their husband's or father's permission, which may not be appropriate in all situations. Written informed consent in such cases would be impossible to obtain, or if obtained would generate concern in respondents.
Researchers should be sensitive to such cultural differences within the US as well as in cultures outside the US. A vital aspect of protecting and respecting human subjects is to "do your homework" of learning about the cultural norms of those you wish to study. Expertise regarding the locale is essential and may be provided by the investigator or a consultant. In these circumstances the Common Rule authorizes a waiver of written documentation. § 117 (c) (1) discusses situations where the only record linking the subject and the research would be the consent document, and the principal risk would be potential harm resulting from a breach of confidentiality.
§ 117 (c) (2) deals with waiving written documentation of informed consent in situations where "the research presents no more than minimal risk of harm to subjects and involves no procedures for which written consent is normally required outside of the research context." This covers a large portion of ethnographic research on non-sensitive topics.
How should IRBs proceed in reviewing ethnographic research?
As with any project, the IRB administrator should assess the research to determine if there is any risk of harm to participants (beyond that which might be experienced in daily life), to determine whether the research is exempt or qualifies for expedited or full review.
What is "group consent" and how is it relevant to informed consent?
The concept of informed consent derives moral force as a mark of respect for persons. The request for informed consent envisions each human being as autonomous and capable of making informed judgments about appropriate personal activities.
Many traditional societies rely on an elder or group of leaders to express decisions with respect to the group. An individual community member who acted independently, without the knowledge and consent of the group, might be seen as suspicious, perhaps acting counter to the best interests of everyone. The appropriate way for a foreigner to get permission to do research in a setting like this would be to present the project in an open meeting, allowing questions to be raised and answered publicly. After formal group approval, any individual member of society would be free to cooperate or not with the research project.
In all societies, when research is planned in sharply defined communities, consultation with community representatives may be necessary in order to avoid negative gossip and refusals to participate. Such community consultation and public relations is part of a good research design and not a substitute for individual informed consent.
Richard Stockton Application To Undertake Research With Human Subjects (from Stockton's IRB)
http://intraweb.stockton.edu/eyos/grantsoffice/content/docs/IRB%20Application%20Fillable%20modified%20040207.pdf
Exemptions to Federal Regulations (to be reviewed by the Stockton IRB)
Appendix A
CODE OF FEDERAL REGULATIONS
TITLE 45: PUBLIC WELFARE
PART 46: PROTECTION OF HUMAN SUBJECTS
EXEMPT ACTIVITIES
Paragraph 46.101
(b) Unless otherwise required by Department or Agency heads, research activities in which he only involvement of human subjects will be in one or more of the following categories are exempt from this policy:
(1) Research conducted in established or commonly accepted educational settings, involving normal education practices,such as (i) research on regular and special education instructional strategies, or (ii) research on the effectiveness of or the comparison among instructional techniques, curricula, or classroom management methods, unless (a) information obtained is recorded in such a manner that human subjects can be identified, directly or through identifiers linked to the subjects; and (b)any disclosure of the human subjects' responses outside the research could reasonably place the subjects at risk of criminal or civil liability or be damaging to the subjects' financial standing, employability, or reputation
(2) Research involving the use of educational tests (cognitive, diagnostic, aptitude, achievement), survey procedures,interview procedures or observation of public behavior, unless: (please see a and b above)
(3) Research involving the use of educational tests (cognitive, diagnostic, aptitude, achievement), survey procedures,interview procedures or observation of public behavior that is not exempt under paragraph (b)(2) of this section, if: (i) the human subjects are elected or appointed public officials or candidates for public office, or (ii) Federal statute(s) require(s)without exception that the confidentiality of the personally identifiable information will be maintained throughout the
research and thereafter.
(4) Research involving the collection or study of existing data. documents, records, pathological specimens, or diagnostic specimens, if these sources are publicly available or if the information is recorded by the investigator in such a manner that subjects cannot be identified, directly or through identifiers linked to the subjects.
(5) Research and demonstration projects which are conducted by or subject to the approval of the Department or Agency heads, and which are designed to study, evaluate, or otherwise examine:
(i) Public benefit or service programs; (ii) procedures for obtaining benefits or services under those programs; (iii) possible changes in or alternatives to those programs or procedures; or (iv) possible changes in methods or levels of payment for benefits or services under those programs.
(6) Taste and food quality evaluation and consumer acceptance studies, (i) if wholesome foods without additives are consumed or (ii) if a food is consumed that contains a food ingredient at or below the level and for a use found to be safe, or agricultural chemical or environmental contaminant at or below the level found to be safe, by the Food and Drug Administration or approved by the Environmental Protection Agency or the Food Safety and Inspection Service of the U.S.Department of Agriculture.
Source: 63FR 60364-60367, November 9, 1998. Department of Health and Human Services.
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