DOCSLIB.ORG

Historische Generationen

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Historische Generationen Beate Fietze Historische Generationen 2009-01-26 13-51-34 --- Projekt: transcript.titeleien / Dokument: FAX ID 02c9200876390888|(S. 1 ) T00_01 schmutztitel - 942.p 200876390896 Für Heinrich Beate Fietze (Dr. phil., Dipl.-Soz., Dipl.-Psych.) forscht an der Berlin Graduate School of Social Sciences des Instituts für Sozialwissen- schaften der Humboldt-Universität zu Berlin. Ihre Arbeitsschwer- punkte sind soziologische Theorie, Kulturanalyse, Sozialstrukturana- lyse, Generationssoziologie, Elitetheorie, Professionssoziologie und Organisationssoziologie. 2009-01-26 13-51-34 --- Projekt: transcript.titeleien / Dokument: FAX ID 02c9200876390888|(S. 2 ) T00_02 seite 2 - 942.p 200876390904 Beate Fietze Historische Generationen Über einen sozialen Mechanismus kulturellen Wandels und kollektiver Kreativität 2009-01-26 13-51-34 --- Projekt: transcript.titeleien / Dokument: FAX ID 02c9200876390888|(S. 3 ) T00_03 titel - 942.p 200876390912 Bibliografische Information der Deutschen Nationalbibliothek Die Deutsche Nationalbibliothek verzeichnet diese Publikation in der Deutschen Nationalbibliografie; detaillierte bibliografische Daten sind im Internet über http://dnb.d-nb.de abrufbar. © 2009 transcript Verlag, Bielefeld This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License. Umschlagkonzept: Kordula Röckenhaus, Bielefeld Lektorat & Satz: Ilse Scholz Druck: Majuskel Medienproduktion GmbH, Wetzlar ISBN 978-3-89942-942-8 Gedruckt auf alterungsbeständigem Papier mit chlorfrei gebleichtem Zellstoff. Besuchen Sie uns im Internet: http://www.transcript-verlag.de Bitte fordern Sie unser Gesamtverzeichnis und andere Broschüren an unter: [email protected] 2009-01-26 13-51-35 --- Projekt: transcript.titeleien / Dokument: FAX ID 02c9200876390888|(S. 4 ) T00_04 impressum - 942.p 200876390920 INHALT Vorwort 11 Einleitung 13 1. Generationssoziologie als Kultursoziologie: Eine wissenschaftsgeschichtliche Rekonstruktion der Generationstheorie 23 1.1 Die Dominanz der zyklischen Zeitvorstellung von der Antike bis zur Neuzeit: Das genealogische Prinzip 24 1.2 Die lineare Zeitvorstellung der Neuzeit als historischer Fortschritt und biographische Entwicklung: Das Konzept der Lebensalter 28 1.2.1 Das quantitative Zeitverständnis: Die Ableitung der Geschichte aus der natürlichen Abfolge der Generationen 32 1.2.2 Das qualitative Zeitverständnis: Die Ableitung der Generationen aus der biographischen Erfahrung 35 1.3 Die Gleichzeitigkeit des Ungleichzeitigen: Das Konzept der historischen Generationen 38 1.4 Die Zäsur durch Nationalsozialismus und Zweiten Weltkrieg 43 1.5 Der Einzug des Strukturfunktionalismus in die Generationssoziologie: Das Konzept der Altersgruppen 47 1.6 Der Abschied der Generationssoziologie von der Kulturtheorie: Das Kohortenkonzept 50 1.7 Begriffskonfusion als Symptom der Stagnation generationssoziologischer Theoriebildung 54 1.7.1 Die Analyse der Studentenbewegung als verpasste Chance für die Generationssoziologie 55 1.7.2 Die Biographieforschung als Scheinlösung für das Problem der Generationen 58 1.8 Die Wiederentdeckung der Generationstheorie 61 1.9 Die zögerliche Rückkehr der Kulturtheorie in die Generationssoziologie 64 1.10 Resümee 67 2. Die Konstitution historischer Generationen: Ein sozialer Mechanismus kulturellen Wandels 69 2.1 Die Generationstheorie von Karl Mannheim 72 2.2 Generationslagerung: Selektivität des Realitätszugangs 73 2.3 Generationszusammenhang als Emergenzphänomen 75 2.4 Generationsbildung als sozialer Mechanismus kulturellen Wandels 79 2.5 „Entscheidende Kollektivereignisse“ als Chiffre 82 2.6 Generationseinheiten: Die Interpreten des Zeitgeistes 85 2.7 Resümee 89 3. Das Dilemma der Mannheimschen Wissenssoziologie: Gefangen zwischen Lebensphilosophie und Soziologie 91 4. Generationsspezifische Akteure: Die Reformulierung des Konzepts Historischer Generationen 99 4.1 Die Ersetzung der Kategorie des Zeitgeistes durch das Konzept der Öffentlichkeit 99 4.2 Die neue Verknüpfung von Geist und Macht: Politische Eliten als generationsspezifische Akteure 102 4.3 Die Politisierung altersspezifischer Situationsdeutungen: Generationsspezifische Akteure als Cross-cutting-Kategorie 104 4.4 Der Repräsentativitätsanspruch der Generationseliten 107 4.5 Die Definition des Generationsbewusstseins 108 4.6 Resümee 111 5. Narrative Identitätskonstruktion: Biographie und Generation 113 5.1 Das Konzept der kulturellen Erinnerung 114 5.2 Die Prädominanz der ersten Eindrücke 115 5.3 Jugenderlebnisse als biographische Matrix narrativer Identitätskonstruktionen 118 5.3.1 Adoleszenztheorie: Postadoleszenz als Grundlage personaler Identität 118 5.3.2 Lebensverlaufsforschung: Institutionalisierung des Lebenslaufs 122 5.3.3 Biographieforschung: Narrative Identitätskonstruktion als lebenslanger Prozess 123 5.3.4 Narrative Identität und Generationstheorie 126 5.4 Der biographische Zeithorizont und die Dauer einer Generation: Lebensdauer und Wirkungsdauer 129 5.5 Die narrative Identitätskonstruktion generationsspezifischer Akteure 132 5.6 Resümee 134 6. Prozesscharakter sozialen Wandels: Generation und Geschichte 137 6.1 Theorien sozialen Wandels und die Analyse generationsspezifischer Wandlungsprozesse 137 6.2 Die Bedeutung der Zeit für die Analyse kulturellen Wandels 140 6. 2.1 Der analytische Dualismus: Ein Ausweg aus der kulturtheoretischen Sackgasse 141 6.2.2 Der morphogenetische Zyklus: Die analytische Hervorhebung der Zeit 148 6.3 Morphogenese und die Konstitution historischer Generationen 151 6.4 Varianten der Generationsbildung 154 6.4.1 Morphostatische Konstellationen: Die Latenz des generationsspezifischen Wandlungspotentials 155 6.4.2 Morphogenetische Konstellationen: Die Aktivierung des generationsspezifischen Wandlungspotentials 158 6.5 Resümee 165 7. Gesellschaftskrise und Generationsbildung: Ein sozialer Mechanismus kollektiver Kreativität 167 7.1 Kreativität als Potential und Prozess 168 7.2 Charismatische Bindung und die Redefinition der sozialen Ordnung 170 7.3 Gesellschaftskrise als generationsstiftendes Ereignis 172 7.4 Tradition und Innovation 174 7.5 Politisierung der Kultur und institutionelle Weichenstellung 176 7.6 Resümee 177 8. Die Generation der amerikanischen Progressivisten 179 8.1 Die Progressive Era als historischer Wendepunkt 181 8.2 Die Krise der 1890er Jahre als Geburtsstunde einer neuen historischen Generation 182 8.3 Neue Perspektiven: Die Herausforderung des etablierten kulturellen Systems durch die Situationsdeutung der Progressivisten 185 8.4 Die Generationseliten als innovative Minderheiten 189 8.4.1 Die Universitätsmitglieder 190 8.4.2 Die Kirchenkreise 192 8.4.3 Das Municipal Research Bureau Movement 193 8.4.4 Die Frauenrechtsbewegung und die Settlement-Bewegung 195 8.4.5 Die investigativen Journalisten 198 8.5 Die „formativen Jahre“ der Progressivisten 199 8.6 Der Konstitutionsprozess des progressivistischen Generationszusammenhangs 201 8.7 Die konkurrierenden Generationseinheiten 203 8.7.1 Die konservative Generationseinheit 204 8.7.2 Die populistische Generationseinheit 205 8.7.3 Die sozialistische Generationseinheit 206 8.7.4 Gemeinsamkeiten und Differenzen der Generationseinheiten 207 8.8 Resümee 208 9. Globalisierung und Generationsbildung 211 9.1 Das Jahr 1968 als Symbol der ersten globalen Generation 211 9.2 Die globale Gleichzeitigkeit der Studentenbewegung 212 9.3 Die Globalisierung des sozialhistorischen Raums als Voraussetzung für die Globalisierung des Generationszusammenhangs 217 9.4 1968 als Ausdruck globaler politischer und kultureller Umbrüche 219 9.5 Die Krise des Ost-West-Verhältnisses als politischer Entstehungszusammenhang der ersten globalen Generation 225 9.6 Institutionelle Konstitutionsbedingungen der globalen Generationselite 229 9.7 Die Politisierung der Kultur durch die 68er-Generation 234 9.8 Resümee 237 Schluss 239 Literatur 245 VORWORT Diese sozialwissenschaftliche Auseinandersetzung mit dem Konzept der historischen Generationen knüpft nicht nur an das implizite Versprechen des Generationsbegriffs an, eine konzeptionelle Brücke zwischen in- dividueller Lebensgeschichte und kollektiver Ereignisgeschichte zu schlagen, sondern vermutet in dem Konstitutionsprozess historischer Generationen selbst einen eigenständigen sozialen Mechanismus für die Dynamik kulturellen Wandels und kollektiver Kreativität. Die Intention der vorliegenden Arbeit ist es, den spezifischen Erklärungsanspruch dieses Konzepts auszuloten und damit einen Beitrag zur soziologischen Theorie des sozialen Wandels zu leisten. Verfasst wurde die Arbeit im Rahmen der Berlin Graduate School of Social Sciences und im Juni 2005 als Qualifikationsarbeit am Institut für Sozialwissenschaften der Humboldt-Universität zu Berlin angenommen. Ich möchte allen danken, durch deren Interesse und Unterstützung dieses Vorhaben profitieren durfte. Mein Dank gilt zuerst den beiden Gutachtern, Hans-Peter Müller und Klaus Eder. Ihre Einladung zum soziologischen Dialog, ihre kri- tischen Fragen, inspirierenden theoretischen Hinweise und schließlich ihre differenzierten Gutachten sind an sichtbarer und weniger sichtbarer Stelle in die Arbeit eingeflossen und bildeten den entscheidenden Reso- nanzraum für den Fortgang des Projekts. Für eine immer konstruktive Diskussion der verschiedenen Teile der Arbeit danke ich allen Teil- nehmerinnen und Teilnehmern des Kolloquiums am Lehrstuhl für Allgemeine Soziologie an der Humboldt-Universität zu Berlin, insbe- sondere Jürgen Mackert, Jochen Steinbicker und Christian Schmidt- Wellenburg. Für kollegiales Interesse, kritische Fragen und ermutigende
Load more

Recommended publications
  • Preparing for Generation Z in the Workplace
    University of South Carolina Scholar Commons Senior Theses Honors College Spring 2020 A New Generation of Workers: Preparing for Generation Z in the Workplace Kendra Harris University of South Carolina - Columbia, [email protected] Follow this and additional works at: https://scholarcommons.sc.edu/senior_theses Part of the Business Administration, Management, and Operations Commons, Organizational Behavior and Theory Commons, and the Training and Development Commons Recommended Citation Harris, Kendra, "A New Generation of Workers: Preparing for Generation Z in the Workplace" (2020). Senior Theses. 335. https://scholarcommons.sc.edu/senior_theses/335 This Thesis is brought to you by the Honors College at Scholar Commons. It has been accepted for inclusion in Senior Theses by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. Harris 1 Thesis Summary A new generational wave has begun to enter the workforce. The oldest members of Generation Z, those approximately at the age of 25 and below, have recently begun their careers. In the past few years, some changes have been made to work environments, like constructing gyms and daycares at workplaces, expanding the options for work at home programs, and firms hosting social events to attract top, young talent. Some of these actions were to appease Generation Y (Millennials), but some, whether the intent was known or not, will be very pleasing and beneficial to Generation Z. However, Generation Y and Z have some key differences which can create new challenges for a firm’ managers and human resource departments. For example, Generation Z desires to complete their work in the correct way to please their managers, so exceptional training would be strongly recommended for Generation Z to be confident in their work.
    [Show full text]
  • Baby Boomers and the Lost Generation: on the Discursive Legitimacy of Generations at Work [email protected]
    Rebecca Whiting (Birkbeck, University of London) Baby Boomers and the Lost Generation: On the discursive legitimacy of generations at work [email protected] We present a critical examination of generations within conversations about age at work, focusing on Baby Boomers and the Lost Generation. Whilst not pre-defining these groups, Baby Boomers are broadly seen as a group in mid / later life, the oldest of whom might be expected to be nearing retirement; the Lost Generation are seen as a group of young people unable to secure jobs during the economic downturn. We utilise an empirically innovative e-research approach to untangle ways in which understandings of generations are discursively legitimated via Web 2.0 media. Applying Vaara et al's (2006) notion of strategies of discursive legitimation, we unpack the legitimation of generations overall and these two generations in detail. We analyze how generational categories are constructed and deployed in debates regarding work entitlement and responsibility, found to be major tensions within the battle for discursive legitimacy of these groups. We explore the discursive strategies deployed as different voices seek to establish work entitlement whilst also assigning responsibility within conversations about age at work. For example, while moral justifications are used regarding both groups, the outcomes proposed are rather different. For Baby Boomers, the focus is on personal economic struggle with increased reliance on governmental support postulated. For the Lost Generation, broader societal damage (including social unrest) is forecast if the claim to entitlement is not satisfied. Similarly, responsibility for the issues associated with each generation is variously allocated.
    [Show full text]
  • A Humble Protest a Literary Generation's Quest for The
    A HUMBLE PROTEST A LITERARY GENERATION’S QUEST FOR THE HEROIC SELF, 1917 – 1930 DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Jason A. Powell, M.A. * * * * * The Ohio State University 2008 Dissertation Committee: Approved by Professor Steven Conn, Adviser Professor Paula Baker Professor David Steigerwald _____________________ Adviser Professor George Cotkin History Graduate Program Copyright by Jason Powell 2008 ABSTRACT Through the life and works of novelist John Dos Passos this project reexamines the inter-war cultural phenomenon that we call the Lost Generation. The Great War had destroyed traditional models of heroism for twenties intellectuals such as Ernest Hemingway, Edmund Wilson, Malcolm Cowley, E. E. Cummings, Hart Crane, F. Scott Fitzgerald, and John Dos Passos, compelling them to create a new understanding of what I call the “heroic self.” Through a modernist, experience based, epistemology these writers deemed that the relationship between the heroic individual and the world consisted of a dialectical tension between irony and romance. The ironic interpretation, the view that the world is an antagonistic force out to suppress individual vitality, drove these intellectuals to adopt the Freudian conception of heroism as a revolt against social oppression. The Lost Generation rebelled against these pernicious forces which they believed existed in the forms of militarism, patriotism, progressivism, and absolutism. The
    [Show full text]
  • Mormondom's Lost Generation: the Novelists of the 1940S
    BYU Studies Quarterly Volume 18 Issue 1 Article 7 1-1-1978 Mormondom's Lost Generation: The Novelists of the 1940s Edward A. Geary Follow this and additional works at: https://scholarsarchive.byu.edu/byusq Recommended Citation Geary, Edward A. (1978) "Mormondom's Lost Generation: The Novelists of the 1940s," BYU Studies Quarterly: Vol. 18 : Iss. 1 , Article 7. Available at: https://scholarsarchive.byu.edu/byusq/vol18/iss1/7 This Article is brought to you for free and open access by the Journals at BYU ScholarsArchive. It has been accepted for inclusion in BYU Studies Quarterly by an authorized editor of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. Geary: Mormondom's Lost Generation: The Novelists of the 1940s mormondomsMormondoms lost generation the novelists of the 1940s edward A geary wallace stegner in his essay on the writer in the american west laments that westerners have been unable to get beyond the celebration of the heroic and mythic frontier he says we cannot find apparently a present andanclanci living society that is truly ours and that contains the material of a deep commit- ment instead we must live in exile and write of anguishesanguislanguisheshes not our own or content ourselves with the bland troubles the remembered vioviolenceslences the already endured hardships of a regional success story without an aftermath 1L but perhaps this tendency is characteristic of regional literature in general not just of western regional literature faulkner has his heroic
    [Show full text]
  • Read-Out of Regional Level No Lost Generation Donor Briefing on Adolescents and Youth1, 2018
    Read-out of Regional Level No Lost Generation Donor Briefing on Adolescents and Youth1, 2018 The No Lost Generation initiative is a concerted effort by humanitarians, donors, governments and other partners to secure the safety and futures of a whole generation of children and young people in Syria, Iraq, Lebanon, Turkey, Jordan and Egypt whose safety, wellbeing, education and opportunities are jeopardized by conflict and displacement. The initiative comprises programming and advocacy under three pillars – Education, Child Protection and Adolescents & Youth – all of which are embedded in existing humanitarian plans. Overall, it is a powerful call, made together with children and young people, to invest in their rights, capacities, resilience, and potential – since these are the building blocks of a peaceful and prosperous future. On 26 September, 2018 the Embassy of the Kingdom of the Netherlands in Beirut hosted a regional level discussion under the auspices of the No Lost Generation (NLG) initiative on Adolescents and Youth in the Middle East and North Africa region (MENA). The event brought together young people affected by conflict, humanitarians, development experts and representatives of the international donor community, including: Australia, Canada, Denmark, EU, France, Germany, Italy Norway, Sweden, the UK and the US. Also present was a representative from the American University of Beirut Conveying the highlights of a regional level Evidence Symposium on Adolescents and Youth in MENA on 25 and 26 September, and organised by a regional UN:NGO group on adolescents & youth and the NLG partnership, the agenda of the Donor Briefing included presentations on the current evidence on and solutions for adolescents and youth in the region.
    [Show full text]
  • Youth Unemployment, Education and Training in Croatia Since the Crisis*
    Croatia’s Lost Generation? Youth unemployment, education and training in Croatia since the crisis* Iva Tomić The Institute of Economics, Zagreb Visiting Speaker Programme LSEE Research on SEE, European Institute, LSE 12 October 2016 *in collaboration with Vassilis Monastiriotis, European Institute, LSE Outline Motivation Related literature Data Model Results Policy initiatives 2 Motivation 2014 ended as a sixth consecutive year with negative real GDP growth in Croatia, with a cumulative drop of 13% as of 2009. The unemployment rate almost doubled in the period between 2008 and 2014. Youth unemployment rate is growing much more rapidly than the overall rate: . for conventional youth population (15-24) it increased by 25 pp between 2009 and 2013 (from 25% to 50%), more than double the total unemployment rate, considerably higher than the average rate of youth unemployment in the EU; . for the population aged 15-29 it increased by more than 15 pp in the same period. the NEET rate for youths aged 15-29 was 21.8% in 2014; more than 6 pp higher than in the EU-28 (15.4%), with an increase of almost 9 pp between 2008 and 2014. 3 Motivation Unemployment rates for different age-groups in Croatia In % 90 80 70 60 50 40 30 20 10 0 2007Q1 2010Q3 2007Q2 2007Q3 2007Q4 2008Q1 2008Q2 2008Q3 2008Q4 2009Q1 2009Q2 2009Q3 2009Q4 2010Q1 2010Q2 2010Q4 2011Q1 2011Q2 2011Q3 2011Q4 2012Q1 2012Q2 2012Q3 2012Q4 2013Q1 2013Q2 2013Q3 2013Q4 2014Q1 2014Q2 2014Q3 2014Q4 2015Q1 2015Q2 2015Q3 2015Q4 15-19 20-24 25-29 15-29 15-64 Source: Eurostat.
    [Show full text]
  • A Critical Study of the Loss and Gain of the Lost Generation
    Opción, Año 34, Especial No.15 (2018): 1436-1463 ISSN 1012-1587/ISSNe: 2477-9385 A Critical Study of the Loss and Gain of the Lost Generation Seyedeh Zahra Nozen1 1Department of English, Amin Police Science University [email protected] Shahriar Choubdar (MA) Malayer University, Malayer, Iran [email protected] Abstract This study aims to the evaluation of the features of the group of writers who chose Paris as their new home to produce their works and the overall dominant atmosphere in that specific time in the generation that has already experienced war through comparative research methods. As a result, writers of this group tried to find new approaches to report different contexts of modern life. As a conclusion, regardless of every member of the lost generation bohemian and wild lifestyles, the range, creativity, and influence of works produced by this community of American expatriates in Paris are remarkable. Key words: Lost Generation, World War, Disillusionment. Recibido: 04-12--2017 Aceptado: 10-03-2018 1437 Zahra Nozen and Shahriar Choubdar Opción, Año 34, Especial No.15(2018):1436-1463 Un estudio crítico de la pérdida y ganancia de la generación perdida Resumen Este estudio tiene como objetivo la evaluación de las características del grupo de escritores que eligieron París como su nuevo hogar para producir sus obras y la atmósfera dominante en ese momento específico en la generación que ya ha experimentado la guerra a través de métodos de investigación comparativos. Como resultado, los escritores de este grupo trataron de encontrar nuevos enfoques para informar diferentes contextos de la vida moderna.
    [Show full text]
  • Hemingwaytg 2014.Indd
    Examining an author’s life can inform and expand the reader’s understanding of a novel. Biographical criticism is the practice of analyzing a literary work through the lens of an author’s experience. In this lesson, explore the author’s life to understand the novel more fully. 1 Ernest Hemingway grew up in Oak Park, Illinois, one of six children. In Lesson One 1917, the year President Wilson declared war on Germany, Hemingway graduated from high school. Instead of going to college, he became a FOCUS: reporter for a small newspaper. As a journalist, Hemingway learned to write concisely, using active verbs and brief, clear paragraphs. Many young Biography men were entering the military, but Hemingway’s vision did not meet military standards. Instead, he applied to the Red Cross as an ambulance driver and, in 1918, found himself in France and then in Italy. A Farewell to Arms, published in 1929, draws on the details of his wartime injury, his friendships, and his love affairs. ?? Discussion Activities Listen to The Big Read Audio Guide. Students should take notes as they listen. Ask them to present the three most important points they learned from the Audio Guide. Distribute Reader’s Guide essays, “Introduction to the Novel,” “Ernest Hemingway, 1899- 1961,” and “Hemingway and World War I.” Divide the class into groups. Assign one essay to each group. After reading and discussing the essays, groups will present what they have learned to the class. Ask students to add creative twists to make their presentations memorable. ?? Writing Exercise Have students read Chapter I.
    [Show full text]
  • Exploring Generational Differences in Text Messaging Usage and Habits Daniel Wayne Long Nova Southeastern University, [email protected]
    Nova Southeastern University NSUWorks CEC Theses and Dissertations College of Engineering and Computing 2018 Exploring Generational Differences in Text Messaging Usage and Habits Daniel Wayne Long Nova Southeastern University, [email protected] This document is a product of extensive research conducted at the Nova Southeastern University College of Engineering and Computing. For more information on research and degree programs at the NSU College of Engineering and Computing, please click here. Follow this and additional works at: https://nsuworks.nova.edu/gscis_etd Part of the Communication Technology and New Media Commons, Computer Sciences Commons, Digital Communications and Networking Commons, and the Mass Communication Commons Share Feedback About This Item NSUWorks Citation Daniel Wayne Long. 2018. Exploring Generational Differences in Text Messaging Usage and Habits. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, College of Engineering and Computing. (1060) https://nsuworks.nova.edu/gscis_etd/1060. This Dissertation is brought to you by the College of Engineering and Computing at NSUWorks. It has been accepted for inclusion in CEC Theses and Dissertations by an authorized administrator of NSUWorks. For more information, please contact [email protected]. 1 Exploring Generational Differences in Text Messaging Usage and Habits By Daniel W. Long A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Information Systems College of Engineering and Computing Nova Southeastern University 2018 2 APPROVAL PAGE 3 An Abstract of a Dissertation Submitted to Nova Southeastern University In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Exploring Generational Differences in Text Messaging Usage and Habits By Daniel W.
    [Show full text]
  • Education in a Pandemic: the Disparate Impacts of COVID-19 on America's Students (PDF)
    Education in a Pandemic: The Disparate Impacts of COVID-19 on America’s Students OFFICE FOR CIVIL RIGHTS Message from the Acting Assistant Secretary In his Executive Order on Supporting the Reopening and Continuing Operation of Schools and Early Childhood Education Providers, President Biden expressed our nation’s commitment to students across the country: “Every student in America deserves a high-quality education in a safe environment.”1 Over the course of the COVID-19 pandemic, so many students have found new ways to continue learning in this challenging time and countless teachers, staff, faculty, administrators, and institutional leaders, along with students’ families, have gone above and beyond to support our students at all educational levels. Yet, this promise of a safe, high-quality education was already out of reach for many students long before the COVID-19 pandemic and could slip further away if we do not act collectively and with attention to equal opportunity for all students. Against this backdrop, this Report responds to President Biden’s Executive Order, and, specifically, to this call to the Assistant Secretary for Civil Rights in the Department of Education: [T]o deliver a report as soon as practicable on the disparate impacts of COVID-19 on students in elementary, secondary, and higher education, including those attending historically black colleges and universities, and Tribal colleges and universities, Hispanic- serving institutions, and other minority-serving institutions.2 The Department’s Office for Civil Rights
    [Show full text]
  • China's New Lost Generation
    China’s New Lost Generation: The Casualty of China’s Economic Transformation Gary H. Jefferson, Department of Economics, Brandeis University Working Paper Series 2016 | 107 China’s New Lost Generation: The Casualty of China’s Economic Transformation Gary H. Jefferson [email protected] July 24, 2016 Forthcoming: Journal of Chinese Economic and Business Studies Abstract China’s surge into global middle-income status over the space of three decades has been spectacular. However, a potentially large and burdensome cost has been imposed on a generation of adolescents and young adults who abandoned the countryside, and with it access to basic education, in order to seek the anticipated advantages of jobs in the country’s burgeoning urban-industrial sector. This large swath of off-farm migrants transformed China. It propelled China to the status of the “world’s factory” and created the scale and accumulated learning-by- doing enabling China’s transition to a “knowledge economy” that no longer depends on the labor of China’s new “Lost Generation.” As the Lost Generation and its left-behind children, who suffer from a chronic lack of schooling, thicken the lower tail of China’s income distribution, it may be the rising, prosperous urban middle class that ultimately incurs the social, economic, and political challenges associated with China’s generation of off-farm migrant households once essential for launching China’s economic ascent. JEL classifications: J21, J24, J31, O15, O33 The author deeply appreciates the editorial suggestions offered by Andrea Oseas. 1 1. Introduction Since 1980, China has dramatically transformed its relatively backward and inefficient economy into an immense industrial economic system with the world’s largest industrial workforce producing the most industrial output and generating the largest volume of exports in the world.
    [Show full text]
  • The Lost Generation Chapter Author(S): Andrew S
    Chapter Title: The Lost Generation Chapter Author(s): Andrew S. Jacobs Book Title: Melania Book Subtitle: Early Christianity through the Life of One Family Book Editor(s): Catherine M. Chin, Caroline T. Schroeder Published by: University of California Press. (2017) Stable URL: http://www.jstor.org/stable/10.1525/j.ctt1ggjhp4.19 JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://about.jstor.org/terms University of California Press is collaborating with JSTOR to digitize, preserve and extend access to Melania This content downloaded from 134.173.156.59 on Wed, 02 Nov 2016 21:38:42 UTC All use subject to http://about.jstor.org/terms 11 Th e Lost Generation Andrew S. Jacobs LOST GENERATIONS From the 360s through the 420s—a period roughly framed by the prominence of the two Melanias1—a small cadre of ascetically minded wealthy Christians migrated from Rome to Jerusalem.2 Scholars have viewed these migrant monks from diverse perspectives: as pilgrims, refugees, itinerant philosophers, cosmopolitan gadabouts.3 In order to think more broadly about the role of place and space in the construction of imperial Christian piety, politics, wealth, and status, I compare these ascetic émi- grés to another notable group of migrant virtuosi: the so-called Lost Generation of expatriate American writers and artists living in Paris aft er World War I.
    [Show full text]