Feminist Counter-Publicity in the Digital Age
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Quality of Life Survey – Key Findings
Quality of Life Survey – Key Findings Student Affairs Commiee March 30th, 2014 Quality of Life What? • University-wide survey designed to measure student quality of life on qualitative and quantitative levels. – Recommendations derived from data will drive short-, mid-, and long-term proJects to improve student quality of life. Why? • There has never been a comprehensive, campus-wide assessment of Columbia students’ quality of life. – Several schools and departments have surveys for specific needs, but they sometimes lack rigor and the ability to draw conclusions from a broad network of variables. 2 Quality of Life How? • 13 Categories: - Funding, Housing, Academics, Social Life, Transportation, Safety, Libraries, Space, Career Preparation, Administration, Fitness, Technology, and Health • Four parts in each category: - Satisfaction - Specific satisfaction questions per category - Importance - Satisfaction * Importance = Impact - Open-ended recommendation question per category • Randomized order of categories • Wide variety of variables: – 16 Demographic Variables – 84 Satisfaction Variables – 13 Importance Variables – 55 Personality Variables 3 Quality of Life — Timeline • Fall 2012: Survey Design and Development – Behavioral Research Lab at the Columbia Business School • February 2013: Pilot to selected students • February – April 2013: Engaged stakeholders and Improved Survey • April 2013: Launched Survey • 2013-2014: Analysis and Recommendations 4 Number of Responses Emailed to 36,000 students In 20 different schools Over 8,650 surveys started Over 6,250 completed responses Overall response rate of 17.1% 5 School Response Rates 35% 33% 33% 30% 30% 25% 25% 25% 25% 24% 21% 19% 20% 19% 17% 17% 14% 15% 14% 12% 12% 11% 10% 10% 10% 9% 9% 5% 0% Altogether, out of Columbia’s 2012 enrollment of over 36,000 full-time and part-time students, we received 6,276 complete responses. -
NARAL Ep5 V04 20200623.Mp3
NARAL_Ep5_v04_20200623.mp3 Jess McIntosh [00:00:00] This limited series podcast is based on the book, "The Lie that Binds" by NARAL Pro-Choice America president Ilyse Hogue with Ellie Langford. Each episode builds on the history terminology and figureheads established in the last. So we strongly recommend that you start from episode one before jumping ahead. Brianna Wu [00:00:18] The truth is, GamerGate is less of an event and more of a playbook to use against someone you don't like. Jess McIntosh [00:00:26] This is Brianna Wu, co-founder of independent videogame studio Giant SpaceKat. Brianna Wu [00:00:32] This is the GamerGate playbook. Find someone you want to shut up. Go to their entire life. Go through all their social media posts. Investigate them and find something to attack them with. And then get an army of people online to scream from the hills about this fact which may or may not be true and destroyed their reputation. The idea is to make the cost of speaking out so high that it's easier to just remain silent. Jess McIntosh [00:00:59] The GamerGate controversy started in August 2014. Brianna Wu [00:01:01] All through 2014 my women colleagues were being basically bullied out of the industry. Jess McIntosh [00:01:09] It was set off after game developer Zoe Quinn was falsely accused by their ex-boyfriend of sleeping with a videogame journalist to garner positive reviews for their company's new game. This led to an avalanche of rape threats, doxing and death threats against Quinn, as well as women who criticized sexism in the game industry in general. -
Columbia University School of General Studies
COLUMBIA UNIVERSITY SCHOOL OF GENERAL STUDIES GUIDE FOR INTERNATIONAL STUDENTS 1 Table of Contents Academic Life .................................................................................................................................... 3 Advising .............................................................................................................................................. 4 English Language Concerns ............................................................................................................ 6 Work Authorization .......................................................................................................................... 7 Career Advising ................................................................................................................................. 8 Student Life ........................................................................................................................................ 9 Housing ............................................................................................................................................ 10 Navigating Columbia’s Health and Wellness Resources............................................................ 11 School of General Studies Alumni................................................................................................ 14 Acronyms ......................................................................................................................................... 14 Important Legal Terms ................................................................................................................. -
Barnard College Notification Date
Barnard College Notification Date Isa disheveling suppliantly. Is Skipp loonies or crimpy when baizes some aerophyte adjust blamably? Is Ralf appeasable when Armond spoofs inly? Please write all applicable requirements prior to applying for admission. Tell us in the comments below perhaps we will research it to easily list! In a short period of time, I readily determined that this is absolutely possible for me, and that there was no reason for me to have taken the proverbially easier way out. If you attend a college on the quarter system, the transcript should include grades from the fall and winter quarter of the current academic year. You must not copy, download, print, or otherwise distribute the content on our site without the prior written consent of The Ivy Coach, Inc. And college choice college is too had on our faculty and high school treats the date to the gender, there are looking for admission. Declared previously been lower than ever, access to date, and all colleges release date will have a description to have a meaningful and gpa requirement. Barnard does not rate the optional SAT essay section or she Subject tests. Notice our school of party not listed? Leading scholars program: barnard college does! Optional FAQ page of. Products and college helps you entered is no stranger to date. Deposit to enroll in Columbia University. Barnard offers two rounds of first-year admission Early Decision and Regular Decision. Barnard College Admissions Statistics. The optional policies, but it sooner rather than expected from our gpa! And Regular Decision notifications! Read tips on grants, scholarships, loans and more. -
The Myth of Enforcing Border Security Versus the Reality of Enforcing Dominant Masculinities
California Western Law Review Volume 56 Number 1 Article 4 2-15-2020 The Myth of Enforcing Border Security Versus the Reality of Enforcing Dominant Masculinities Jamie R. Abrams Follow this and additional works at: https://scholarlycommons.law.cwsl.edu/cwlr Recommended Citation Abrams, Jamie R. (2020) "The Myth of Enforcing Border Security Versus the Reality of Enforcing Dominant Masculinities," California Western Law Review: Vol. 56 : No. 1 , Article 4. Available at: https://scholarlycommons.law.cwsl.edu/cwlr/vol56/iss1/4 This Article is brought to you for free and open access by CWSL Scholarly Commons. It has been accepted for inclusion in California Western Law Review by an authorized editor of CWSL Scholarly Commons. For more information, please contact [email protected]. Abrams: The Myth of Enforcing Border Security Versus the Reality of Enfor Abrams camera ready FINAL (Do Not Delete) 1/22/2020 11:43 AM THE MYTH OF ENFORCING BORDER SECURITY VERSUS THE REALITY OF ENFORCING DOMINANT MASCULINITIES JAMIE R. ABRAMS∗ I. INTRODUCTION ............................................................................... 70 II. ENFORCING MASCULINITIES AT THE BORDER ................................. 73 III. HOW TRUMP DEPLOYED “RAPISTS,” “BAD HOMBRES,” AND“ANIMALS” IN A TOXIC MIXTURE OF RACE, XENOPHOBIA, AND MASCULINITIES............................................................................. 74 A. Trump’s Rise to Power .......................................................... 75 B. Masculinities Manipulation ................................................. -
Excavating the Sex Discrimination Roots of Campus Sexual Assault
Pittsburgh University School of Law Scholarship@PITT LAW Articles Faculty Publications 2017 Back to Basics: Excavating the Sex Discrimination Roots of Campus Sexual Assault Deborah Brake University of Pittsburgh School of Law, [email protected] Follow this and additional works at: https://scholarship.law.pitt.edu/fac_articles Part of the Civil Rights and Discrimination Commons, Education Law Commons, Feminist, Gender, and Sexuality Studies Commons, Higher Education Administration Commons, Law and Gender Commons, and the Sexuality and the Law Commons Recommended Citation Deborah Brake, Back to Basics: Excavating the Sex Discrimination Roots of Campus Sexual Assault, 6 Tennessee Journal of Race, Gender & Social Justice 7 (2017). Available at: https://scholarship.law.pitt.edu/fac_articles/11 This Article is brought to you for free and open access by the Faculty Publications at Scholarship@PITT LAW. It has been accepted for inclusion in Articles by an authorized administrator of Scholarship@PITT LAW. For more information, please contact [email protected], [email protected]. BACK TO BASICS: EXCAVATING THE SEX DISCRIMINATION ROOTS OF CAMPUS SEXUAL ASSAULT Deborah L. Brake* Introduction ............................................................................................................. 7 I. Liberal Feminism and Women’s Leadership Meet Dominance Feminism and Sexual Subordination ....................................................................................... 9 II. The Gender-Blind Discourses of Campus Sexual Assault ............................ -
MIAMI UNIVERSITY the Graduate School
MIAMI UNIVERSITY The Graduate School Certificate for Approving the Dissertation We hereby approve the Dissertation of Bridget Christine Gelms Candidate for the Degree Doctor of Philosophy ______________________________________ Dr. Jason Palmeri, Director ______________________________________ Dr. Tim Lockridge, Reader ______________________________________ Dr. Michele Simmons, Reader ______________________________________ Dr. Lisa Weems, Graduate School Representative ABSTRACT VOLATILE VISIBILITY: THE EFFECTS OF ONLINE HARASSMENT ON FEMINIST CIRCULATION AND PUBLIC DISCOURSE by Bridget C. Gelms As our digital environments—in their inhabitants, communities, and cultures—have evolved, harassment, unfortunately, has become the status quo on the internet (Duggan, 2014 & 2017; Jane, 2014b). Harassment is an issue that disproportionately affects women, particularly women of color (Citron, 2014; Mantilla, 2015), LGBTQIA+ women (Herring et al., 2002; Warzel, 2016), and women who engage in social justice, civil rights, and feminist discourses (Cole, 2015; Davies, 2015; Jane, 2014a). Whitney Phillips (2015) notes that it’s politically significant to pay attention to issues of online harassment because this kind of invective calls “attention to dominant cultural mores” (p. 7). Keeping our finger on the pulse of such attitudes is imperative to understand who is excluded from digital publics and how these exclusions perpetuate racism and sexism to “preserve the internet as a space free of politics and thus free of challenge to white masculine heterosexual hegemony” (Higgin, 2013, n.p.). While rhetoric and writing as a field has a long history of examining myriad exclusionary practices that occur in public discourses, we still have much work to do in understanding how online harassment, particularly that which is gendered, manifests in digital publics and to what rhetorical effect. -
Women of Meghalaya and Kyriarchy
Pramana Research Journal ISSN NO: 2249-2976 WOMEN OF MEGHALAYA AND KYRIARCHY Puspita Das1, Ayuta Mohanty2* 1Professor, College of Community Science, Central Agricultural University, Tura,Meghalaya. Email- [email protected] 2Lecturer in English, C.V. Raman College of Engineering, Bhubaneswar. Email- [email protected] ABSTRACT: The most common word that comes to our mind when we hear the word oppression is ‘patriarchy’. But one more term that is also associated with oppression is ‘Kyriarchy’. Coined in 1992, it tries to include the people who are privileged in one aspect and oppressed in another aspect. This pattern of being privileged and oppressed at the same time has attracted the critics to analyse such situation. Similar situation can be found in the state of Meghalaya. Meghalaya comprises of various tribes and is matrilineal and matrilocal in nature. So in a way, the women of Meghalaya are privileged than women across the country. But they are also oppressed by the men of their tribes. This combination of being both suppressed and privileged makes them an ideal example of ‘Kyriarchy’. This paper analyses the condition and situation of women of Meghalaya under the scanning lens of Kyriarchy. The privileges that they have has been analysed and the suppression that they suffer simultaneously has also been highlighted. KEYWORDS- Kyriarchy, Meghalaya, Women, Oppressed, Privileged INTRODUCTION: The word ‘Kyriarchy’ was coined by Elisabeth Schussler Fiorenza in 1992 “to describe her theory of interconnected, interacting and self-extending systems of domination and submission, in which a single individual might be oppressed in some relationship and privileged in others”1. -
'Acting Like 13 Year Old Boys?'
‘Acting like 13 year old boys?’ Exploring the discourse of online harassment and the diversity of harassers Lucy Fisher-Hackworth Submitted to the Department of Gender Studies, University of Utrecht In partial fulfilment of the requirements for the Erasmus Mundus Master's Degree in Women's and Gender Studies Main supervisor: Dr.Domitilla Olivieri (University of Utrecht) Second reader: Dr. Jasmina Lukic (Central European University) Utrecht, the Netherlands 2016 Approved: _________________________________________ 1 ABSTRACT In this thesis, I have undertaken research into the users behind online harassment. The impetus behind this was to investigate taken for granted assumptions about who harassers are, what they do online, and how they do it. To begin, I highlight the discourse of online harassment of women in scholarship and online-news media, discussing the assumptions made about who is harassing and why. I discuss the lack of consideration of multi-layered harassment and argue for more research that takes into consideration the intersectionality of harassing content, and the experiences of all women online. I provide an overview of online methodologies and of feminism on the internet. I then undertake an investigation into harassers behind online harassment of women, and find trends in user profiles, user behaviour, and in online communication patterns more broadly. I discuss how researching this topic affected me personally, reflecting on the impact of viewing high amounts abusive content. My findings challenged many of the assumptions initially identified, so, with that in mind, I provide a discussion of why such assumptions are problematic. I argue that such assumptions contribute to a discourse that homogenizes harassment and harassers, and overlooks broader internet-specific behaviours. -
Intersectionality: T E Fourth Wave Feminist Twitter Community
#Intersectionality: T e Fourth Wave Feminist Twitter Community Intersectionality, is the marrow within the bones of fem- Tegan Zimmerman (PhD, Comparative Literature, inism. Without it, feminism will fracture even further – University of Alberta) is an Assistant Professor of En- Roxane Gay (2013) glish/Creative Writing and Women’s Studies at Stephens College in Columbia, Missouri. A recent Visiting Fel- This article analyzes the term “intersectional- low in the Centre for Contemporary Women’s Writing ity” as defined by Kimberlé Williams Crenshaw (1989, and the Institute of Modern Languages Research at the 1991) in relation to the digital turn and, in doing so, University of London, Zimmerman specializes in con- considers how this concept is being employed by fourth temporary women’s historical fiction and contempo- wave feminists on Twitter. Presently, little scholarship rary gender theory. Her book Matria Redux: Caribbean has been devoted to fourth wave feminism and its en- Women’s Historical Fiction, forthcoming from North- gagement with intersectionality; however, some notable western University Press, examines the concepts of ma- critics include Kira Cochrane, Michelle Goldberg, Mik- ternal history and maternal genealogy. ki Kendall, Ealasaid Munro, Lola Okolosie, and Roop- ika Risam.1 Intersectionality, with its consideration of Abstract class, race, age, ability, sexuality, and gender as inter- This article analyzes the term “intersectionality” as de- secting loci of discriminations or privileges, is now the fined by Kimberlé Williams Crenshaw in relation to the overriding principle among today’s feminists, manifest digital turn: it argues that intersectionality is the dom- by theorizing tweets and hashtags on Twitter. Because inant framework being employed by fourth wave fem- fourth wave feminism, more so than previous feminist inists and that is most apparent on social media, espe- movements, focuses on and takes up online technolo- cially on Twitter. -
Black Feminism and Radical Planning
PLT0010.1177/1473095218763221Planning TheoryJacobs 763221research-article2018 Article Planning Theory 2019, Vol. 18(1) 24 –39 Black feminism and radical © The Author(s) 2018 Article reuse guidelines: planning: New directions for sagepub.com/journals-permissions https://doi.org/10.1177/1473095218763221DOI: 10.1177/1473095218763221 disaster planning research journals.sagepub.com/home/plt Fayola Jacobs Texas A&M University, USA Abstract After Hurricane Katrina’s devastation of the United States’ Gulf Coast, conversations about flooding became focused on the interconnections between so-called “natural” disasters, poverty, gender and race. Although research has long shown that women, people of color and low- income communities are more vulnerable to natural hazards, the disproportionate effects of Hurricane Katrina and subsequent federal and state disaster response efforts forced the national spotlight on the institutional and systemic nature of racism, classism and sexism. Using Black feminism and radical planning theory, two lenses that provides a comprehensive framework for understanding racism, classism and sexism, this article examines the concept and literature of social vulnerability. I argue while social vulnerability research has made significant contributions to planners’ understandings of disasters and inequity, it fails to center community knowledge, identify intersectional oppressions and name them as such and encourage community activism, all of which are keys to making meaningful change. Keywords Black feminism, disasters, environmental justice, feminism, social vulnerability, urban planning In the wake of Hurricane Katrina’s devastation and the images that emerged from the Gulf Coast in general and New Orleans in particular, the nation began to pay attention to the inequitable impacts of disasters on poor communities and communities of color. -
Eszter Babarczy: Community Based Trust on the Internet
PTE BTK Nyelvtudományi Doktori Iskola Kommunikáció Doktori Program Babarczy Eszter: Community Based Trust on the Internet Doktori értekezés Témavezető: Horányi Özséb egyetemi tanár 2011. 1 Community-based trust on the internet Tartalom Introduction .................................................................................................................................................. 3 II. A very brief history of the internet ........................................................................................................... 9 Early Days ............................................................................................................................................... 11 Mainstream internet .............................................................................................................................. 12 The internet of social software .............................................................................................................. 15 III Early trust related problems and solutions ............................................................................................ 20 Trading .................................................................................................................................................... 20 Risks of and trust in content ....................................................................................................................... 22 UGC and its discontents: Wikipedia ......................................................................................................