Instructions for Technorati

Last names from A-K start with Technorati…

Last names from L-Z start with Collages

For Technorati:

Go to www.technorati.com

1. Click "Join" at the top of the screen
   
2. Create your technorati account…just like you'd create a profile if you were doing so for any other online service that makes you enter your info
   
3. When you've done that, click the option for the "quick claim" to claim your blog (click the link directly from the end of the account creation or click on the link that is next to your profile name now that you've created an account at the top of the screen that says "edit"
   if you do so and you see your username and the place where you'd change your password, click on the little tab that says "blogs" and then claim your blog
   
4. Make sure you have a second browser window open and go to your blog's url (whatever.blogspot.com)
   
5. Claim your blog by adding the code (yes, it's computer code, but just copy and paste) using the instructions to add the code to your blog in the "Layout" area of your blog's settings page.
   
6. Add a new little rectangle to the same area you added the logo picture (on the first day of class) by clicking "add page element" and then select the one for "HTML/Java" and paste the code from technorati in the box that appears.
7. Paste the code from technorati based on the icon you chose….it's simple Control and A to select all, then Control C to copy and then go to your blog where the little window popped up for the page element add, and Control V to paste the code into the box.
   
8. Click save changes, drag the rectangle to where you want it…anywhere below the picture for the logo is fine
   
9. Then click "save" in the main layout page on your blog
   
Go back to Technorati and make sure you configure your "widget" and hit "save settings" or "Release the spiders" whichever appears

10. On your blog's layout page click "view blog" next to the layout tab
    
11. Check that your blog is showing the image with the link count (or whatever you've added for the technorati icon) or if you see "view blog info" and "view profile info" you're good to go! Sometimes it takes technorati a while to add your blog and once it does the image will appear.
    

For the Collages:

Please disregard the assignment's inclusion of PowerPoint and see the email I sent for more info if you need help with creating a collage

You can also add individual images like you did for the first blog post assignment and create the collage in the "post new blog" area of blogger

Start finding images for your collage (or testing the image use if you've started the collage already)

Adam G. Wolf. Brideland. 61-62

Adam Gonzalez
9/11/07
Gender and Pop Culture 220
Brideland. Naomi Wolf pg 61-62

Description
• Women in our society have certain expectations and predictable desires because of how media portrays women's feelings, in particularly in regards to weddings.

Analysis
• Bridal magazines map out how a wedding is "supposed" to be. (pg 62)
• Even children's books portray how weddings are supposed to be and these predetermined drawings remain in the minds of the readers. (pg 62)
• Bridal magazines have many articles on what women want as if to place the reader in that category and structures how a wedding needs to be. (pg 62)

Vision
• Not stated

Strategy
• Not stated

Joe Coleman Higginbotham

Joe Coleman
Outline for Higginbotham
October 2, 2007

Description
Teen Magazines negatively influence girls in their youth and can transform them into superficial beings.
Analysis
· These magazines work off of the assumptions that all girls need model like improvement to “catch” guys.
· The magazines in a way show girls how to look sexy and attract boys, but say nothing about self-defense or self-esteem boosters. Everything is about looks.
· All the articles and ads reinforce every know stereotype concerning the woman’s second-class place in society.


Vision
Girls have readily said in surveys that they criticize the magazines, but read them anyway. There needs to be a change.

Strategy
Make a magazine that explores more choices depending on the person reading, and articles that explore the real reasons behind the actions of girls. “if they can be so brazen about teaching a girl how to kiss the boy of her dreams, they can teach her how to kiss a girl. They just won’t.”

Joe Coleman Moskovich

Joe Coleman
Outline for Moschkovich
September 18, 2007

Description
The letter centers on a Jewish-Latina-American citizen. She is fed up with others making blanket assumptions about her and her culture, and this is a response letter to a widely spread letter which showed an ignorant view of Latin-American culture.

Analysis
· Lack of knowledge or understanding regarding other cultures is the basis for the oppression.
· Isolationist educations allow for such narrow-mindedness and miss-education.
· She likens it to the struggle between men and women in a patriarchal society. Men are like the people who do not understand the culture and do not make any attempts to understand them while women try to adapt to the male-dominated society.
· Uninformed people usually latch onto one single country of origin, not even knowing that there are other places that people’s heritage come from, i.e. Latinos only from Spain, African-Americans only from Africa. They use this to make assumptions about the type of people who have heritage from these countries and continue to make mistakes in speech and writing. This is especially true if the United States tried to aid them, because then “everyone” is an expert.
· The author urges people to get information regarding people’s cultures from those people themselves rather than trust sources who have no idea.

Vision
The author wishes to see women educated in a way where new feminist ideals that are thought of are not bogged down in a manner that is cluttered with their own Anglo patriarchal views, but rather enlightened by some in-depth research. This does not include just going out and reading one book, or listening to one conversation, or clinging to stereotypes.

Strategy
have an attitude of care and respect for each other from an educated point of view, and new ideas and mindsets might actually catch on through research or spreading awareness.

Joe Coleman Brideland

Joe Coleman
Outline for September 14, 2007
Brideland
Description
When the fact hits that a woman is getting married, she goes through a transformation involving many of the subconscious ideals that even gender studies educated people throw to the wayside sometimes.

Analysis
· One must analyze the whole picture and terminology of weddings. The author presents an interesting look at the origins of the word honeymoon and some chilling laws in certain states.
· The overly advertised and trendy ad campaigns of bridal shops and magazines really play to
· the patriarchal system and its hard for women to not give in to something that portrays a fantasy they have been conditioned to yearn for since they played with Barbie dolls.
· The best word to describe the state that the person is in is a haze. She gives the example of her own wedding announcement and says that even though she saw everything that was going on and noticed a lot of the wrong and demeaning aspects about the process, she still was caught up in said haze.
Vision
Wedding advertisements are a great example of the complete patriarchal system that we live in.

Strategy
None Given

Joe Coleman Newman Chapter 3

Joe Coleman
Reading outlines September 14, 2007
Newman chapter 3
Description
Everyday assumptions in language, words, and symbols are some of the biggest problems in the fight to stop the demeaning of gender and culture.
Analysis
· People do not even realize what they assume about people every day i.e. the Christmas assumption story.
· Symbols work in different ways to add fuel to the fire. Slurs are conditioned at young ages and stay with people all their lives. They are among the hardest habits to drop.
· The process of calling men who appear weaker “girls” or women associated slurs also fits into the symbol way that women are demeaned in our culture.
· Words also get used to lump similar looking people into groups regardless of what their background is.
· Political correctness usually exacerbates the situations that it tries to help
· Commercials and TV commonly use stereotypes of women in the kitchen roles and men as the breadwinners.

Vision
The media is bloated with all the points mentioned above, thus creating a huge task of trying to stop the everyday use in order to alleviate the problem.


Strategy
The problem is deep seeded, making it far more difficult to handle. The best advice to try to stop this is to train people to think on their feet and interpret what they see from a sociological standpoint. This will at least make an attempt at some reform.

Joe Coleman Wolf outline

Joe Coleman
Outline for Wolf
October 2, 2007

Description
The obsessions with the beauty ideology in female society has been the hardest to shake for the activists.
Analysis
· Women have come a long way coming into contemporary times, but older women feel burnt out after their battles and the younger women are wrapped up with their obsessions with beauty.
· Cosmetic surgery is the fastest growing form of medical specialty.
· The myth, as described by wolf, is very feudal, if not caveman.


Vision
She gives examples of other triumph for women, like Ibsen’s Nora slamming the door on the Doll’s House. She cites the beauty issue as near impossible to drop. There is no real shock that can jump people out of their indifference or obsession.

Strategy
Women need “a new way to see”. I suppose this means publications that are not so superficial and get to the real idea of what life is about. It also can be educating women and trying to educate others.

Jen Hatrak Jackson Katz. Advertising and the Construction of Violent White Masculinity: From Eminem to Clinique for Men. Pgs 349-358

Jennifer Hatrak
October 12, 2007
WGS 220-01 Gender and Pop Culture
Jackson Katz. Advertising and the Construction of Violent White Masculinity: From Eminem to Clinique for Men. Pgs 349-358

Description:
• Masculinity is constructed in a hegemonic fashion throughout the media in mainstream advertising and normalizes male violence (pg 350)
Analysis:
• Advertising suggests that "real" mean are strong (pg 351)
• Men's magazines feature men who are aggressive which is supposed to be sexy and feature violent male icons (pg 351)
• Violence in the media, especially violence against women tends to make men feel valued and self-respected (pg 352)
Vision:
• A more developed sense of masculinity is needed as well as a further examination of how men are represented in society (pg 357)

Strategy:
• In order to achieve this developed sense, we need to examine other areas of the media in order to understand the construction of gender and violence (pg 357)

Jen Hatrak Pat Kirkham and Alex Weller Cosmetics, A Case Study. pgs 268-273

Jennifer Hatrak
October 12, 2007
WGS 220-01 Gender and Pop Culture
Pat Kirkham and Alex Weller. Cosmetics, A Case Study. Pgs 268-273

Description:
• The authors discuss the gendering of Clinique products for men and women which illustrates the stereotypical gender roles for men and women; forcing men and women to comply to certain standards of beauty set forth by society (pg 268)
Analysis:
• The advertising of the products is gendered – for women, products are soft colors, the typical Clinique light green on most bottles, and for men it is a gray or blue color (pg 269)
• Language used to sell the products is also gendered- men's products are sold with words expressing strength and business, while women's products are sold with without expressing words and just shown the product (pg 270)
• Women taught that by using the product they will be more beautiful and sexual, men are told that one can still be masculine by using the product; even featuring explicitly male actors for the commercials (pg 271)
Vision:
• Not stated; just lists the gendered differences
Strategy:
• Not stated; just lists the gendered differences

Katie K. Katz. Advertising and the Construction of Violent White Masculinity.

Kathryn Kokoszka
Friday Oct. 12, 2007
WGS 220-05
Jackson Katz. Advertising and the Construction of Violent White Masculinity.

Description:
• Male violence is normalized by the hegemonic ideals of masculinity in advertising. (350)

Analysis:
• Key source of the hegemonic constructions of masculinity is the movie industry, they produces many violent male icons. (351)
• Icons became popular because they were introduced at a time in which there was economical instability, women's movement was challenging hegemony. (351)
• "Manhood" is defined by the physical body and its potential for violence. (351)
• Males are posed as aggressive in many ads. (351)
• People who don't agree with the violence of males in advertisements are often seen as not getting it or having a sense of humor. (353)
• Use of male icons from history gives the idea that men have always been aggressive, dominant, and violent beings, therefore it is biologically based. (354)
• Military and sports are also key sources of masculinity and violence, so advertisers take advantage of this. Military uses the words leadership, respect, and pride in their ads to have appeal. (355)

Vision:
• The understanding of cultural constructs of masculinity and its link to the prevalence of male violence needs to be examined and then focused on more anti-violent advertising. (357)

Strategy:
• In order for change our society need to focus on and study the representation of men and their relationship with violence. This starts with critically looking comic books, magazines, toys, videos, and porn, the areas where male violence is produced and accepted. (357)

Katie K. Kirkham, Pat & Alex Weller. Cosmetics: A Clinique Case Study

Kathryn Kokoszka
Friday Oct. 12, 2007
WGS 220-05
Pat Kirkham, Alex Weller. Cosmetics: A Clinique Case Study

Description:
• Clinique toiletries genders products for men and women particularly with advertising. (268)

Analysis:
• How a product is presented and the looks of it is as important as the product itself. (268)
• Advertisements follow the binary opposites accepted and related to men and women.(269)
• One distinction is color; men's products are grey and blue, women's are pastel or soft colors like pink, these reinforce gender stereotyping. (269)
• Pastel colors signify softness, gentleness, innocence, and caring. Male colors like black and blue show strength and boldness. (269)
• In men's products advertisers put more information on toiletry about the product because they think men don't have much knowledge about the products. (270)
• Females have no information because it is assumed they were taught it by other women. (270)
• Advertisers, like Clinique, use different language on male products so there isn't any relation to being feminine. For example, instead of calling a face wash "foaming cleanser" they call it "scruffing lotion or face scrub" so it seems rough, tough, and ok to buy. (272)

Vision:
• Need to breakdown the boundaries and gender stereotypes in product promotion. (273)

Strategy:
• Some advertisements allow men and women to accept and use certain products that were originally intended for the opposite gender. (273)

Chris R. Giroux, Henry. Kids for Sale: Corporate Culture and the Challenge of Public Schooling. pgs. 171-175

Chris Refsdal
9/28/07
WGS 220-05

Description:

• The amount of corporate advertising in many public schools undermines the democratic values that our education system seeks to instill in children. (pg. 171-175)
  

Analysis:

• Instead of learning civic courage, corporate advertising transforms genuine knowledge into recognizing brand names and learning attitudes for low-skilled and low-paying occupation (pg. 173)
• Many educators justify the intrusion of corporations by claiming that it truly empowers children to learn, allowing the practice to persist. (pg. 173)
• Corporate advertising can in some cases suppress freedom of choice and opinion, as with the students who were punished by wearing Pepsi logos to a Coke-sponsored event. (pg. 174)
  

Vision:

• Schools should not need to rely on corporations for funding, and should uphold the need to teach the values of a democracy of citizens and not those of a democracy of consumers. (pg. 174)
  

Strategy:

• Implied. Schools must first recognize that corporate advertising does have a detrimental effect on students and that it intrudes upon the values that educators attempt to teach. Schools should look for alternate methods of funding, or at least teach students not to be swayed by corporate advertising.

Chris R. Henley, Nancy & Jo Freeman. The Sexual Politics of Interpersonal Behavior. pgs 84-93

Chris Refsdal
9/7/07
WGS 220-05

Description:

• Components of social interaction, both verbal and nonverbal, serve to continually remind women of their inferiority, so much so, that it becomes habitual. (pg. 84)
  

Analysis:

• The posture and dress of women has generally been perceived as “restricted” and “confined”. While clothing from the beginning of the 20^th century concealed much of a woman’s body, modern dress can still be seen as “confined”, being that most women’s clothing is made to be tight in order to highlight her features. (pg. 86)
• Touching is seen as the action of a superior towards an inferior, so men generally initiate touching towards women. In this way, it is seen as an act of power. However, if women initiate touching, it is seen as an act of intimacy. (pg. 87-88)
• Forms of verbal dominance, such as swearing and interrupting, are most often seen in men. Swearing allows men to vent their anger without resorting to physical violence, yet women are encouraged to simply direct their anger inwards. Likewise, men were found to more often interrupt conversation than women. (pg. 89)

Vision:

• Implied. The asymmetry in the interpersonal behaviors of the sexes should be eliminated. One sex should not have so many means of power and dominance over the other.
  

Strategy:

• Simply acknowledging that an asymmetry exists is the first step towards change. However, this does not mean that women should simply start using the actions of power and dominance that men have used. As shown, these actions could be misinterpreted as signs of intimacy or otherwise. Instead, the gradual revealing of emotions and increased expressivity in both sexes could better both the individual and society as a whole. (pg. 91)

Rachel S. Gilman, Susan Jane. Klaus Barbie and other dolls I'd like to see. Pg. 72-75.

Description:
• Dolls are girls' first impressions of what is considered to be beautiful and Barbie dolls give girls an impression of an unattainable, Aryan image. (pg. 73)

Analysis:
• Barbies are more of an "adult cult and aesthetic obsession" than merely a children's toy. (pg. 73)
• All of the different Barbie dolls that have ever been introduced from different backgrounds than the traditional blonde, Aryan Barbie depiction have been labeled as "special" or "limited edition" thus characterizing them as "other." (pg. 74).

Vision:
• Barbies need to serve the purpose of expanding girls' images of what is beautiful, rather than constricting them. (pg. 74)

Strategy:
• New models of Barbie dolls should be created, in all ethnicities, shapes and sizes. (pg. 74-75)

Rachel S. Gender, Sexuality and Popular Culture. Pg. 22-25.

Description:
• In our society, the media has an obsession with adolescent girls. (pg. 22)

Analysis:
• There is a subculture of heterosexual patriarchal privilege where men are entitled to the bodies of girls. (pg. 23)
• When girls internalize negative sexual images, they become mistrusting of their own bodies and feelings. (pg. 23)

Vision:
• Girls need to become aware of their sexuality through sexual education. (pg. 24)

Strategy:
• The sexual education can be achieved when taught through close relationships that girls have control over their bodies and additionally, that girls do live in a society in which men take advantage of them. (pg. 24)

Jill L. anastasia higginbotham, teen mags, 93-96

Jillian Limone
October 2, 2007
Gender and Popular Culture: section 5
Anastasia Higginbotham. Teen Mags: How to Get a Guy, Drop 20 Pounds, and Lose Your Self- Esteem. 93-96.
Description:
• Teen Magazines tell young girls how to make themselves prettier, cooler, better and more like that image of "an ideal girl" instead of exploring the reality of true girlhood.
Analysis:
• Teen magazines provide "hints and tips" to be successful in the social world. (93)
• The magazines provide girls how to be super sexy but then do not continue with safety skills, self defense or self esteem articles. (95)
• Provide contradictory articles relating to diets and boy-related problems. (95)
• Reinforce many negative stereotypes of women in today's society. (95)
• The provide unrealistic size requirements for girls, racist definitions of beauty as well as stress the importance of make-up, hair dos and prom queen. (96)
Vision:
• Magazines need to reflect the true reality of girls' lives and the constant pressures from society that they face.
Strategy:
• Magazines need to inject "real life stories" of girlhood and provide articles that every girl can relate to.

Jill L. naomi wolf, the beauty myth, 120-125

Jillian Limone
October 2, 2007
Gender and Popular Culture: section 5
Naomi Wolf. The Beauty Myth. 120-125

Description:
• As society focuses more on physical appearance, bodies, faces, hair and clothes, women feel their freedoms poisoned by self-hatred and the "terror of aging." (120)
Analysis:
• As women become more successful, the crueler and more demeaning images of female beauty arise in our society. (120)
• Under women's success is a climate of confusion, cynicism and exhaustion. (120)
• Studies show that women have been becoming more powerful and independent; however eating disorders rose as well as cosmetic surgery being one of the top medical procedures. (120)
• Women begin to worry too much about losing a few pounds rather then achieving their life long dreams.
• Our society is using images of female beauty as a political as well as a psychological weapon to hinder women's liberation- also known as the beauty myth. (120)
• Women fall under social control.
• Woman want "beauty" and men want women who have that "beauty." (121)
• The beauty myth "prescribes behavior" and is composed of "emotional distance, politics, finance and sexual repression." (122)
• The beauty myth is about institutional power as well as male power. (122)

Vision:
• Society must not allow the contemporary economy to depend on the representation of women through the beauty myth. (124)
Strategy:
• Women can not allow themselves to lose self-confidence from contemporary culture's power of their "beauty."

Jesenia R. Paulo Freire, “Pedagogy of the Oppressed”. (5-23).

Jesenia Ramirez
17 September 2007
WGS 220-05
Paulo Freire, “Pedagogy of the Oppressed”. (5-23).

Description
The oppressed cannot participate in developing the pedagogy of their liberation (9).

Analysis
The have to confront reality critically, objecting it and acting upon it (11).
Pedagogy of the oppressed cannot be practiced by the oppressor (13).
Violence begins by oppressor, who fail to recognize others as people (13).

Vision
Oppressed have to take power away from oppressors to dominate, to restore to oppressors the humanity they have lost (14).

Strategy

It is necessary for oppressed to pursue fight to solve inconsistency they are caught in which will be solved by new man in process of liberation (14).

Jesenia R. Moschkovich, Judit. "But I Know You American Woman"

Jesenia Ramirez
17 September 2007
WGS 220-05
Judit Moschkovich, “But I Know You, American Woman”. (83-88)

Description
Lack of knowledge and ignorance of other cultures is basis for cultural oppression.(83)

Analysis
“It is not the duty of the oppressed to educate the oppressor”. It is not up to us who know to teach the ignorant who don’t want to learn. There is so much information out there, people should read and find out (83).
Many insult Latin culture, without knowing about it, so it becomes hard to want to respond to anything, or want to teach anyone (84).
Author lives in America, follows American rules, and customs and all she receives is ignorance and people who believe in myths and stereotypes they hear.

Vision
To see everyone past the need to explain their cultures (88).

Strategy

To learn about different cultures. However, it needs to be a sharing experience where we all learn from each other, making it balanced. This takes time, and respect towards each other.

Joe V. Friere, Paulo. Pedagogy of the Oppressed.

Joe Valenzuela
September 18, 2007
WGS 220-05
Friere, Paulo. Pedagogy of the Oppressed
Description
• Oppression goes against the human vocation by dehumanizing people. (pg. 5)
Analysis
• Dehumanization not only dehumanizes the oppressed, but dehumanizes the oppressor as well. (pg. 6)
• The oppressors can never fully humanize both themselves and the oppressed, that task is solely on the oppressed (pg. 6)
• Only the oppressed can understand what it is like to be oppressed (pg. 6)
• The oppressed fall into the trap of becoming the oppressor once attaining power (pg. 7)
• The ideal to become men is rooted in the idea that men are to be oppressors (pg. 7)
• Freedom can only be achieved through conquest and change (pg. 8)
• Fear often hinders the quest for freedom as oppression has become the norm. The quest for freedom is lost in the desire to fit in. (pg. 8)
• Fear becomes a secondary oppress (pg. 9)
• The oppressed must first unveil the oppression in their midst and try to change it, and after that the pedagogy becomes a pedagogy for others oppressed. (pg. 13)
• Oppressors utilize sadism to turn oppressed into inanimate objects, thus making it easier to oppress (pg. 16)
• Oppressed and Oppressor become dependent on each other. (pg. 20)
Vision
• The destruction of dehumanizing oppression (pg. 6)
Strategy
• Only the oppressed can free themselves and the oppressors (pg. 6)
• People must overcome their fear in order to attain their freedom (pg. 8)
• Those with the humanizing pedagogy must reach out to those oppressed to assist them in their quests to be fully human.
• The oppressed must not exploit their power once it is attained over the oppressors. (pg. 7)