Celebrity, Celebrity Culture and the effects on society

Issue/Topic: Celebrity, Celebrity Culture and the effects on society
1500 or more words
MLA format
Must include research from at least 4 scholarly sources (use HCC Library and GoogleScholar) I have attached 20 pdf with scholarly sources to choose from. 2 were provided from teacher Celebrity Culture Beneficial and The Culture of Celebrity. I have also attached a Word Document Research Paper Guide. Please read all the way to bottom more instructions at the bottom. Disregards Links and external cites those are the PDFs.

Celebrity is a popular cultural Links to an external site.phenomenon surrounding a well-known person. Though many celebritiesLinks to an external site. became famous as a result of their achievements or experiences, a person who obtains celebrity status does not necessarily need to have accomplished anything significant beyond being widely recognized by the public. Some celebrities use their fameLinks to an external site. to reach the upper levels of social status. Popular celebrities can wield significant influence over their fans and followers. Cultural historian and film critic Neal Gabler has described the phenomenon of celebrity as a process similar to performance art in which the celebrity builds intrigue and allure by presenting a manufactured image to the public. This image is reinforced through advertisingLinks to an external site. endorsements, appearances at high-profile events, tabloid gossip, and social mediaLinks to an external site. presence.

In previous decades, celebrity status was mainly reserved for film stars, televisionLinks to an external site. personalities, entertainersLinks to an external site., politicians, and athletesLinks to an external site.. Contemporary celebrities come from diverse fields ranging from astrophysics to auto mechanics, or they may simply be famous for their lifestyle or InternetLinks to an external site. antics. Social media platforms such as YouTube, Twitter, and Instagram provide the means for previously unknown individuals to cultivate a significant following. Celebrification is the process by which someone or something previously considered ordinary obtains stardom. Previously commonplace activities, such as practicing vegetarianismLinks to an external site. or wearing white t-shirts, can undergo celebrification when associated with a famous person or major event.

Celebrity culture exists when stardom becomes a pervasive part of the social order, commodified as a commercial brand. Celebrities’ personal lives are recast as products for consumption, with a dedicated fan base demanding information and unlimited access to the celebrity’s thoughts and activities. A niche community such as a fan base can be monetized through effective marketing that links brand loyalty to the consumer’s identity. Fans may be more likely to purchase a product or attend an event if they feel that doing so strengthens their relationship with a celebrity. Additionally, fans may worry that they will disappoint their idol if they do not own a specific item or support a specific cause. A person may feel that they need to support a celebrity if that support reinforces their membership in a specific group or demographic.

Find scholarly sources that focus on celebrity and celebrity culture and the impact it has had (whether past or present) and make arguable claims (take a position) on what these terms mean, how they have impacted society (positively? negatively? something in between?) and possibly how it is or has changed and what this means for the future. 

ALL QUOTATION OR PARAPHRASE should be cited in-paper (put the author’s name or other source identifier directly in your paper).  Failure to give credit to the author is plagiarism and will result in a zero for the

 

 

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DR. BECKETT’S DENTAL OFFICE

DR. BECKETT’S DENTAL OFFICE

OVERVIEW

A dentist decides not to become a health maintenance organization (HMO) provider, because she feels like she cannot provide good dental care for her patients at the reimbursement rates provided by the HMOs. With the help of a consultant, she decides to differentiate her practice on the basis of quality. As the dentist’s patients may be charged fees that are not covered by their insurance policies, she must convince them that her superior quality offsets the additional financial costs. She constructs a new office building and redesigns her entire practice to communicate high quality to her patients, and to improve productivity through increased efficiency.

Questions –

1. Which of the seven elements of the services marketing mix are addressed in this case? Give examples of each “P” you identify?

2. Evaluate Dr. Beckett’s website (http://www.mychicodentist.com/). What strengths do you think the website has? What improvements would you suggest?

3. What supplementary services are offered? How do they enhance service delivery?

4.  Contrast your own dental care experiences with those offered by Dr. Beckett’s practice. What differences do you see? Based on your review of this case, what advice would you give (a) to your current or former dentist, and (b) to Dr. Beckett?

Write a minimum 5 page paper with your answers, using APA 7 Format and always list your references.

as well more two questions

1.  What are the steps involved in developing a service blueprint?

2.  List and describe the four tools that managers can use to guide their design of the service process.

 

 

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Below are the Teaching Blocks and the corresponding area of study completed in each

Module MD4058 Study Skills

 

Below are the Teaching Blocks and the corresponding area of study completed in each

 

Teaching BlockTopic Area
1a. Introduction to the module

b. Locating and Evaluating Academic information & sources

2Academic Reading Strategies: Introduction to Critical Analysis/thinking and reading critically’
3Academic Integrity & Referencing Sources (in academic work and avoiding plagiarism by utilising quotations, paraphrasing, summarising)
4The Writing Process
5Academic Writing
6Self-Reflection and Academic Writing
7Writing for Assessment
Important Note:

· Please ensure that you attend both the lecture and seminar for each topic areas.

· There are also Pre lecture activities, Homework and Independent Study activities which need to be completed in addition to attending the lectures and seminars. These are self-study materials and to be completed in your own time.

· If you have questions about these at any time please contact your tutor via email or the TEAMs Chat function for an appointment

 

 

 

2 | Page

 

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Reflection Questions

PLEASE ADD A PLAGIARISM CHECK

For this essay, you will select one of the articles provided below and engage in a 2-3 page summary and response dialogue with the source. This will involve providing a detailed summary of the source’s argument and responding to that argument with your position based on the information provided in the source. Articles will be attached in files.

A. Assignment Guidelines

DIRECTIONS: Refer to the list below throughout the writing process. Do not submit your Touchstone until it meets these guidelines.

1. Article Summary

❒ Have you communicated the source’s purpose?❒ Have you included all of the source’s main points?❒ Have you restated the source’s argument in your own words?

2. Article Response

❒ Have you provided your perspective on the source’s argument?❒ Have you used specific examples from the source to illustrate why you either agree or disagree with the argument?

3. Reflection

❒ Have you answered all reflection questions thoughtfully and included insights, observations, and/or examples in all responses? ❒ Are your answers included on a separate page below the main assignment?

B. Reflection Questions

DIRECTIONS: Below your assignment, include answers to all of the following reflection questions.

  1. What ideas originally came to mind when you first read through the article? Did your initial response to the article change after reading it for a second time? (3-4 sentences)
  2. How does paying attention to the way you respond to a source help you formulate your stance on a topic? (2-3 sentences)

D. Requirements

The following requirements must be met for your submission to be graded:

  • Composition must be 2-3 pages (approximately 500-750 words).
  • Double-space the composition and use one-inch margins.
  • Use a readable 12-point font.
  • All writing must be appropriate for an academic context.
  • Composition must be original and written for this assignment.
  • Plagiarism of any kind is strictly prohibited.
  • Submission must include your name, the name of the course, the date, and the title of your composition.
  • Include all of the assignment components in a single file.

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construct an illustrated food web

Part 1: Your task for this project is to construct an illustrated food web to diagram trophic interactions in the Everglades ecosystem. The food web must be an original creation, you cannot submit a food web that you find online! You must use a minimum of 8 species that are found in the Everglades. You must indicate, using arrows or lines, the flow of energy between the species in your diagram. Be sure to upload your food web as an attachment in the assignment dropbox. Your constructed food web is worth 60 points.

Click here for a resource that will allow you to identify plants and animals that are found in the Everglades.

https://www.nps.gov/ever/learn/nature/index.htm

Part 2: Answer the following questions about the food web you constructed. Answers should be provided on a separate attachment in the assignment dropbox. Answers to the 10 questions using correct spelling and grammar are worth a total of 40 points.

1) List the producer(s) in your food web.

2) List the herbivores in your food web.

3) Are there any organisms in your food web that are omnivores? On which trophic levels are they feeding?

4) List the carnivores in your food web.

5) Identify and list a food chain within your food web that depicts at least three trophic levels. What organism in your selected food chain is a secondary consumer?

6) Are there any nonnative species in your food web? Briefly describe are they altering this food web in the Everglades ecosystem?

7) Choose a primary consumer in your food web. If its population suddenly started to decline, what density-dependent (biotic) factors could be causing it?

8) Choose a secondary consumer in your food web. If its population suddenly started to increase, what density-dependent  (biotic) factors could be causing it?

9) Are there any keystone species in your food web? If a keystone species were removed from your food web, how would its loss impact the other organisms?

10) Are there any endangered or threatened species in your food web? If the species goes extinct, how would its loss impact the other organisms?

 

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The Cosmic Distance Ladder – Student Guide

Name:

NAAP – Cosmic Distance Ladder 1/7

The Cosmic Distance Ladder – Student Guide

Exercises The Cosmic Distance Ladder Module consists of material on seven different distance determination techniques. Four of the techniques have external simulators in addition to the background pages. You are encouraged to work through the material for each technique before moving on to the next technique.

Radar Ranging Question 1: Over the last 10 years, a large number of iceballs have been found in the

outer solar system out beyond Pluto. These objects are collectively known as the Kuiper

Belt. An amateur astronomer suggests using the radar ranging technique to learn the

rotation periods of Kuiper Belt Objects. Do you think that this plan would be

successful? Explain why or why not?

 

 

 

Parallax

In addition to astronomical applications, parallax is used for measuring distances in many other disciplines such as surveying. Open the Parallax Explorer where techniques very similar to those used by surveyors are applied to the problem of finding the distance to a boat out in the middle of a large lake by finding its position on a small scale drawing of the real world. The simulator consists of a map providing a scaled overhead view of the lake and a road along the bottom edge where our surveyor represented by a red X may be located. The surveyor is equipped with a theodolite (a combination of a small telescope and a large protractor so that the angle of the telescope orientation can be precisely measured) mounted on a tripod that can be moved along the road to establish a baseline. An Observer’s View panel shows the appearance of the boat relative to trees on the far shore through the theodolite.

Configure the simulator to preset A which allows us to see the location of the boat on the map. (This is a helpful simplification to help us get started with this technique – normally the main goal of the process is to learn the position of the boat on the scaled map.) Drag the position of the surveyor around and note how the apparent position of the boat relative to background objects changes. Position the surveyor to the far left of the road and click take measurement which causes the surveyor to sight the boat through the theodolite and measure the angle between the line of sight to the boat and the road. Now position the surveyor to the far right of the road and click take measurement again. The distance between these two positions defines the baseline of our observations and the intersection of the two red lines of sight indicates the position of the boat.

 

 

NAAP – Cosmic Distance Ladder 2/7

We now need to make a measurement on our scaled map and convert it back to a distance in the real world. Check show ruler and use this ruler to measure the distance from the baseline to the boat in an arbitrary unit. Then use the map scale factor to calculate the perpendicular distance from the baseline to the boat.

Question 2: Enter your perpendicular distance to the boat in map units. ______________

Show your calculation of the distance to the boat in meters in the box below.

 

 

 

 

 

 

Configure the simulator to preset B. The parallax explorer now assumes that our surveyor can make angular observations with a typical error of 3°. Due to this error we will now describe an area where the boat must be located as the overlap of two cones as opposed to a definite location that was the intersection of two lines. This preset is more realistic in that it does not illustrate the position of the boat on the map.

 

Question 3: Repeat the process of applying triangulation to determine the distance to the

boat and then answer the following:

What is your best estimate for the perpendicular distance to the boat?

 

What is the greatest distance to the boat that is still consistent with your observations?

 

What is the smallest distance to the boat that is still consistent with your observations?

 

 

Configure the simulator to preset C which limits the size of the baseline and has an error of 5° in each angular measurement.

Question 4: Repeat the process of applying triangulation to determine the distance to the

boat and then explain how accurately you can determine this distance and the factors

contributing to that accuracy.

 

 

 

 

NAAP – Cosmic Distance Ladder 3/7

 

 

Distance Modulus Question 5: Complete the following table concerning the distance modulus for several

objects.

Object Apparent

Magnitude m

Absolute Magnitude

M

Distance Modulus

m-M

Distance (pc)

Star A 2.4 10

Star B 5 16

Star C 10 25

Star D 8.5 0.5

 

Question 6: Could one of the stars listed in the table above be an RR Lyrae star? Explain

why or why not.

 

Spectroscopic Parallax Open up the Spectroscopic Parallax Simulator. There is a panel in the upper left entitled Absorption Line Intensities – this is where we can use information on the types of lines in a star’s spectrum to determine its spectral type. There is a panel in the lower right entitled Star Attributes where one can enter the luminosity class based upon information on the thickness of line in a star’s spectrum. This is enough information to position the star on the HR Diagram in the upper right and read off its absolute magnitude. Let’s work through an example. Imagine that an astronomer observes a star to have an apparent magnitude of 4.2 and collects a spectrum that has very strong helium and moderately strong ionized helium lines – all very thick. Find the distance to the star using spectroscopic parallax.

 

 

NAAP – Cosmic Distance Ladder 4/7

Let’s first find the spectral type. We can see in the Absorption Line Intensities panel that for the star to have any helium lines it must be a very hot blue star. By dragging the vertical cursor we can see that for the star to have very strong helium and moderate ionized helium lines it must either be O6 or O7. Since the spectral lines are all very thick, we can assume that it is a main sequence star. Setting the star to luminosity class V in the Star Attributes panel then determines its position on the HR Diagram and identifies its absolute magnitude as -4.1. We can complete the distance modulus calculation by setting the apparent magnitude slider to 4.2 in the Star Attributes panel. The distance modulus is 8.3 corresponding to a distance of 449 pc. Students should keep in mind that spectroscopic parallax is not a particularly precise technique even for professional astronomers. In reality, the luminosity classes are much wider than they are shown in this simulation and distances determined by this technique are probably have uncertainties of about 20%. Question 7: Complete the table below by applying the technique of spectroscopic

parallax.

Observational Data Analysis

m Description of spectral lines Description of line thickness M m-M d

(pc)

6.2 strong hydrogen lines moderate helium lines very thin

13.1 strong molecular lines very thick

7.2 strong ionized metal lines moderate hydrogen lines very thick

 

 

 

 

 

NAAP – Cosmic Distance Ladder 5/7

Main Sequence Fitting Open up the Cluster Fitting Explorer. Note that the main sequence data for nearby stars whose distances are known are plotted by absolute magnitude in red on the HR Diagram. In the Cluster Selection Panel, choose the Pleiades cluster. The Pleiades data are then added in apparent magnitude in blue. Note that the two y-axes are aligned, but the two main sequences don’t overlap due to the distance of the Pleiades (since it is not 10 parsecs away).

If you move the cursor into the HR diagram, the cursor will change to a handle, and you can shift the apparent magnitude scale by clicking and dragging. Grab the cluster data and drag it until the two main sequences are best overlapped as shown to the right.

We can now relate the two y-axes. Check show horizontal bar which will automate the process of determining the offset between the m and M axes. Note that it doesn’t matter where you compare the m and M values, at all points they will give the proper distance modulus. One set of values gives m – M = 1.6 – (-4.0) = 5.6 which corresponds to a distance of 132 pc.

Question 8: Note that there are several stars that are above the main sequence in the

upper left. Can you explain why these stars are not on the main sequence?

 

 

 

Question 9: Note that there are several stars below the main sequence especially near

temperatures of about 5000K. Can you explain why these stars are not on the main

sequence?

 

 

 

 

 

 

NAAP – Cosmic Distance Ladder 6/7

Question 10: Determine the distance to the Hyades cluster.

 

Apparent magnitude m Absolute Magnitude M Distance (pc)

 

 

Question 11: Determine the distance to the M67 cluster.

 

Apparent magnitude m Absolute Magnitude M Distance (pc)

 

Cepheids Question 12: A type II Cepheid has an apparent magnitude of 12 and a pulsation period

of 3 days. Determine the distance to the Cepheid variable and explain your method in the

box below?

 

 

 

 

 

Supernovae Open up the Supernovae Light Curve Explorer. It functions similarly to the Cluster Fitting Explorer. The red line illustrates the expected profile for a Type I supernovae in terms of Absolute Magnitude. Data from various supernovae can be graphed in terms of apparent magnitude. If the data represents a Type I Supernovae it should be possible to fit the data to the Type I profile with the appropriate shifts in time and magnitude. Once the data fit the profile, then the difference between apparent and absolute magnitude again gives the distance modulus. As an example load the data for 1995D. Grab and drag the data until it best matches the Type I profile as shown. One can then use the show horizontal bar option to help calculate the distance modulus. One pair of values is m – M = 13-(-20) = 33 which corresponds to a distance of 40 Mpc.

 

 

 

NAAP – Cosmic Distance Ladder 7/7

 

Question 13: Determine the distance to Supernovae 1994ae and explain your method in

the box below?

 

 

 

 

 

Question 14: Load the data for Supernova 1987A. Explain why it is not possible to

determine the distance to this supernova?

 

 

 

 

 

 

  • The Cosmic Distance Ladder – Student Guide
  • Exercises
    • Radar Ranging
    • Parallax
    • Distance Modulus
    • Main Sequence Fitting
    • Cepheids

 

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 Board of Trustees of the University of Illinois

 Board of Trustees of the University of Illinois

The Recess Debate A Disjuncture between Educational Policy

and Scientific Research •

Anthony D. Pellegrini

Some devalue recess because they assume it to be a waste of time. There is no theory or empirical evidence to support this point of view. There is, however, abundant and clear evidence that recess has beneficial effects on children’s social competence and academic performance. The author tells how his interest in standardized tests led him to years of recess study, compares recess survey findings in the United States to those in the United Kingdom, and summarizes the benefits of recess for school performance.

Recess has been part of the school day for as long as we can remem- ber. Typically, most people have considered what children do during recess as merely “playful.” Adults usually regard it as a break from the serious work of the day—reading, writing, and arithmetic—while kids often say, perhaps only half-jokingly, that it is their favorite time. Because what goes on at recess does not appear serious, some claim it interferes with the “educational” mis- sion of schools. This perception has led many districts to question the need for recess. Since I explored this trend in considerable detail three years ago in Recess: Its Role in Education and Development, recess has remained under attack in both the United States and the United Kingdom. The debate over recess began around the same time (the early 1980s) in both countries and revolves around similar issues in both places. The onslaughts against recess persist today, even in the face of significant research supporting its educational value, a lack of research supporting a contrary view, and a rising awareness of the importance of play in general. Thus, it is useful to look anew at the arguments for and against recess and to be reminded of what the evidence does and does not show.

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The Argument against Recess

Breaks during the school day, like breaks from work on the factory assembly lines, have existed for nearly as long as each of those institutions has existed. Indeed, the rationale for breaks in both is very similar: after a reasonable amount of work, you need a break, if for no other reason than it may help you to be more productive. If you have never worked on an assembly line or do not remember your primary school days, perhaps you can remember driving on a long trip. You probably recall that the longer you drove the less attentive (and less safe) you became. If you pulled over for a rest or a break, you were more attentive (and safer) after you started again. This explains why many states have laws governing the length of time truckers and airline pilots can drive or fly without a break. This rather simple but powerful and widely understood benefit of breaks has not deterred a group, generally comprised of school administrators, from reducing recess time or eliminating recess all together from the school day. The reasons these “no nonsense” school superintendents and principals, as well as many politicians, most often give are twofold. First, they claim that recess is a waste of valuable time that could be more profitably used for instruction. Sec- ond, they claim that during recess kids get bullied and that on the playground they learn aggression. Politicians and school administrators often use the first argument—recess is a waste of instructional time—to demonstrate that they “mean business” in making schools more effective. A number of years ago, then Atlanta Public Schools superintendent Benjamin Canada and I discussed the role of recess in schools on the Good Morning America TV show. I was touted as the “expert” on recess, whereas Canada had made national news for proudly eliminating recess in Atlanta schools and replacing it with physical education. He claimed that by eliminating recess from the whole school system he had raised achievement scores. Recess, he said, was a waste of time, and kids did not learn by “hanging on monkey bars.” They could just as easily “blow off steam” in physical education while at the same time learning useful skills. When pressed by both me and the TV host for evidence of how achievement had gone up as a result of eliminating recess, Canada did not provide supporting data, and to my knowledge no one has ever presented data to uphold such a claim. The evidence is exactly the opposite of Canada’s claims. As I shall summa- rize below, in numerous controlled experiments children’s attention to school

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tasks decreased the longer they were deprived of a break and, correspondingly, children were significantly more attentive after recess than before. It is very much like taking a break on a long highway trip. Contrary to popular belief, physical education classes do not provide such a benefit. In 2001, the Council on Physical Education for Children, a national organization of physical education teachers, denounced the idea of replacing recess with physical education, although the council had a vested interested in promoting physical education. As the council members would surely agree, physical education—like other instructional disciplines—rightfully imposes rigorous demands on children and adolescents so as to stretch their skills. Therefore, it seems clear, the demands of a physical education class do not constitute a break. The second argument—that during recess, especially playground recess, kids get bullied—also has flaws. It is true that kids get bullied on playgrounds, but they get bullied in cafeterias, too, and in hallways, in bathrooms, in locker rooms, just about anywhere with little or no adult supervision. Even so, the base rate of aggression on playgrounds is incredibly low. Specifically, of all the behaviors observed on preschool and primary school playgrounds in many countries, physical and verbal aggression account for less than 2 percent of the total (Pellegrini 1995; Smith and Connolly 1980). The fact that rates of aggression are low at recess does not mean there are no incidents that damage kids. Aggressive behavior can be intense even when its rates of occurrence are low, and where there is intense aggression, people get hurt. However, adult supervision of recess periods, like adult supervision of the cafeteria and the hallways between classes, has a potent effect on dampening aggression (Pellegrini 2002). Contrary to the negative-behavior argument, recess remains one of the only times during the school day when children have time and opportunities to interact with their peers on their own terms. Through interaction at recess, children learn social skills, such as how to cooperate and compromise and how to inhibit ag- gression. Eliminating or reducing recess destroys these learning opportunities.

Why Study Recess? One Researcher’s Journey

Before examining the research in favor of recess, I should note how I came to it. As an academic psychologist, I should be concerned with the ways in

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184 A m E R I C A N J O u R N A L O F P L A Y   •   F a l l 2 0 0 8

which children learn and develop in school. Studying recess and how children become socially competent seems a more legitimate venue for an educational psychologist. However, having investigated the role of children’s play in their social and cognitive development for many years, especially play fighting (Pel- legrini and Smith 1998; Pellegrini 2002, 2003) and the games of boys and girls on school playgrounds (Pellegrini et al. 2002), the study of recess seemed a logical extension. My interest in school recess was really piqued by the debate over the role of recess in Georgia in the early 1990s (well before Benjamin Canada’s claims on Good Morning America) and the simultaneous use of standardized tests as the sole criterion for the promotion of children from kindergarten to first grade. As part of this—in my view, very questionable—venture, there was talk of eliminating recess so kids could spend more time on the “important skills” necessary to pass the tests. The argument went like this: test scores are declining, and so given the limited number of hours in the school day, it makes sense to eliminate or minimize a practice that is trivial at best and, in any case, antitheti- cal to more serious educational enterprise. My first reaction to the testing question was disbelief. We have known for decades that kindergarteners are unreliable test takers (Messick 1983). Kids tend not to perform consistently across time. For example, they could score in the 99th percentile on Tuesday, but if they retook the very same test on Wednesday, they could score in the 65th percentile. If they took it a third time on Thursday, they could score in the 99th percentile again. The different scores could be due to something as simple as a swing in motivation related to a change in the testing environment. (I observed this particular example in my own daughter’s experience.) Because children are unreliable test takers, it is important for educators to use a number of different assessment strategies. Tests can and should be used, but in conjunction with other measures, such as attendance, grades, teacher evaluations, and observations of behavioral competence. When all of these things are aggregated, we get a more valid picture (Cronbach 1971). When the testing question arose in Georgia, I had been studying rough and tumble play on the school playground during recess for several years. As part of this research I had access to test scores from kindergarten through at least first grade. I knew that what kids did on the playground required pretty high levels of social cognitive competence, and I knew that kids were motivated to implement those skills on the playground because they enjoyed interacting with

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their peers. So I wondered if what kindergarten children did on the playground could be a valid predictor of their first-grade achievement, as measured by a standardized test. That is, does kindergarten playground behavior predict first- grade test scores, even after we control statistically for academic achievement in kindergarten? In essence, I wanted to know if there was predictive academic value in what kindergarteners did at recess, beyond that information provided in their kindergarten academic achievement, as measured by a standardized test score. How much did recess activities tell us, beyond test scores, about how well kindergarteners would do in first grade? My hypothesis was that the recess behavior would tell us a great deal. After all, when kids are on the playground they are typically interacting with their peers, and to do so takes some pretty sophisticated skills. For example, to play cooperatively with their peers, children have to be able and willing to see things from the perspectives of their peers, use compromise to resolve conflicts, follow the rules of play and games, and use language to negotiate all of this. Indeed, we know that the types of language kids use to negotiate conflicts and compromise are very similar to the language of school instruction (Heath 1983) and the language of literacy (Pellegrini and Galda 1982). Further, when kids manipulate and build with playground materials and when they play games—such as tag—with their peers, they are motivated to marshal their social cognitive resources. Children generally like to interact with their peers at recess, so they try their best to initiate and sustain play. For instance, one may have to compromise (share a toy or a turn) in order to continue to play with one’s best friend. One typically does this because one is motivated to do so, perhaps more so than to perform on an achievement test. Tests, at least for most young kids, are not very motivating. These kindergarten behavioral measures that I developed and adminis- tered did indeed predict first-grade achievement, beyond the kindergarten test scores. That is, these playground behaviors were correlated with first-grade test scores, even after kindergarten test scores were statistically controlled. This reinforces the notion that multiple measures should be used in “high-stakes” assessments. In an effort to change policy in the state of Georgia, my friend and colleague Carl Glickman and I wrote articles for such publications as the Atlanta Journal Constitution and Principal to publicize our finding to the general public and educators of young children. Afterward, testing policies changed in Georgia, but efforts to minimize or eliminate recess continued to grow, both in the United

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States and the United Kingdom, where I was also conducting research. Policy makers, teachers, parents, newspapers, and radio and television stations in both countries began contacting me and asking about recess.

The Reduction of Recess in the united States and the united Kingdom

An important barometer of prevailing perceptions of the importance of recess is the way in which recess time has eroded across the last fifteen years. One of the first surveys of recess in the United States was conducted in 1989 by the National Association of Elementary School Principals (NAESP), which kindly sent me their findings. The survey went to school superintendents in all fifty states and the District of Columbia. Responses were received from forty-seven states and showed that recess existed, in some form, in 90 percent of all school districts. Generally, individual schools (87 percent of those reporting) set re- cess policy. Consequently, there was significant variation both within school districts and within states. Ninety-six percent of the schools with recess had it once or twice per day. In 75 percent of the schools with recess, it lasted fifteen to twenty minutes. The survey did not report what form that recess took or whether organized physical education was counted as recess. Indeed, about one-half of the districts with recess had “structured” times. Regarding recess supervision, the survey indicated that teachers assumed responsibility in 50 percent of the cases and teachers’ aides in 36 percent. Among the aides, 86 percent had no formal training for supervision. This is not a trivial finding. A well-trained supervisor can both support the positive social interac- tions of children and guard against aggression and bullying. Ten years later, the U.S. Department of Education surveyed recess in kin- dergarten. According to a summary provided to the author by Ithel Jones, As- sociate Professor of Early Childhood Education at Florida State University, 71 percent of surveyed kindergartens reported having a daily recess period; 14.6 percent had recess three to four times per week; 6.7 percent had recess one to two times per week; and 7.7 percent had no recess. Regarding the duration of recess, 27 percent had thirty minutes; 67 percent had sixteen to thirty minutes; and 6 percent had less than fifteen minutes. Children attending private kinder- gartens were twice as likely to have recess as children attending public schools: 48.3 percent vs. 22.2 percent.

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While a direct comparison with the 1989 survey is not possible, there are some interesting points to consider. Most interesting is that in kindergarten only 70 percent of the children had daily recess. If there is one grade where we would assume that all children would have recess daily, it would be kindergarten. In the late 1990s, British psychologist Peter Blatchford and colleagues (Blatch- ford and Sumpner 1998) conducted a national survey of recess (called “break time” in England) in primary and secondary schools across the United Kingdom. Their 60 percent return rate produced a sample of 6 percent of all English schools. Importantly, recess in the United Kingdom is uniform compared to recess in the United States. In the United Kingdom, schools have a morning, lunch, and after- noon break. The Blatchford survey showed that while students across all grades had breaks, the duration decreased with age. Children in infant school (five to seven years of age) had ninety-three minutes; children in junior school (seven to eleven years of age) had eighty-three minutes; and children in secondary school (eleven to sixteen years of age) had seventy-seven minutes. Clearly, English chil- dren had much more recess than their American counterparts, and the duration of the periods seemed more sensitive to the maturity of the students. There is, however, a movement against recess in the United Kingdom as well. The issues propelling this movement are very similar to those in the United States and have been very evident in the media. There, too, pressure has resulted in a reduction in break time. Within the five-year period from 1990–1991 to 1995–1996, 38 percent and 35 percent, respectively, of junior and secondary schools reduced the lunch break. Among infant schools, 26 percent reduced the lunch break and 12 percent eliminated the afternoon break. Twenty-seven percent of the junior schools and 14 percent of the secondary schools eliminated the afternoon break. One would think that such drastic change should be directed by empirical support, but, no, on the contrary, research supports keeping recess in schools.

Benefits of Recess for School Performance

There are two main arguments for the continued presence of recess in pri- mary schools. The first is evidence of how learning benefits from “distributed practice” (like the example of taking a break during highway driving noted earlier), which recess affords. The second concerns the development of cogni- tive efficiency and how recess may especially facilitate learning in younger and

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cognitively immature children. Both of these arguments propose that benefits associated with recess are immediate, that is, they occur almost simultaneously with the recess behaviors themselves.

Massed vs. distributed practice We have known for many years (e.g., Ebinghaus 1885; James 1901) that children learn better and more quickly when their efforts toward a task are distributed rather than concentrated or when they are given breaks during tasks (Hunter 1929). As psychologist Frank Dempster pointed out (1988), the positive effects of distributed effort have been seen specifically in the ways children learn how to conduct numerous school-like tasks, such as mastering native- and foreign- language vocabularies, text materials, and math facts. Laboratory studies have yielded reliable and robust findings, documenting the efficacy of task spacing on learning. Indeed, the theory has been supported by research with humans across the life span and with a variety of other animals. Classroom studies have been less frequent, and generally the results less supportive of the theory. Factors associated with the nature of a task (e.g., simple vs. complex) seem to influence the effects of distributed practice on classroom learning. However, when the nature of the criterion variable is changed from material learned to attention to the task at hand, the results of the classroom research match those of the laboratory. Spacing of tasks may make them less boring and correspondingly facilitate attention. Attention to a task, in turn, may be important to subsequent learning (Dempster 1988). Given the positive effects of distributed practice on children’s attention to school tasks, it seems puzzling that it has not been more readily used in class- rooms. One possibility, as suggested by Dempster (1988), is that the complicated contingencies of running a school may not readily accommodate the added complexities of a distributed practice regimen. The solution to this conundrum is simple—use a well-established school institution, recess. Recess provides a break between school tasks, thus distributing practice.

Developmental differences in cognitive efficiency Psychologist David F. Bjorklund and I have suggested previously (Pellegrini and Bjorklund 1997), based on Bjorklund’s theory of “cognitive immaturity” (Bjorklund and Green 1992), that the facilitative effects of breaks between peri- ods of intense work should be greater for younger than for older children. From our position, young children do not process most information as effectively

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as older children. The immaturity of their nervous systems and their lack of experiences render them unable to perform higher-level cognitive tasks with the same efficiency as older children and adults, and this directly influences their educability. As a result, young children are especially susceptible to the effects of interference and should experience the greatest gains from breaks between focused intellectual activities, which recess provides. Evidence in support of this hypothesis can be found in the literature on memory and cognitive inhibition. Research using a wide range of tasks has shown that children are increasingly able, as they get older, to inhibit task-ir- relevant thoughts and to resist interference from task-irrelevant stimuli, and that such skills contribute significantly to overall cognitive functioning (e.g., Bjorklund and Harnishfeger 1990). Inhibition abilities have been proposed to play a significant role in attention, permitting children to focus on task-relevant information and not to be distracted by task-irrelevant, peripheral information. Such abilities have also been proposed to be of central importance to functional working-memory capacity. Young children have a difficult time keeping extra- neous information from entering short-term store. As a result, their working memories are often cluttered with irrelevant information, leaving less mental space for task-relevant information or for the execution of cognitive strategies (Bjorklund and Harnishfeger 1990). From this perspective, there may be a general increase in interference when children perform a series of highly focused tasks, regardless of the nature of those tasks. Although one would predict that changing from one type of focused activity to another would yield some cognitive benefit, children (especially young children) may experience a continued buildup of interference with re- peated performance of even different highly focused tasks, and thus experi- ence greater benefit from a drastic change in activity, such as is afforded by recess. This is consistent with the evidence that younger children may require a greater change in activity or stimulus materials before they experience a re- lease from interference (e.g., Pellegrini and Bjorklund 1996). This should make school learning particularly difficult for young elementary school children, and opportunities to engage in non-focused, nonintellectual activities should af- ford them the needed respite to re-energize their nervous systems so that they can continue to learn in school. Consistent with this reasoning, recess periods across the school day should minimize cognitive interference. Importantly, instructional regimens, such as physical education, would not serve the same purpose.

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Conclusion

Some devalue recess because they assume it to be—as they assume play in young children to be—a waste of time, time that could be otherwise more ef- ficiently spent. There is no theory or empirical evidence to support this point of view. The counter-argument, that recess is good, is backed by a large body of theory and empirical research. Those who advocate the elimination of recess should present sound theoretical and empirical support for their arguments or give them up and recognize the abundant and clear evidence that recess has beneficial effects on children’s social competence and academic perfor- mance.

References

Bjorklund, David F. 1978. Negative transfer in children’s recall of categorized materials. Journal of Experimental Child Psychology 26:299–307.

———. 2004, first published 1989. Children’s thinking: Developmental function and individual differences. 4th ed.

Bjorklund, David F., and Brandi L. Green. 1992. The adaptive nature of cognitive im- maturity. American Psychologist 47:46–54.

Bjorklund, David F., and Katherine K. Harnishfeger. 1990. The resources construct in cognitive development: Diverse sources of evidence and a theory of inefficient inhibition. Developmental Review 10:48–71.

Bjorklund, David F., and Anthony D. Pellegrini. 2002. The origins of human nature: Evolutionary developmental psychology.

Blatchford, Peter, and Clare Sumpner. 1998. What do we know about breaktime? Re- sults from a national survey of breaktime and lunchtime in primary and secondary schools. British Educational Research Journal 24:79–94.

Cronbach, Lee J. 1971. Test validation. In Educational measurement, ed. Robert L. Thorndike, 443–507.

Dempster, Frank N. 1988. The spacing effect. American Psychologist 43:627–34. Ebbinghaus, Hermann. 1964, first published 1885. Memory: A contribution to experi-

mental psychology. Heath, Shirley. 1983. Ways with words: Language, life, and work in communities and

classrooms. Hunter, Walter S. 1929. Learning II: Experimental studies of learning. In The founda-

tions of experimental psychology, ed. Carl Murchison, 564–627. James, William. 1901. Talks to teachers on psychology, and to students on some of life’s

ideals.

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Messick, Sam. 1983. Assessment of children. In Handbook of child psychology. Vol. 1, History, theory, and methods, ed. William Kessen, 477–526.

Pellegrini, Anthony D. 1990. Elementary school children’s playground behavior: Im- plications for children’s social-cognitive development. Children’s Environments Quarterly 7:8–16.

———. 1991. Outdoor recess: Is it really necessary? Principal 70:40. ———. 1992. Kindergarten children’s social-cognitive status as a predictor of first-grade

success. Early Childhood Research Quarterly 7:565–77. ———. 1995. School recess and playground behavior: Educational and developmental

roles. ———. 2002. Bullying, victimization, and sexual harassment during the transition to

middle school. Educational Psychologist 37:151–63. ———. 2003. Perceptions and functions of play and real fighting in early adolescence.

Child Development 74:1522–33. ———. 2005. Recess: Its role in education and development. Pellegrini, Anthony D., and David F. Bjorklund. 1996. The place of recess in school:

Issues in the role of recess in children’s education and development: An introduc- tion to the theme of the Special Issue. Journal of Research in Childhood Education 11:5–13.

———. 1997. The role of recess in children’s cognitive performance. Educational Psy- chologist 32:35–40.

Pellegrini, Anthony D., and Lee Galda. 1982. The effects of thematic-fantasy play train- ing on the development of children’s story comprehension. American Educational Research Journal 19:443–52.

Pellegrini, Anthony D., Kentaro Kato, Peter Blatchford, and Ed Baines. 2002. A short- term longitudinal study of children’s playground games across the first year of school: Implications for social competence and adjustment to school. American Educational Research Journal 39:991–1015.

Pellegrini, Anthony D., and Peter K. Smith. 1998. Physical activity play: The nature and function of a neglected aspect of play. Child Development 69:577–98.

Smith, Peter K., and Kevin Connolly. 1980. The ecology of preschool behavior.

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TFE requirement

I have had a few questions from students about the week three requirement.  Here is some more information to help you complete the TFE requirement.  Make sure you attach your excel spreadsheet showing your work to your analysis.  Are you familiar with the capability of excel to complete calculations in the cells? To activate the function, use the equal sign ( = ) in the cell where you want to complete the equation.  When you type the equal sign in the cell, excel will calculate the answer for any equation you enter.  Start with something easy: Say you have data value 10 in cell C4 and 15 in cell C5.  To add the cells, you choose another cell (D6), and enter =C4+C5.  Hit enter and the answer 25 shows in the cell.  When you highlight the cell again, you can see the equation in the function bar at the top of the page.

You can do this with any math function [add, subtract, multiply, divide ] ( + – * / ).  Excel also has advanced functions like: square root [ =sqrt( ) ] Mean [ =average( )  ]

 

 

For this problem, use formulas 8.40, 8.41, and 8.42, to build up to completing the upper and lower control limit [formula 8.43]. For the standard deviation, start at the left side of the equation and break it down into components  [square root, multiply, subtraction, and divide].  Enter those in the excel cells to arrive at the final answer.

Therefore, upper and lower control limits are given by

I know the excel template for this problem is difficult to find and download, so I attached my copy of the excel template to this message.    Reference: Evans, J. R., & Lindsay, W. M. (2017). Managing for quality and performance excellence (10th ed.). Mason, OH: South-Western Cengage.

 

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The Consumer Society Critique

Table of Contents Title Page Acknowledgments Introduction PART ONE – The Consumer Society Critique I – “THE CULTURE INDUSTRY: ENLIGHTENMENT AS MASS DECEPTION” (1944) ENDNOTES Chapter 2 – “THE DEPENDENCE EFFECT” (1958) II III IV ENDNOTES Chapter 3 – “THE SEXUAL SELL” (1963) ENDNOTES Chapter 4 – “. . . IMAGES WITHOUT BOTTOM . . .” (1988) ENDNOTES PART TWO – The Social Organization of Symbols Chapter 5 – THE IDEOLOGICAL GENESIS OF NEEDS” (1969) 1. CONSUMPTION AS A LOGIC OF SIGNIFICATIONS 2. CONSUMPTION AS A STRUCTURE OF EXCHANGE AND DIFFERENTIATION 3. THE SYSTEM OF NEEDS AND OF CONSUMPTION AS A SYSTEM OF PRODUCTIVE FORCES ENDNOTES 6 Chapter 6 – “ADVERTISING IN THE AGE OF ACCELERATED MEANING” (1996) SIGN WARS: CONSTRUCTING SIGN VALUES THE LOGIC OF APPROPRIATION VALUE ADDED FLOATING SIGNIFIERS AND THE IMAGE BANK SPIRALS OF REFERENTIALITY, SPEED, AND REFLEXIVITY CULTURAL CRISIS AND CONTRADICTION ENDNOTES Chapter 7 – “HUNGER AS IDEOLOGY” (1993) THE WOMAN WHO DOESN’T EAT MUCH PSYCHING OUT THE FEMALE CONSUMER FOOD, SEXUALITY, AND DESIRE AUTHOR’S NOTE ENDNOTES PART THREE – Consumption and Lived Experience Chapter 8 – “OBJECT AS IMAGE: THE ITALIAN SCOOTER CYCLE” (1988) THREE “MOMENTS” THE GENDER OF MACHINERY MEDIATION THE SCOOTER IN USE CONCLUSION ENDNOTES Chapter 9 – “TOUCHING GREATNESS: THE CENTRAL MIDWEST BARRY MANILOW FAN CLUB” (1991) MODERN CELEBRITY TOUCHING GREATNESS CENTRAL MIDWEST BARRY MANILOW FAN CLUB THEMATIC FINDINGS DISCUSSION ENDNOTES REFERENCES 7 Chapter 10 – “THE ACT OF READING THE ROMANCE: ESCAPE AND INSTRUCTION” (1984) ENDNOTES PART FOUR – Consumption and Social Inequality II – “CONSPICUOUS CONSUMPTION” (1899) Chapter 12 – “THE AESTHETIC SENSE AS THE SENSE OF DISTINCTION” (1979; … ENDNOTES Chapter 13 – “DOES CULTURAL CAPITAL STRUCTURE AMERICAN CONSUMPTION?” (1998) DISTINGUISHING BOURDIEU METHODS MATERIALITY AND TASTE WORK AND TASTE DISCUSSION REFERENCES ENDNOTES Chapter 14 – “FALSE CONNECTIONS” (1999) ENDNOTES Chapter 15 – “Toy THEORY: BLACK BARBIE AND THE DEEP PLAY OF DIFFERENCE” (1996) BASIC TRAINING TO MARKET, TO MARKET SHANI AND THE POLITICS OF PLASTIC FROM BELL JAR TO BELL CURVE ENDNOTES PART FIVE – The Liberatory Dimensions of Consumer Society Chapter 16 – “Two CHEERS FOR MATERIALISM” (1999) Chapter 17 – “FEMINISM AND FASHION” (1985) 8 ENDNOTES Chapter 18 – “SHOPPING FOR PLEASURE: MALLS, POWER, AND RESISTANCE” (1989) CONSUMING WOMEN COMMODITIES AND WOMEN CONSPICUOUS CONSUMPTION PROGRESS AND THE NEW PART SIX – The Tendency of Capitalism to Commodify Chapter 19 – “THE FETISHISM OF THE COMMODITY AND ITS SECRET” (1867) THE FETISHISM OF THE COMMODITY AND ITS SECRET ENDNOTES Chapter 20 – “EATING THE OTHER: DESIRE AND RESISTANCE” (1992) Chapter 21 – “THE COOLHUNT” (1997) Chapter 22 – “ADVERTISING AS CULTURAL CRITICISM: BILL BERNBACH VERSUS THE MASS … HOW TO DO IT DIFFERENT ALIENATED BY THE CONFORMITY AND HYPOCRISY OF MASS SOCIETY? HAVE WE GOT A CAR … FROM NAZI CAR TO LOVE BUG ENDNOTES PART SEVEN – New Critiques of Consumer Society Chapter 23 – “VOLUNTARY SIMPLICITY AND THE NEW GLOBAL CHALLENGE” (1993) MISCONCEPTIONS ABOUT THE SIMPLE LIFE COMMON EXPRESSIONS OF ECOLOGICAL WAYS OF LIVING 9 MAINTAINING OURSELVES AND SURPASSING OURSELVES THE PUSH OF NECESSITY AND THE PULL OF OPPORTUNITY HISTORICAL ROOTS OF SIMPLICITY THE RESPONSIBILITY FOR CHANGE ENDNOTES Chapter 24 – “CULTURE JAMMING” (1999) THE REVOLUTIONARY IMPULSE DEMARKETING LOOPS Chapter 25 – “A NEW KIND OF RAG TRADE?” (1997) GARMENT MANUFACTURE AND PRODUCTION ENDNOTES Chapter 26 – “TOWARDS A NEW POLITICS OF CONSUMPTION” (1999) THE NEW CONSUMERISM CONSUMER KNOWS BEST A POLITICS OF CONSUMPTION Chapter 27 – “WHY CONSUMPTION MATTERS” (2000) I. CONSUMER SOCIETY II. POPULATION AND CONSUMPTION III. CHASING THE DREAM IV: SPENDING THE CAPITAL V. HIDDEN CONSUMPTION VI. RENEWABLES VII. ENERGY USE CONCLUSION: OUR ECOLOGICAL FOOTPRINT ENDNOTES Chapter 28 – “ECOLOGY AND NEW WORK: EXCESS CONSUMPTION AND THE JOB SYSTEM” (2000) PERMISSIONS ABOUT THE EDITORS Copyright Page 10 ACKNOWLEDGMENTS We would like to thank a number of people who helped us along the way: Diane Wachtell, who originally suggested the idea of an anthology; Gerry McCauley, our wonderful agent; Matt Weiland, our editor, and Tim Roberts, our production editor, both at The New Press; Susan Bordo, Robert Goldman, and Tom O’Guinn, who provided photos for us; Elisheva Lambert and Jim McNeill, who provided dedicated research assistance; Eric Hall, who secured permissions; and Prosannun Parthas-arathi and Tuba Üstüner. We are especially grateful to those publishers and authors who allowed us to reprint their work free of charge or at reduced rates. 11 INTRODUCTION DO AMERICANS CONSUME TOO MUCH? Douglas B. Holt and Juliet B. Schor Global warming, the conspicuous spending of the newly wealthy, excessive advertising, and, most recently, the “Battle of Seattle” have all conspired to put the question of our consumer lives back into public view. Consumer society— the “air we breathe,” as George Orwell has described it— disappears during economic downturns and political crises. It becomes visible again when prosperity seems secure, cultural transformation is too rapid, or environmental disasters occur. Such is the time in which we now find ourselves. As the roads clog with gas-guzzling SUVs and McMansions proliferate in the suburbs, the nation is once again asking fundamental questions about lifestyle. Has “luxury fever,” to use Robert Frank’s phrase, gotten out of hand? Are we really comfortable with the “Brand Is Me” mentality? Have we gone too far in pursuit of the almighty dollar, to the detriment of our families, communities, and natural environment? Even politicians, ordinarily impermeable to questions about consumerism, are voicing doubts. A year ago, Hillary Clinton got the attention of the world by worrying that the export of American entertainment and consumer products was destroying indigenous cultures; and recently, Vice President Al Gore suggested that Americans should focus less on earning money and spend more time with their families. Polls suggest majorities of Americans feel the country has become too materialistic, too focused on getting and spending, and increasingly removed 12 from long-standing nonmaterialist values. Why are doubts about consumer society reemerging at the end of the twentieth century? Three factors have combined to create the current disquiet. Perhaps most obvious is the new inequality—the top 1 percent of households now own about 40 percent of all wealth, and the top 20 percent are responsible for half the country’s consumer spending. The long boom of the 1990s has resulted in a dazzling display among the nation’s newly rich to outdo one another in ostentatious spending. Each twist and turn of this Veblen- esque competition is duly reported on by the national media, whether it’s thousand-dollar bedsheets, ten-thousand-square- foot homes, or hundred thousand dollar vehicles. The entire nation becomes privy to the ins and outs of hiring butlers and erecting stone walls. The onlookers are alternately attracted and repelled, disliking the values driving the conspicuous consumption but at the same time fearful of falling too far behind in this accelerated race. Households of ordinary means console themselves with affordable luxuries, but all is not well in the kingdom of plastics. On the one hand, the sheer disparities of wealth, income, and situation grow harder to justify, particularly as prosperity feels more assured. Homelessness, hunger, and child poverty continue to nag at Americans’ consciences. Furthermore, the upscaling of the wealthy puts pressure on others to follow suit. Many households find themselves stretched thin, as incomes for the majority have not kept pace with rising consumer standards. Savings rates have fallen, while credit card debt and bankruptcies have skyrocketed. Not only money but also time is in short supply. As lifestyle norms require two earners, and jobs become increasingly demanding, time for family and community is squeezed. The acceleration of daily life, often for purposes of consuming, contributes to a feeling that things are out of control. People look back to an earlier era when there was time enough, even if living standards were less opulent. Many long for a simpler, more authentic, less materialist past. “Balance” has become a defining mantra. The second trend is the relentless commodification of all 13 areas of social life, and the rise of market values. Perhaps the most striking aspect of this trend is the marketization of a wide variety of goods and services that had hitherto been outside the profit nexus. Most prominent among these are the services produced in the household economy, where self- provision had been the norm. Today, as married women are more devoted to paid employment, they begin “outsourcing”—hiring baby-sitters, accountants, gardeners, grocery delivery, and personal shoppers. Households that can afford it substitute time for money. Less and less of daily life is produced at home; more and more of what we consume is commodified, i.e., produced for sale on the market. This commodification of daily life is also occurring in other areas. Health care and education, which were previously provided as public goods to citizens, are given over to private corporations who produce them for profit, as if they were ordinary consumer goods. Public services such as welfare and prisons are run by corporations for the purpose of making money. The production of news, culture, sports, and entertainment is also increasingly commodified. Twenty-five years ago, the public good aspect of book and newspaper publishing coexisted with the need to make money. Now, a handful of megaconglomerates have taken over all the major media. Profitability and reproducing the political legitimacy of the system have become the dominant criteria for cultural production. The mouse is truly eating the world. Indeed, virtually no aspect of social life appears to be immune from these trends. “Personal style” is now a hot market commodity. Trend spotters scour the nation’s inner cities, searching for the successors to the hip-hop innovators of the 1980s. They scrutinize the walk, the talk, the way one’s pants are worn. At lightning speed, style moves from inner city to suburb and back again, a marketed commodity. But it’s not just youth culture that is being replicated and sold. Business gurus urge everyone to perfect their personal style. Brand and market yourself, whomever you are. The relentless drive to commodify is also evident in the commercialization of public space and culture. Advertising 14 and marketing appear almost everywhere—in museums, on public television and radio, in doctor’s offices, on subway platforms, and on restaurant menus. Sports arenas, previously named for communities, now sport corporate logos. Movies are replete with product placements. Public schools, once relatively isolated from corporate advertisers, became their new frontier during the 1990s, as marketers strived for “share of mind” among six-year-olds. Many of the nation’s children now watch commercials in their classrooms (via Channel One), learn from corporate-written curricula, look at advertising on the Internet, or drink the official school soft drink (Coke or Pepsi). Indeed, our deepest personal connections are increasingly dominated by market transactions, whether it’s through surrogate motherhood, the sale of one’s DNA, the booming trade in sex for hire, or the commercialization of religion and spirituality. Little remains sacred, and separate from the world of the commodity. As a result people become ever more desperate to sacralize the profane consumer world around them, worshiping celebrities, collections, and brand logos. The third major development that is reigniting criticism of consumer society is the rapid globalization of the world economy. Beginning with the French general strike of December 1995, grassroots opposition to globalization has begun to intensify. The most dramatic example has been the Battle of Seattle, a mesmerizing confrontation between the agents of corporate globalization (represented by the World Trade Organization) and a coalition of labor, environmental, church, student, and anticonsumerist activists. Protesters in Seattle attacked not only, or even mainly, the export of American jobs, but rather the corporate vision of global consumerism. They questioned the very desirability of the WTO’s stated purpose of increasing incomes through global trade. Rejecting the current system of cheap commodities based on exploiting labor and natural resources, they offered alternative visions of local economies built on sustainable agriculture, locally controlled manufacturing and retailing, and limited material desires. It is significant that 15 the protesters went after Nike, Starbucks, and other mega- brands. They stood against corporate consumerism, in favor of locally owned small businesses; they rejected the idea that one’s personhood is defined by the logo on the shoe; and they argued against the impoverishment of small farmers and producers that globalization has wrought. Perhaps most important has been the link between the spread of consumerism and the ongoing devastation of the natural environment—the connections between air travel and carbon accumulation; the demand for exotic hardwoods and species extinction; meat consumption and soil erosion; toxics and human health hazards. Recent years have been the warmest of the century. Weather patterns have turned extreme, and crocuses are appearing in December. As the planet warms up, so too must the debate about our consumption, the ultimate cause of climate change. Within the academy, a parallel discussion is taking place. Scholars are becoming more attentive to questions about the nature and desirability of consumer society, engaging in an ongoing academic conversation. As they have always been, the public and academic debates are dialectically connected. Sometimes scholars anticipate broader cultural changes; in other moments, such as the current one, political movements have set the agenda for the academic dialogue. In the pages that follow, we’ve selected essays that provide an entry point into these discussions. THE ECONOMIC CRITIQUES: CAPITALISM NEEDS CONSUMERS What drives consumer society? Is it corporations, who by their marketing and advertising campaigns ultimately determine what consumers want? Or is it consumers, whom producers must satisfy in order to stay in business? This deceptively simple question has been at the heart of much of the scholarly literature, and continues to preoccupy both supporters and detractors of consumer society. 16 Throughout the middle decades of the century, from the 1940s until the 1980s, the theme of corporate influence was dominant in the scholarly literature. One of the most influential contributions was the 1944 classic essay “The Culture Industry: Enlightenment as Mass Deception,” by Theodor Adorno and Max Horkheimer, prominent members of the Frankfurt School. Drawing on Marx’s theory of alienation in the workplace, Adorno and Horkheimer argue that employers’ needs for objectified and submissive workers created a parallel need for dominated, passive consumers. Creativity and subjectivity, the hallmarks of the artisanal economy, are simply incompatible with the de-skilling and repetitiveness of mass-production industry. Culture, once brilliant, demanding, and intellectually challenging, becomes soothing, banal, familiar, and entertaining. With astonishing prescience, Adorno and Horkheimer predicted the “dumbing down” of art and culture, the concentration of cultural producers, and the spread of an entertainment society. For Adorno and Horkheimer, the objectification of labor requires the objectification of the consumer. This “paramount position of production” was to assume a central role in other influential critiques of consumer society, such as John Kenneth Galbraith’s The Affluent Society. Galbraith was also posing the question of compatability between production and consumption, but in ways more Keynesian than Marxian. In particular, the phenomenal increases in productivity that fueled mass production had to be accompanied by similarly phenomenal increases in consumer demand. But how to ensure that the endless stream of cars, appliances, and other products would actually be sold? Galbraith’s answer—the dependence effect—is that “the institutions of advertising and salesmanship. . . create desires.” The corporation both creates the want, and satisfies it. Compatibility is ensured because the same institution controls both sides of the market. This was to prove a potent theme in the fifties and early sixties, as the ascendance of Madison Avenue and its turn to ever more sophisticated psychological approaches alarmed many. Books such as Vance Packard’s The Hidden 17 Persuaders and Herbert Marcuse’s One Dimensional Man stressed the seamlessness of the system. In 1963 Betty Friedan produced a brilliant gynocentric companion piece to Adorno and Horkheimer’s androcentric analysis. For the latter, production means factories and male workers; for Friedan, the relevant labor process is the household economy and occupation: housewife. But in both, work is boring, repetitive, unskilled, mundane. Friedan argues that the feminine mystique, and its attendant confinement of women to the home, was driven mainly by the need to sell products. Combing through the motivation research of Ernest Dichter, Friedan reconstructs the marketers’ view of women. They were the backbone of the consumer economy, but career women did not care to spend their lives doing something as trivial and unsatisfying as shopping. Capitalism needed housewives, stunted in their careers, driven to purchase discerningly, manipulated into channeling their considerable creative potential into cake mixes, washing powders, and the choice of breakfast cereal rather than more significant accomplishments in the world of work. Of course marketers promise more than the mundane world of the kitchen. As Stuart Ewen argues in his piece on style, Madison Avenue also offers commodities as the route to pleasure and sexuality, through their ability to create identity, freedom, “fascination and enchantment,” beauty, and style. Consumers are seduced by sophisticated advertising to adopt a host of superfluous preferences for products, which are at heart advertisers’ fictions: Buy style in the marketplace and you can be whoever you want to be. While they differed in many ways, these critical accounts shared certain themes—they described false and true needs, a superficial, surface world of commodities versus an underlying realm of authentic life. Furthermore, in these accounts, the standard defense of the system became illegitimate, for if corporations created needs, particularly in insidious ways, they could hardly be credited for meeting them. There was a better, more authentic, and less consumerist way to live. But it was blocked by corporate power. 18 A second critique was aesthetic. Mass production was derided as lacking quality, taste, and creativity. Thus, consumer society produced neither the good, the true, nor the beautiful. It was a great con game. THE CULTURAL CRITIQUES: MANUFACTURING MEANINGS The economic critiques explain how the profit motive leads to the organization of consumption. They are less compelling in their descriptions of why consumers go along with corporate designs. One answer is that advertisers have been successful because they have been able to embed valued meanings in products. If correct, this argument leads to the important conclusion that meaning does not necessarily emanate from the material or functional aspects of products. As anthropology has been particularly good at showing, human understandings and experiences of what are seemingly objective properties are actually cultural constructions. Goods have symbolic meanings in all societies. However, capitalism poses a new problem—imbuing functionally and materially similar products with different symbolic meanings. The marketer needs to induce the consumer to pay a premium for products that are mere commodities (i.e., mass-produced, identical goods). Despite their emphasis on manipulation, Adorno and Horkheimer understood the importance of symbolic meanings with their recognition that consumers could use consumer goods and marketed imagery to create categories of social difference. It is with Jean Baudrillard, however, that we begin to find a fully articulated theory of the production of social meaning through commodities. The primary target of his damning essays is the argument of most defenders of consumer society—the idea that commodities are produced to respond to individual needs and wants. Such tautological formulations beg the question: How are these needs and wants produced? 19 Baudrillard’s answer is that individual desires are disguised expressions of social differences in a system of cultural meanings that is produced through commodities. This “fashion system” is a code—an infinitely variable set of social differences—that people access through consumption. It is not meaningful to talk about authentic versus false needs in Baudrillard’s model, only the extent to which people have been absorbed into the fashion logic. One of the most important implications of this view is that if consumer society is premised upon the production of difference through commodities, then the system is extremely resilient. How can a social movement challenge consumer society without falling prey to the further expansion of fashionable difference through its opposition? Building upon Baudrillard, Roland Barthes, and Judith Williamson’s pioneering discourse analyses of advertisements as mythological systems, Robert Goldman and his coauthor Stephen Papson explicate the ways in which cultural meanings are sold. By positing a set of equivalences, ads reframe public meanings in order to enhance the meanings of “commodity-signs.” From this approach, which is based on detailed analyses of the semiotic mechanics of ads, a new critique emerges. Rather than wants and needs, the conceptual building blocks are meaning and identity. The critic now has ammunition for challenging the meanings of commodities. Susan Bordo uses this method to powerful effect in her analyses of how advertisements work as “gender ideology.” Gendered advertisements represent the idealized woman as thin without having to struggle to be so, and frequently exploit many women’s struggles to take control of their appetites and hunger. Advertising, in Bordo’s argument, is a compelling symbolic arena in which patriarchal ideology, which seeks to maintain control over women’s bodies and sexuality, is continually reproduced as an unintended consequence of advertisers’ seeking out meanings that will sell product. 20 CONSUMERS’ LIVED EXPERIENCES The economic and cultural critiques are functionalist arguments in which consumers are imbricated into systems of superfluous benefits and commodified meanings, respectively. But how is it that people—whom we presume to be reasonably smart, industrious, diverse, and increasingly reflexive and cynical about marketing—allow this to happen? How do their actions as consumers work in concert with marketers’ efforts to reproduce the system? The foregoing approaches do not provide fully satisfactory accounts of that process. A tradition of research initiated by the Centre for Contemporary Cultural Studies at the University of Birmingham (known as the “Birmingham School” or, more broadly, “British Cultural Studies”), pursued the question of how such structures play out in everyday life. Using detailed historical and ethnographic case studies this work links structuralist theories (such as Baudrillard’s) with anthropological accounts of the production of meaning. The Birmingham School’s most influential studies (including those by Stuart Hall, Paul Willis, Dick Hebdige, and others) examine how the everyday cultural practices found in British youth subcultures serve to reproduce class boundaries. This style of analysis is readily extended to broader questions about the organization of consumption in advanced capitalist societies. The essays in this volume offer vivid and nuanced depictions of the ways in which people use commodities to experience, challenge, and transform dominant cultural meanings. Hebdige’s chapter on Italian motor scooters is the most explicit examination of the ways in which commodities are used in everyday life while simultaneously locating these practices within “larger networks of relationships.” His chronicle of the meanings of motor scooters begins with their introduction in Italy as a gendered (for the “new Italian woman”), cosmopolitan, and youthful mode of transportation. Migrating to Great Britain after World War II, the scooters’ design elements, combined with their “Italianness,” make them read as very feminine. These meanings were taken up 21 by the emerging scooter clubs as well as movies (one of the early product-placement successes). This rearticulation produced the scooter as the perfect raw semiotic material for yet another movement, the Mods. The Mods were a highly stylized male youth subculture that fancied accouterments that screamed modern and (slightly) effeminate (in opposition to the vulgarities of the “rockers”). Hebdige continues the structuralist emphasis on meaning embedded in relational oppositions but, in the poststructuralist spirit, demonstrates how these meanings shift dramatically across place and time. Janice Radway’s famous ethnographic study shows how women use romance reading to manage their pleasures and identities within pa-triarchical relations. Digging beneath the common observation that women read romances “to escape,” she describes the ways in which women bracket their demanding family and household care responsibilities— patriarchal constructs naturalized as what women are born to do—in order to gain emotional respite. By entering a fantasy world in which a heroine with burdens similar to her own gets her emotional and identity needs met, the romance reader is able to experience vicariously the pleasures of receiving the care that often goes unreciprocated in her own family. Romances are “exercises in extrapolation. . . experiments [that] explore the meaning and consequences of behavior accepted by contemporary society as characteristically masculine.” In other words, the romances act as little mythologies, providing miraculous resolutions to the contradictory and often emotionally punishing nature of living in a culture dominated by men’s interests. Radway’s analysis, often considered only within the context of gender studies, offers an excellent treatment of the ways in which commodity logic works to capture powerful ideologies and pleasures. In a manner rather opposite that suggested by Galbraith and Ewen, the book market has evolved a carefully tailored formula to provide novels that will deliver the emotional safety valve demanded by women. This analysis entails a critique of consumer culture that addresses how the contradictions produced by patriarchy get channeled into the 22 commodification process rather than generating political, legal, and cultural efforts to push for an egalitarian family structure. Tom O‘Guinn’s study of the Central Midwest Barry Manilow Fan Club delves into a central phenomenon of consumer society: the consumption of celebrity. Informed primarily by cultural anthropology, O’Guinn views celebrity fandom as a modern-day religion. Barry Manilow fans go to great lengths to “touch greatness,” that is, to develop a relationship with the star. While O‘Guinn does not explicitly develop the societal implications of this pervasive and intensive type of activity, we think it provides an illuminating example of consumer society at work. As sociologists have long argued, modern social relations tend to drain absolutist faith. However, the need for the metaphysical moorings that religion provides does not disappear. Consumer society, as perhaps the most powerful locus of cultural meanings now available (along with the nation-state), has become a prime site for the rearticulation of religiosity. Thus, as O’Guinn documents, people from all walks of life engage in a new form of religious practice via famous actors, sports stars and teams, and other media-anointed icons. As a group, these essays push for a more complicated critique of consumer society. If commodities are an important site through which the most consequential discourses of our time move, then they surely cannot be dismissed as superfluous needs, or even as mere constellations of social difference. A compelling critique must focus not on only on the quantity of consumption, but also on what happens when the primary structures of social difference and inequality (gender, nation, race, and class) are channeled through commodities. It is to those questions that we now turn. THE REPRODUCTION OF SOCIAL INEQUALITY 23 Perhaps the most influential statement of the view that consumption structures social difference is Thorstein Veblen’s 1899 Theory of the Leisure Class. With trenchant wit, Veblen argued that in modern society, wealth (rather than military prowess) had become the basis of social esteem. However, wealth is difficult to measure. Therefore, visible expenditure and the display of idleness become the primary means to communicate the possession of riches. The wealthiest display most ostentatiously, and new consumer trends appear first at the top. Then they trickle down the hierarchy. Of course, social hierarchies are not static. Veblen was writing in a time like our own—great fortunes were being made, and the nouveaux riches used luxury consumption (carriages, elaborately dressed servants, fancy dinner parties) to raise their social position. Central to Veblen’s analyses were the ideas that consuming is a means of social communication; that it communicates class and income differences; and that within a society the valuations of goods are widely shared. These premises also underlie Pierre Bourdieu’s monumental work, Distinction: A Social Critique of the Judgement of Taste. Bourdieu, using French consumer surveys, went beyond showing the class patterning of consumption to argue that the very notion of taste is an important aspect of reproducing class differences. For Veblen, it was the cost of an item that was the crucial differentiator. Bourdieu showed that differentiation extended to areas where cost was hardly a factor, as in styles of art, music, decor, and film, and to how, rather than simply what, one consumed. Consumer tastes varied in predictable ways, and depended on “cultural capital”—family upbringing and formal education as well as economic resources. At each place in the social hierarchy, individuals were inculcated into specific taste groups. Bourdieu showed that the class patterning of consumption had become far more sophisticated and complex. Those in the higher reaches of the hierarchy used their superior taste to create “distinction” for themselves, and to distance themselves from those of inferior tastes. Thus, the possession of “good” taste became a 24 mechanism whereby individuals assured their social and economic position; consumption, then, was an integral part of the reproduction of inequality. In Bourdieu’s account, one gained the authority to be a manager, or a professional, not merely by specific skills but also by one’s style of life. Consumption was no longer innocent, trivial, personal, or apolitical, but was directly linked to inequalities in production. Changing how people consume would be a necessary part of any egalitarian social transformation. The contributions by Douglas Holt and Alex Kotlowitz build on these ideas. Holt’s article is the first general application of Bourdieu’s theories to the United States; previous research (e.g., David Halle) had looked at individual cultural forms, such as painting, and concluded that Bourdieu was wrong. By contrast, Holt finds clear class differences among his informants, which are expressed in the ways in which they consume (even more than what they choose). Those high in cultural capital apply a formal aesthetic sensibility to their consumption of food, decor, and mass media, in contrast to the functional aesthetic (emphasis on qualities such as durability) of low cultural capital consumers. Cultural elites also display more cosmopolitanism and connoisseurship in their choice of foods, travel, reading material, and decor. They seek out idiosyncratic consumer opportunities because they are much more sensitive about constructing a distinctive individual style. Those low in cultural capital remain willing participants in mass culture and mass taste. Kotlowitz, writing from a more Veblenian tradition, describes how the same labels and styles are now coveted by very different people—the impoverished African-American youth of inner-city Chicago and middle-class suburban kids both demand Hilfiger, Coach, Nike, and Hush Puppies. Veblen’s simple trickle down from rich to poor has been inverted, even exploded, but visible symbols of status are alive and well. Returning to the theme of the earlier critiques, Kotlowitz argues that the fashion bond between the ghetto and suburban youth is a false one, as the economic deprivation, racism, and social isolation of the urban poor leaves them substantively miles away from the middle-class kids. 25 Ann duCille’s penetrating piece also takes up the theme of racial differences. Looking at the history of how the Mattel corporation has introduced “multicultural” Barbies, duCille makes a sophisticated argument about the ways in which consumer society constructs categories of race. A “black” Barbie can have certain features (“pearly white teeth”), but not others (short or uncombable hair). As Mattel has moved into the lucrative “ethnic” market, it has done so in highly constrained and stereotypical ways, permitting only the “discursively familiar.” Ethnic Barbies retain the bodies and class status of the normative (white) Barbie. The currently trendy commodification of “difference,” duCille reminds us, is both an “impossible space,” and an “anti-matter.” Barbies remain mired in a relational hierarchy—as little girls put it, the white Barbie is the real one. CONSUMING AS LIBERATION Nearly all the premises of critics of consumer society were challenged in the academic debates of the 1980s and 1990s. Veblen, whose influence in the American literature had been profound, was a ritual target of attack. Academics argued that consumption was not a form of social communication, that people were unable to read the “code” of consumer meanings, that advertisers had little control over how consumers constructed meaning. The old social hierarchies were dead; consumption had become a democratic exercise in which anybody could be anything merely by donning the right outfit or car or style. These accounts challenged the Veblenian idea that consumer innovation flowed from top to bottom, they argued against the view that group identities were formed through consumer patterns, and they emphasized the use of commodities to construct individual, creative selves. Instead of being a passive form of mass conformity, consuming was seen as a resistant, liberatory, and creative act. Scholars wrote about the pleasure, enjoyment, escape, and fantasy of consuming. Bourdieu’s hierarchies of taste were seen to have broken down, as high 26 art collapsed into mass culture. It was an anything-goes, chaotic world. Some argued that production and consumption were no longer part of a unified structure; consumption had eclipsed production as the driving force, with production relegated to a relatively minor and adaptive role. The classic critiques were denounced as elitist, moralistic, ascetic, puritanical, mechanical, and out of touch with the consumer experience. (This is the position represented by James Twitchell.) In a related, but more critical vein, a wide variety of work in mass communication and cultural studies has advocated a liberatory view, suggesting that many progressive political possibilities germinate in popular consumption. Elizabeth Wilson and John Fiske represent this view. One of the most common arguments against consumer critics is that they are ascetic (often academic) elites whose status is constructed in opposition to hedonic pleasures. Therefore they aim to deny the bounty of capitalism to the hoi polloi. James Twitchell has become a witty, if not always persuasive, debunker of this anti-hedonist bias among consumer critics. In some ways, his argument is similar to that found in influential anthropological accounts, such as those of Mary Douglas and Douglas Isherwood or Grant McCracken, which take the view that material goods are the primary vehicle for experiencing meaning. What Twitchell adds is a positive spin on this manufactured meaning system, a pure consumer attitude: we love to spend, stuff is our new religion, it makes us happy, it gives us purpose, and, besides, it’s our nature to be materially acquisitive. Forget the dour, puritanical attitudes to spending. The consumer is king and virtually anything goes. Relax and enjoy the ride. Elizabeth Wilson stakes out a feminist politics of fashion that can be readily generalized to a politics of consumption. Wilson argues against an unproductive division between a puritanical moralism that labels as oppressive any normative pressures to be fashionable and a liberal populism that welcomes all forms of pleasure (à la Twitchell). She demonstrates, in arguments that are closely aligned to those of Baudrillard and Barthes, the impossibility of escaping the 27 fashion system either through “feminist style” or through expressing “personal preferences.” Like Bourdieu, she locates feminist style in its appropriate milieu as the dress of cultural elites. Her arguments—that fashion is always impregnated with social meanings and aesthetic considerations, and that it can be played for pleasure as much as for social position—make fashion a form of aesthetic agency that allows for sociopolitical critique as well as a search for alternative ways of living. The pointlessness of fashion, which Veblen hated, is precisely what makes it valuable. It is in this marginalized area of the contingent, the decorative, and the futile, that not simply a new aesthetic but a new cultural order may seed itself. Out of the “cracks in the pavement of cities grow the weeds that begin to rot the fabric, i.e., aesthetic creativity.” John Fiske is frequently cited as offering the most celebratory view of the ways in which structures of social domination can be resisted through consumption. Drawing upon Antonio Gramsci and Michel de Certeau, Fiske analyzes a variety of consumer activities—shopping, watching television, fashion, listening to rock music—to view “tactical raids” on patriarchal capitalism. Fiske finds that subordinated groups (women, people of color, the working class) use commodities to pursue their own socio-cultural interests, albeit in ways that will never threaten the political- economic underpinnings of the system. In the analysis of mall shopping we excerpt, a careful reading will reveal that Fiske’s arguments are more subtle than he is often given credit for. Fiske is concerned with redressing the structuralist emphasis on consumer society as an oppressive system that tends to avoid any consideration of how the oppressed are actually managing their lives within this oppression. To his credit, Fiske demands that elite critics recognize that the oppressed use cultural strategies to compensate for what they are denied economically and politically. What Fiske does not address, however, is the political and economic effects of the pursuit of interest through sociocultural identity. 28 EVERYTHING A COMMODITY? THE POSTMODERN MARKET Much of the debate about consumer society has centered on questions of quantity—excessive consumption, proliferation of new needs. But a second theme, stemming from Marx and Georg Lukacs, emphasizes that at the center of consumer society is a process—goods become commodities, moving through a “circuit” specific to capitalist economies. While this process has occurred since the beginnings of capitalism, vast new arenas are now being commodined—from education and health care to culture itself. The papers in this section reveal the ways in which culture, embodied in concepts such as personal identity, alterity, dissent, and style, have all become grist for the marketer’s mill. These are the new commodities that the market is capitalizing on. In a prescient and sophisticated contribution on this theme, bell hooks analyzes the ways in which racial and cultural differences are sold in contemporary America, through a “consumer cannibalism” in which white middle- class consumers want to “eat” the commodified other: white college boys aspire to be transformed by erotic sexual encounters with black women’s bodies; bored suburbanites crave the exotic primitive sold in apparel catalogues. Blackness and primitiveness stand in for true pleasure, which consumer culture, despite its hedonistic tendencies, is now unable to deliver. While hooks acknowledges that these trends represent an opening that does challenge white supremacy and gender structures, she also warns that they often contain new, subtle messages of racism and sexism. Malcolm Gladwell’s essay describes how the consumption of otherness is now occurring through the search for the newest, coolest trends, a search carried out largely in the inner cities and in youth subcultures. This account of contemporary marketing practices reveals how much the market has changed in the last forty years. In a forthcoming paper, one of us (Holt) has argued that this postmodern marketplace differs in fundamental ways

 

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Managing and Using Information Systems

Managing and Using Information Systems

A STRATEGIC APPROACH

Sixth Edition

Keri E. Pearlson KP Partners

Carol S. Saunders W.A. Franke College of Business Northern Arizona University Dr. Theo and Friedl Schoeller Research Center for Business and Society

Dennis F. Galletta Katz Graduate School of Business University of Pittsburgh, Pittsburgh, PA

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Library of Congress Cataloging-in-Publication Data Names: Pearlson, Keri E. | Saunders, Carol S. | Galletta, Dennis F. Title: Managing and using information systems: a strategic approach / Keri E. Pearlson, Carol S. Saunders, Dennis F. Galletta. Description: 6th edition. | Hoboken, NJ : John Wiley & Sons, Inc., [2015] | Includes index. Identifiers: LCCN 2015041210 (print) | LCCN 2015041579 (ebook) | ISBN 9781119244288 (loose-leaf : alk. paper) | ISBN 9781119255208 (pdf) | ISBN 9781119255246 (epub) Subjects: LCSH: Knowledge management. | Information technology—Management. | Management information systems. | Electronic commerce. Classification: LCC HD30.2 .P4 2015 (print) | LCC HD30.2 (ebook) | DDC 658.4/038011—dc23 LC record available at http://lccn.loc.gov/2015041210

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iv

Information technology and business are becoming inextricably interwoven. I don ’ t think anybody can talk meaningfully about one without the talking about the other.

Bill Gates Microsoft 1

I ’ m not hiring MBA students for the technology you learn while in school, but for your ability to learn about, use and subsequently manage new technologies when you get out .

IT Executive Federal Express 2

Give me a fi sh and I eat for a day; teach me to fi sh and I eat for a lifetime .

Proverb

Managers do not have the luxury of abdicating participation in decisions regarding information systems (IS). Managers who choose to do so risk limiting their future business options. IS are at the heart of virtually every business interaction, process, and decision, especially when the vast penetration of the Web over the last 20 years is considered. Mobile and social technologies have brought IS to an entirely new level within fi rms and between individuals in their personal lives. Managers who let someone else make decisions about their IS are letting someone else make decisions about the very foundation of their business. This is a textbook about managing and using information written for current and future managers as a way to introduce the broader implications of the impact of IS.

The goal of this book is to assist managers in becoming knowledgeable participants in IS decisions. Becoming a knowledgeable participant means learning the basics and feeling comfortable enough to ask questions. It does not mean having all the answers or having a deep understanding of all the technologies out in the world today. No text will provide managers everything they need to know to make important IS decisions. Some texts instruct on the basic technical background of IS. Others discuss applications and their life cycles. Some take a comprehensive view of the management information systems (MIS) fi eld and offer readers snapshots of current systems along with chapters describing how those technologies are designed, used, and integrated into business life.

This book takes a different approach. It is intended to provide the reader a foundation of basic concepts relevant to using and managing information. This text is not intended to provide a comprehensive treatment on any one aspect of MIS, for certainly each aspect is itself a topic of many books. This text is not intended to provide readers enough technological knowledge to make them MIS experts. It is not intended to be a source of discussion of any particular technology. This text is written to help managers begin to form a point of view of how IS will help or hinder their organizations and create opportunities for them.

The idea for this text grew out of discussions with colleagues in the MIS area. Many faculties use a series of case studies, trade and popular press readings, and Web sites to teach their MIS courses. Others simply rely on one of the classic texts, which include dozens of pages of diagrams, frameworks, and technologies. The initial idea for this text emerged from a core MIS course taught at the business school at the University of Texas at Austin. That course was considered an “appetizer” course—a brief introduction into the world of MIS for MBA students. The course had two main topics: using information and managing information. At the time, there was no text like this

Preface

1 Bill Gates, Business @ the Speed of Thought. New York: Warner Books, Inc. 1999. 2 Source: Private conversation with one of the authors.

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vPreface

one; hence, students had to purchase thick reading packets made up of articles and case studies to provide them the basic concepts. The course was structured to provide general MBA students enough knowledge of the MIS field so that they could recognize opportunities to use the rapidly changing technologies available to them. The course was an appetizer to the menu of specialty courses, each of which went much more deeply into the various topics. But completion of the appetizer course meant that students were able to feel comfortable listening to, contributing to, and ultimately participating in IS decisions.

Today, many students are digital natives—people who have grown up using information technologies (IT) all of their lives. That means that students come to their courses with significantly more knowledge about things such as tablets, apps, personal computers, smartphones, texting, the Web, social networking, file downloading, online purchasing, and social media than their counterparts in school just a few years ago. This is a significant trend that is projected to continue; students will be increasingly knowledgeable the personal use of technologies. That knowledge has begun to change the corporate environment. Today’s digital natives expect to find in corporations IS that provide at least the functionality they have at home. At the same time, these users expect to be able to work in ways that take advantage of the technologies they have grown to depend on for social interaction, collaboration, and innovation. We believe that the basic foundation is still needed for managing and using IS, but we understand that the assumptions and knowledge base of today’s students is significantly different.

Also different today is the vast amount of information amassed by firms, sometimes called the “big data” prob- lem. Organizations have figured out that there is an enormous amount of data around their processes, their interac- tions with customers, their products, and their suppliers. These organizations also recognize that with the increase in communities and social interactions on the Web, there is additional pressure to collect and analyze vast amounts of unstructured information contained in these conversations to identify trends, needs, and projections. We believe that today’s managers face an increasing amount of pressure to understand what is being said by those inside and outside their corporations and to join those conversations reasonably and responsibly. That is significantly different from just a few years ago.

This book includes an introduction, 13 chapters of text and mini cases, and a set of case studies, supplemental readings, and teaching support on a community hub at http://pearlsonandsaunders.com. The Hub provides faculty members who adopt the text additional resources organized by chapter, including recent news items with teaching suggestions, videos with usage suggestions, blog posts and discussions from the community, class activities, addi- tional cases, cartoons, and more. Supplemental materials, including longer cases from all over the globe, can be found on the Web. Please visit http://www.wiley.com/college/pearlson or the Hub for more information.

The introduction to this text defends the argument presented in this preface that managers must be knowledge- able participants in making IS decisions. The first few chapters build a basic framework of relationships among business strategy, IS strategy, and organizational strategy and explore the links among them. The strategy chapters are followed by ones on work design and business processes that discuss the use of IS. General managers also need some foundation on how IT is managed if they are to successfully discuss their next business needs with IT pro- fessionals who can help them. Therefore, the remaining chapters describe the basics of information architecture and infrastructure, IT security, the business of IT, the governance of the IS organization, IS sourcing, project management, business analytics, and relevant ethical issues.

Given the acceleration of security breaches, readers will find a new chapter on IS security in this sixth edition of the text. Also, the material on analytics and “big data” has been extensively updated to reflect the growing impor- tance of the topic. Further, the chapter on work design has been reorganized and extensively revised. Each of the other chapters has been revised with newer concepts added, discussions of more current topics fleshed out, and old, outdated topics removed or at least their discussion shortened.

Similar to the fifth edition, every chapter begins with a navigation “box” to help the reader understand the flow and key topics of the chapter. Further, most chapters continue to have a Social Business Lens or a Geographic Lens feature. The Social Business Lens feature reflects on an issue related to the chapter’s main topic but is enabled by or fundamental to using social technologies in the enterprise. The Geographic Lens feature offers a single idea about a global issue related to the chapter’s main topic.

No text in the field of MIS is completely current. The process of writing the text coupled with the publication process makes a book somewhat out‐of‐date prior to delivery to its audience. With that in mind, this text is written

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vi Preface

to summarize the “timeless” elements of using and managing information. Although this text is complete in and of itself, learning is enhanced by combining the chapters with the most current readings and cases. Faculty are encouraged to read the news items on the faculty Hub before each class in case one might be relevant to the topic of the day. Students are encouraged to search the Web for examples related to topics and current events and bring them into the discussions of the issues at hand. The format of each chapter begins with a navigational guide, a short case study, and the basic language for a set of important management issues. These are followed by a set of managerial concerns related to the topic. The chapter concludes with a summary, key terms, a set of discussion questions, and case studies.

Who should read this book? General managers interested in participating in IS decisions will find this a good reference resource for the language and concepts of IS. Managers in the IS field will find the book a good resource for beginning to understand the general manager’s view of how IS affect business decisions. And IS students will be able to use the book’s readings and concepts as the beginning in their journey to become informed and success- ful businesspeople.

The information revolution is here. Where do you fit in?

Keri E. Pearlson, Carol S. Saunders, and Dennis F. Galletta

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vii

Books of this nature are written only with the support of many individuals. We would like to personally thank several individuals who helped with this text. Although we ’ ve made every attempt to include everyone who helped make this book a reality, there is always the possibility of unintentionally leaving some out. We apologize in advance if that is the case here.

Thank you goes to Dr. William Turner of LeftFour , in Austin, Texas, for help with the infrastructure and architecture concepts and to Alan Shimel, Editor‐in‐Chief at DevOps.com for initial ideas for the new security chapter.

We also want to acknowledge and thank pbwiki.com. Without its incredible and free wiki, we would have been relegated to e‐mailing drafts of chapters back and forth, or saving countless fi les in an external drop box without any opportunity to include explanations or status messages. For this edition, as with earlier editions, we wanted to use Web 2.0 tools as we wrote about them. We found that having used the wiki for our previous editions, we were able to get up and running much faster than if we had to start over without the platform.

We have been blessed with the help of our colleagues in this and in previous editions of the book. They helped us by writing cases and reviewing the text. Our thanks continue to go out to Jonathan Trower, Espen Andersen, Janis Gogan, Ashok Rho, Yvonne Lederer Antonucci, E. Jose Proenca, Bruce Rollier, Dave Oliver, Celia Romm, Ed Watson, D. Guiter, S. Vaught, Kala Saravanamuthu, Ron Murch, John Greenwod, Tom Rohleder, Sam Lubbe, Thomas Kern, Mark Dekker, Anne Rutkowski, Kathy Hurtt, Kay Nelson, Janice Sipior, Craig Tidwell, and John Butler. Although we cannot thank them by name, we also greatly appreciate the comments of the anonymous reviewers who have made a mark on this edition.

The book would not have been started were it not for the initial suggestion of a wonderful editor in 1999 at John Wiley & Sons, Beth Lang Golub. Her persistence and patience helped shepherd this book through many previous editions. We also appreciate the help of our current editor, Lise Johnson. Special thanks go to Jane Miller, Gladys Soto, Loganathan Kandan, and the conscientious JaNoel Lowe who very patiently helped us through the revision process. We also appreciate the help of all the staff at Wiley who have made this edition a reality.

We would be remiss if we did not also thank Lars Linden for the work he has done on the Pearlson and Saunders Faculty Hub for this book. Our vision included a Web‐based community for discussing teaching ideas and post- ing current articles that supplement this text. Lars made that vision into a reality starting with the last edition and continuing through the present. Thank you, Lars!

From Keri: Thank you to my husband, Yale, and my daughter, Hana, a business and computer science student at Tulane University. Writing a book like this happens in the white space of our lives—the time in between everything else going on. This edition came due at a particularly frenetic time, but they listened to ideas, made suggestions, and celebrated the book ’ s completion with us. I know how lucky I am to have this family. I love you guys!

From Carol: I would like to thank the Dr. Theo and Friedl Schoeller Research Center of Business and Society for their generous support of my research. Rusty, thank you for being my compass and my release valve. I couldn ’ t do it without you. Paraphrasing the words of an Alan Jackson song (“Work in Progress”): I may not be what you want me to be, but I ’ m trying really hard. Just be patient because I ’ m a work in progress. I love you, Kristin, Russell, and Janel very much!

From Dennis: Thanks to my terrifi c family: my wife Carole, my daughters Christy and Lauren, and my grand- daughter Gracie. Also thanks to Matt and Jacob, two lovable guys who take wonderful care of my daughters. Finally, thanks to our parents and sisters ’ families. We are also blessed with a large number of great, caring neighbors whom we see quite often. I love you all, and you make it all worthwhile!

Acknowledgments

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viii

Dr. Keri E. Pearlson is President of KP Partners , an advisory services fi rm working with business leaders on issues related to the strategic use of information systems (IS) and organizational design. She is an entrepreneur, teacher, researcher, consultant, and thought leader. Dr. Pearlson has held various positions in academia and industry. She has been a member of the faculty at the Graduate School of Business at the University of Texas at Austin where she taught management IS courses to MBAs and executives and at Babson College where she helped design the popular IS course for the Fast Track MBA program. Dr. Pearlson has held positions at the Harvard Business School, CSC, nGenera (formerly the Concours Group), AT&T , and Hughes Aircraft Company . While writing this edition, she was the Research Director for the Analytics Leadership Consortium at the International Institute of Analytics and was named the Leader of the Year by the national Society of Information Management (SIM) 2014.

Dr. Pearlson is coauthor of Zero Time: Providing Instant Customer Value—Every Time, All the Time (John Wiley, 2000). Her work has been published in numerous places including Sloan Management Review, Academy of Management Executive, and Information Resources Management Journal . Many of her case studies have been published by Harvard Business Publishing and are used all over the world. She currently writes a blog on issues at the intersection of IT and business strategy. It ’ s available at www.kppartners.com.

Dr. Pearlson holds a Doctorate in Business Administration (DBA) in Management Information Systems from the Harvard Business School and both a Master ’ s Degree in Industrial Engineering Management and a Bachelor ’ s Degree in Applied Mathematics from Stanford University.

Dr. Carol S. Saunders is Research Professor at the W. A. Franke College of Business, Northern Arizona University in Flagstaff, Arizona, and is a Schoeller Senior Fellow at the Friedrich‐Alexander University of Erlangen‐Nuremberg, Germany. She served as General Conference Chair of the International Conference on Information Systems (ICIS) in 1999 and as Program Co‐Chair of the Americas Conference of Information Systems (AMCIS) in 2015. Dr. Saunders was the Chair of the ICIS Executive Committee in 2000. For three years, she served as Editor‐in‐Chief of MIS Quarterly . She is currently on the editorial boards of Journal of Strategic Information Systems and Organization Science and serves on the advisory board of Business & Information Systems Engineering. Dr. Saunders has been recognized for her lifetime achievements by the Association of Information Systems (AIS) with a LEO award and by the Organizational Communication and Information Systems Division of the Academy of Management. She is a Fellow of the AIS.

Dr. Saunders ’ current research interests include the impact of IS on power and communication, overload, virtual teams, time, sourcing, and interorganizational linkages. Her research is published in a number of journals including MIS Quarterly, Information Systems Research, Journal of MIS, Communications of the ACM, Journal of Strategic Information Systems, Journal of the AIS, Academy of Management Journal, Academy of Management Review, Communications Research , and Organization Science .

Dr. Dennis F. Galletta is Professor of Business Administration at the Katz Graduate School of Business, University of Pittsburgh in Pennsylvania. He is also the Director of the Katz School ’ s doctoral program and has taught IS Management graduate courses in Harvard ’ s summer program each year since 2009. He obtained his doctorate from the University of Minnesota in 1985 and is a Certifi ed Public Accountant. Dr. Galletta served as President of the Association of Information Systems (AIS) in 2007. Like Dr. Saunders, he is both a Fellow of the AIS and has won a LEO lifetime achievement award. He was a member of the AIS Council for fi ve years. He also served in leadership roles for the International Conference on Information Systems (ICIS): Program Co‐Chair in 2005 (Las Vegas) and Conference Co‐Chair in 2011 (Shanghai); as Program Co‐Chair for the

About the Authors

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ixAbout the Authors

Americas Conference on Information Systems (AMCIS) in 2003 (Tampa, Florida) and Inaugural Conference Chair in 1995 (Pittsburgh). The Pittsburgh conference had several “firsts” for an IS conference, including the first on‐line submissions, reviews, conference registration and payment, placement service, and storage of all papers in advance on a website. Dr. Galletta served as ICIS Treasurer from 1994 to 1998 and Chair of the ICIS Execu- tive Committee in 2012. He taught IS courses on the Fall 1999 Semester at Sea voyage (Institute for Shipboard Education) and established the concept of Special Interest Groups in AIS in 2000. In 2014, he won an Emerald Citation of Excellence for a co‐authored article that reached the top 50 in citations and ratings from the fields of management, business, and economics.

Dr. Galletta’s current research addresses online and mobile usability and behavioral security issues such as phishing, protection motivation, and antecedents of security‐related decision making. He has published his research in journals such as Management Science; MIS Quarterly; Information Systems Research; Journal of MIS; European Journal of Information Systems; Journal of the AIS; Communications of the ACM; Accounting, Management, and Information Technologies; Data Base; and Decision Sciences and in proceedings of conferences such as ICIS, AMCIS, and the Hawaii International Conference on Systems Sciences. Dr. Galletta’s editorship includes working as current and founding Coeditor in Chief for AIS Transactions on Human‐Computer Interaction and on editorial boards at journals such as MIS Quarterly, Information Systems Research, Journal of MIS, and Journal of the AIS. He is currently on the Pre‐eminent Scholars Board of Data Base. He won a Developmental Associate Editor Award at the MIS Quarterly in 2006. And during the off‐hours, Dr. Galletta’s fervent hobby and obsession is digital pho- tography, often squinting through his eyepiece to make portrait, macro, Milky Way, and lightning photos when he should be writing.

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x

Contents

Preface iv Acknowledgments vii About the Authors viii

Introduction 1

The Case for Participating in Decisions about Information Systems 2 What If a Manager Doesn’t Participate? 5 Skills Needed to Participate Effectively in Information Technology Decisions 6 Basic Assumptions 8 Economics of Information versus Economics of Things 12 Social Business Lens 14 Summary 15 Key Terms 16

1 The Information Systems Strategy Triangle 17

Brief Overview of Business Strategy Frameworks 19 Business Models versus Business Strategy 21 Brief Overview of Organizational Strategies 25 Brief Overview of Information Systems Strategy 26 Social Business Lens: Building a Social Business Strategy 27 Summary 28 Key Terms 29 Discussion Questions 29 Case Study 1‐1 Lego 30 Case Study 1‐2 Google 31

2 Strategic Use of Information Resources 33

Evolution of Information Resources 34 Information Resources as Strategic Tools 36 How Can Information Resources Be Used Strategically? 37 Sustaining Competitive Advantage 43 Social Business Lens: Social Capital 47 Strategic Alliances 47 Risks 49 Geographic Box: Mobile‐Only Internet Users Dominate Emerging Countries 50 Co‐Creating IT and Business Strategy 50

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xiContents

Summary 51 Key Terms 51 Discussion Questions 51 Case Study 2‐1 Groupon 52 Case Study 2‐2 Zipcar 53

3 Organizational Strategy and Information Systems 55

Information Systems and Organizational Design 58 Social Business Lens: Social Networks 63 Information Systems and Management Control Systems 63 Information Systems and Culture 66 Geographic Lens: Does National Culture Affect Firm Investment in IS Training? 70 Summary 71 Key Terms 71 Discussion Questions 71 Case Study 3‐1 The Merger of Airtran by Southwest Airlines: Will the Organizational Cultures Merge? 72 Case Study 3‐2 The FBI 73

 

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