...McDavitt Department of Sociology and Urban Community Research Center, California State University–Dominguez Hills; Community-Based Research in Education Unit, AIDS Project Los Angeles; and Clinical Psychology Division, Pacifica Graduate Institute Kristie K. Gordon Department of Sociology and Urban Community Research Center, California State University–Dominguez Hills; Community-Based Research in Education Unit, AIDS Project Los Angeles; and Department of Criminal Justice, University of Alabama, Tuscaloosa Alcohol use is correlated with unprotected sex, which may place young men who have sex with men (YMSM) who use alcohol with sex at increased risk for contracting HIV. However, little is known about how this link develops. This study used qualitative interviews to explore how alcohol became associated with sex and sexual risk among YMSM. We purposively sampled 20 Black and 20 Latino YMSM (N ¼ 40), ages 21 to 24, who used substances (alcohol, marijuana, and crystal methamphetamine) with sex. Interviews focused on participants’ personal histories to trace how these associations developed for each individual. Drawing on sexual script, emotion regulation, and alcohol expectancy theories, analyses followed a modified grounded theory approach. Participants stated that alcohol enabled them to engage in sexual behaviors with men that they wanted to try, allowing them to be...
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...Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists American Psychological Association Approved as APA Policy by the APA Council of Representatives, August, 2002 Copyright, American Psychological Association, 2002 Author Note: This document was approved as policy of the American Psychological Association (APA) by the APA Council of Representatives in August, 2002. This document was drafted by a joint Task Force of APA Divisions 17 (Counseling Psychology) and 45 (The Society for the Psychological Study of Ethnic Minority Issues). These guidelines have been in the process of development for 22 years, so many individuals and groups require acknowledgement. The Divisions 17/45 writing team for the present document included Nadya Fouad, PhD, Co-Chair, Patricia Arredondo, EdD, Co-Chair, Michael D’Andrea, EdD and Allen Ivey, EdD. These guidelines build on work related to multicultural counseling competencies by Division 17 (Sue et al., 1982) and the Association of Multicultural Counseling and Development (Arredondo et al., 1996; Sue, Arredondo, & McDavis, 1992). The Task Force acknowledges Allen Ivey, EdD, Thomas Parham, PhD, and Derald Wing Sue, PhD for their leadership related to the work on competencies. The Divisions 17/45 writing team for these guidelines was assisted in reviewing the relevant literature by Rod Goodyear, PhD, Jeffrey S. Mio, PhD, Ruperto (Toti) Perez, PhD, William Parham, PhD, and Derald Wing Sue...
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...CHAPTER ONE INTRODUCTION There are various factors that contribute to the rising workplace diversity. These include increasing numbers of immigrants, company mergers and joint ventures in different countries, increased engagement of business consultants and temporary employees, international competition and the phenomenon of globalization, which has transformed the world into a global village. Globalization has occurred because of a combination of factors such as improved infrastructure, advancements in technology. Infrastructure and technology have not only provided cheaper means of communication and travel, but have revolutionized the speed at which individuals and businesses communicate with each other. Domestic companies are also spreading their operations to new territories across the globe in search of new markets or outsourcing some aspects of their production process. Management of employee cultural diversity, through the integration of suitable strategies plays a key role in improving the competitive advantage of the business, especially on the global platform. Globalization calls for specific approaches that promote harmonious working relationships within increasingly culturally diverse workplaces. Hansen (2002) observes that workplace diversity is critical to the existence of businesses and identifying key strategies to ensure harmonious working relationships among culturally diverse employees is integral to the survival of any business. Diversity in this case...
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...Working Paper Series No. 59 Sexual harassment in the workplace: a literature review Carrie Hunt, Marilyn Davidson, Sandra Fielden and Helge Hoel Manchester Business School, University of Manchester Sexual harassment in the workplace: A literature review Carrie Hunt, Marilyn Davidson, Sandra Fielden and Helge Hoel The Centre for Equality and Diversity at Work Manchester Business School, University of Manchester 2 © Equal Opportunities Commission 2007 First published Summer 2007 ISBN 978 1 84206 033 9 EOC WORKING PAPER SERIES The EOC Working Paper Series provides a channel for the dissemination of research carried out by externally commissioned researchers. The views expressed in this report are those of the authors and do not necessarily represent the views of the Commission or other participating organisations. The Commission is publishing the report as a contribution to discussion and debate. Please contact the Research and Resources team for further information about other EOC research reports, or visit our website: Research and Resources Equal Opportunities Commission Arndale House Arndale Centre Manchester M4 3EQ Email: research@eoc.org.uk Telephone: 0161 838 8340 Website: www.eoc.org.uk/research You can download a copy of this report as a PDF from our website, or call our Helpline to order a copy: Website: Email: Helpline: www.eoc.org.uk/research info@eoc.org.uk 0845 601 5901 (calls charged at local rates) ...
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...Working Paper Series No. 59 Sexual harassment in the workplace: a literature review Carrie Hunt, Marilyn Davidson, Sandra Fielden and Helge Hoel Manchester Business School, University of Manchester Sexual harassment in the workplace: A literature review Carrie Hunt, Marilyn Davidson, Sandra Fielden and Helge Hoel The Centre for Equality and Diversity at Work Manchester Business School, University of Manchester 2 © Equal Opportunities Commission 2007 First published Summer 2007 ISBN 978 1 84206 033 9 EOC WORKING PAPER SERIES The EOC Working Paper Series provides a channel for the dissemination of research carried out by externally commissioned researchers. The views expressed in this report are those of the authors and do not necessarily represent the views of the Commission or other participating organisations. The Commission is publishing the report as a contribution to discussion and debate. Please contact the Research and Resources team for further information about other EOC research reports, or visit our website: Research and Resources Equal Opportunities Commission Arndale House Arndale Centre Manchester M4 3EQ Email: research@eoc.org.uk Telephone: 0161 838 8340 Website: www.eoc.org.uk/research You can download a copy of this report as a PDF from our website, or call our Helpline to order a copy: Website: Email: Helpline: www.eoc.org.uk/research info@eoc.org.uk 0845 601 5901 (calls charged at local rates) Interpreting service available for callers...
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...2014-2015 Undergraduate Academic Calendar and Course Catalogue Published June 2014 The information contained within this document was accurate at the time of publication indicated above and is subject to change. Please consult your faculty or the Registrar’s office if you require clarification regarding the contents of this document. Note: Program map information located in the faculty sections of this document are relevant to students beginning their studies in 2014-2015, students commencing their UOIT studies during a different academic year should consult their faculty to ensure they are following the correct program map. i Message from President Tim McTiernan I am delighted to welcome you to the University of Ontario Institute of Technology (UOIT), one of Canada’s most modern and dynamic university communities. We are a university that lives by three words: challenge, innovate and connect. You have chosen a university known for how it helps students meet the challenges of the future. We have created a leading-edge, technology-enriched learning environment. We have invested in state-of-the-art research and teaching facilities. We have developed industry-ready programs that align with the university’s visionary research portfolio. UOIT is known for its innovative approaches to learning. In many cases, our undergraduate and graduate students are working alongside their professors on research projects and gaining valuable hands-on learning, which we believe is integral...
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...ATHROPOLOGY OF GENDER AND DEVELOPMENT [HANTH 107] INTRODUCTION Defining Key Concepts Gender is not about women as most people think. Gender is about both men and women. Gender is a set of characteristics distinguishing between male and female, and is a result socio – cultural construction, it describes the characteristics that a society or culture delineates as masculine or feminine. Thus the term gender has social, cultural and attitudinal connotations. Gender is a set of characteristics distinguishing between male and female, and is a result socio – cultural construction, it describes the characteristics that a society or culture delineates as masculine or feminine. Thus the term gender has social, cultural and attitudinal connotations. Sex on the other hand refers to the biological differences in chromosomes, hormonal profiles as well as internal and external sexual organs or genitalia.The term sex since classical times has been used to designate matters related to biological and anatomical makeup of a person. Thus while ones’ sex as male or female is a biological and universal fact that is however not the same with gender since sex is tends to be similar across all cultures while gender varies one society to another. Sex relates to the biological characteristics that categorise someone as either female or male; whereas gender refers to the socially determined ideas and practices of what it is to be female or male. Patriarchy - Systemic societal structures that institutionalise...
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...青年濫藥與家庭關係的研究 THE FINAL REPORT (FINAL version) February 2011 1 PREFACE The project on the study on “DRUG ABUSE AMONG YOUTHS AND FAMILY RELATIONSHIP” (“the Study”) is being undertaken by the Centre for Suicide Research and Prevention and the Department of Social Work and Social Administration at the University of Hong Kong (“the Consultant”). The research team comprises the principal investigator (PI), Professor Paul YIP, Director of the Centre for Suicide Research and Prevention and Professor of the Department of Social Work and Social Administration at the University of Hong Kong, and eight co-investigators (Co-Is), Dr. CHEUNG Siu Lan Karen (Demographer), Dr. Sandra Tsang (Social and Family Worker), Dr. Samson Tse (Focus group expert on mental health and drug abuse), Dr. Wong Oi Ling (Family therapist, Family Institute), Prof. Karen Laidler (Sociologist, expertise on assessing drug abuse problem), Dr. Paul Wong (Clinical psychologist), Ms. Frances Law (Social Worker), and Dr. Lilian Wong (Associate Consultant, Department of Pediatrics and Adolescent Medicine, Tseung Kwan O Hospital, Hospital Authority). We would like to thank Mr. Gary Ip, the research assistant of the Department of Social Work and Social Administration, Ms. Garlum Lau, the senior research officer 2 of the Department of Sociology, the participants and NGOs for focus groups and case studies for their kind and valuable support on this project without which the completion of this study would not have been possible...
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...Chapter 1 SIGMUND FREUD AN INTRODUCTION Sigmund Freud, pioneer of Psychoanalysis, was born on 6th May 1856 in Freiberg to a middle class family. He was born as the eldest child to his father’s second wife. When Freud was four years old, his family shifted and settled in Vienna. Although Freud’s ambition from childhood was a career in law, he decided to enter the field of medicine. In 1873, at the age of seventeen, Freud enrolled in the university as a medical student. During his days in the university, he did his research on the Central Nervous System under the guidance of German physician `Ernst Wilhelm Von Brucke’. Freud received his medical degree in 1881and later in 1883 he began to work in Vienna General Hospital. Freud spent three years working in various departments of the hospital and in 1885 he left his post at the hospital to join the University of Vienna as a lecturer in Neuropathology. Following his appointment as a lecturer, he got the opportunity to work under French neurologist Jean Charcot at Salpetriere, the famous Paris hospital for nervous diseases. So far Freud’s work had been entirely concentrated on physical sciences but Charcot’s work, at that time, concentrated more on hysteria and hypnotism. Freud’s studies under Charcot, which centered largely on hysteria, influenced him greatly in channelising his interests to psychopathology. In 1886, Freud established his private practice in Vienna specializing in nervous diseases...
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...ce, but may not be reproduced in any other form or for any other purpose without the prior written consent of The McGrawHill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. PREFACE Rationale We agreed to produce the instructor’s manual for the sixth edition of A First Look at Communication Theory because it’s a first-rate book and because we enjoy talking and writing about pedagogy. Yet when we recall the discussions we’ve had with colleagues about instructor’s manuals over the years, two unnerving comments stick with us: “I don’t find them much help”; and (even worse) “I never look at them.” And, if the truth be told, we were often the people making such points! With these statements in mind, we have done some serious soul-searching about the texts that so many teachers—ourselves included—frequently malign or ignore. As we have considered our quandary, we have come face-to-face with the central paradox that characterizes the genre: Teaching manuals tend to be distant, mechanical, impersonal, and lifeless, when in fact good teaching is immediate, flexible, personal, and lively. In this manual, therefore, we have attempted to communicate to fellow teachers...
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...The Interpretation of Dreams Sigmund Freud (1900) PREFACE TO THE THIRD EDITION Wheras there was a space of nine years between the first and second editions of this book, the need of a third edition was apparent when little more than a year had elapsed. I ought to be gratified by this change; but if I was unwilling previously to attribute the neglect of my work to its small value, I cannot take the interest which is now making its appearance as proof of its quality. The advance of scientific knowledge has not left The Interpretation of Dreams untouched. When I wrote this book in 1899 there was as yet no "sexual theory," and the analysis of the more complicated forms of the psychoneuroses was still in its infancy. The interpretation of dreams was intended as an expedient to facilitate the psychological analysis of the neuroses; but since then a profounder understanding of the neuroses has contributed towards the comprehension of the dream. The doctrine of dream-interpretation itself has evolved in a direction which was insufficiently emphasized in the first edition of this book. From my own experience, and the works of Stekel and other writers, [1] I have since learned to appreciate more accurately the significance of symbolism in dreams (or rather, in unconscious thought). In the course of years, a mass of data has accumulated which demands consideration. I have endeavored to deal with these innovations by interpolations in the text and footnotes. If these additions do...
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...50 Key Concepts in Gender Studies Jane Pilcher & Imelda Whelehan Fifty Key Concepts in Gender Studies i Recent volumes include: Key Concepts in Social Research Geoff Payne and Judy Payne Key Concepts in Medical Sociology Jonathan Gabe, Mike Bury and Mary Ann Elston Forthcoming titles include: Key Concepts in Leisure Studies David Harris Key Concepts in Critical Social Theory Nick Crossley Key Concepts in Urban Studies Mark Gottdiener The SAGE Key Concepts series provide students with accessible and authoritative knowledge of the essential topics in a variety of disciplines. Cross-referenced throughout, the format encourages critical evaluation through understanding. Written by experienced and respected academics, the books are indispensable study aids and guides to comprehension. JANE PILCHER AND IMELDA WHELEHAN Fifty Key Concepts in Gender Studies SAGE Publications London • Thousand Oaks • New Delhi iii © Jane Pilcher and Imelda Whelehan 2004 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, transmitted or utilized in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without permission in writing from the Publishers. SAGE Publications Ltd 1 Oliver’s Yard 55 City Road London EC1Y 1SP SAGE Publications Inc 2455 Teller Road Thousand Oaks, California 91320 SAGE Publications India Pvt Ltd B-42 Panchsheel Enclave Post Box 4109 New Delhi 100 017 British Library...
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...Faster, Sustainable and More Inclusive Growth An Approach to the Twelfth Five Year Plan (2012-17) Government of India Planning Commission Contents 1 An Overview 1-14 2 Macro-Economic Framework 15-27 3 Energy 28-38 4 Transport 39-44 5 Sustainable Management of Natural Resources 45-58 6 Rural Transformation 59-66 7 Farm Sector 67-79 8 Manufacturing Sector 80-86 9 Health 87-95 10 Education & Skill Development 11 Social and Regional Equity 104-107 12 Challenge of Urbanisation 108-114 13 Science and Technology 115-118 14 Services: Tourism, Hospitality & Construction 119-125 15 Governance 126-134 16 Innovation 135-139 96-103 Tables Table 1.1: Structure of Global GDP 13 Table 2.1: Sectoral Growth Rates - Previous Plans and Target for Twelfth Plan 18 Table 2.2: Broad Macro-Economic Parameters - Previous Plans and Target for Twelfth Plan 19 Table 2.3: Projection of Centre’s Resources for the Twelfth Five Year Plan (2012-17) (Figures in Rs Crore at Current Prices) 23 Table 2.4: Projection of Centre’s Resources for the Twelfth Five Year Plan (as per cent of GDP) 24 Table 3.1: Projected Energy Demand 29 Table 14.1: Construction Sector: Contribution to GDP 122 Table 14.2: Construction Components Involved in Creation of Physical Infrastructure 122 Table 14.3: Requirement...
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...Ethnicity, Identity and Public Policy Critical Perspectives on Multiculturalism David Bromell Institute of Policy Studies Ethnicity, Identity and Public Policy Critical Perspectives on Multiculturalism David Bromell Institute of Policy Studies First printed in 2008 Institute of Policy Studies School of Government Victoria University of Wellington PO Box 600 Wellington © Institute of Policy Studies ISBN 158 IPS/Pub/978-1-877347-26-9 This book is copyright. Apart from any fair dealing for the purpose of private study, research, criticism or review, as permitted under the Copyright Act, no part may be reproduced without the permission of the Institute of Policy Studies. Copy editor: Belinda Hill Cover design: Milne Printers Ltd Printed by Milne Printers Ltd Contents List of Tables iv List of Figures iv List of Boxes iv Foreword v Acknowledgments and Disclaimer ix Part One: Introduction and Context of Inquiry 1 Introduction 2 New Zealand Context 3 21 Part Two: Communitarian Responses to Liberalism Introduction to Part Two 61 3 Civic Republicanism: Michael Sandel 63 4 The Politics of Recognition: Charles Taylor 83 Part Three: Multiculturalism Introduction to Part Three 105 5 Multicultural Citizenship: Will Kymlicka 107 6 Common Citizenship in a Multicultural Society: Bhikhu Parekh 151 Part Four: Critical Responses to Multiculturalism ...
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...62118 0/nm 1/n1 2/nm 3/nm 4/nm 5/nm 6/nm 7/nm 8/nm 9/nm 1990s 0th/pt 1st/p 1th/tc 2nd/p 2th/tc 3rd/p 3th/tc 4th/pt 5th/pt 6th/pt 7th/pt 8th/pt 9th/pt 0s/pt a A AA AAA Aachen/M aardvark/SM Aaren/M Aarhus/M Aarika/M Aaron/M AB aback abacus/SM abaft Abagael/M Abagail/M abalone/SM abandoner/M abandon/LGDRS abandonment/SM abase/LGDSR abasement/S abaser/M abashed/UY abashment/MS abash/SDLG abate/DSRLG abated/U abatement/MS abater/M abattoir/SM Abba/M Abbe/M abbé/S abbess/SM Abbey/M abbey/MS Abbie/M Abbi/M Abbot/M abbot/MS Abbott/M abbr abbrev abbreviated/UA abbreviates/A abbreviate/XDSNG abbreviating/A abbreviation/M Abbye/M Abby/M ABC/M Abdel/M abdicate/NGDSX abdication/M abdomen/SM abdominal/YS abduct/DGS abduction/SM abductor/SM Abdul/M ab/DY abeam Abelard/M Abel/M Abelson/M Abe/M Aberdeen/M Abernathy/M aberrant/YS aberrational aberration/SM abet/S abetted abetting abettor/SM Abeu/M abeyance/MS abeyant Abey/M abhorred abhorrence/MS abhorrent/Y abhorrer/M abhorring abhor/S abidance/MS abide/JGSR abider/M abiding/Y Abidjan/M Abie/M Abigael/M Abigail/M Abigale/M Abilene/M ability/IMES abjection/MS abjectness/SM abject/SGPDY abjuration/SM abjuratory abjurer/M abjure/ZGSRD ablate/VGNSDX ablation/M ablative/SY ablaze abler/E ables/E ablest able/U abloom ablution/MS Ab/M ABM/S abnegate/NGSDX abnegation/M Abner/M abnormality/SM abnormal/SY aboard ...
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