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A Feminist Reading of Darling Magazine
No full textThis project aimed to analyze how women are portrayed in Darling magazine. Models and photographs in issues from 2015 were the primary objects of analysis, but the context within which these images appeared was also analyzed. The method used was textual analysis. Darling is 100% advertisement-free, but still features full-page photos of women. The models tend to be dressed more artistically than sensually, and the magazine claims to focus on women of different ethnicities, upbringings, and job descriptions, in an attempt to increase their readership by broadening their appeal. Although Darling magazine states that it is trying to reshape how women are represented in the media by attempting to define modern femininity, the ways in which they define modern female bodies remains unclear. In this project, I used the theoretical concept of hegemonic femininity to examine the objects of analysis. Hegemonic femininity refers to the ways in which traditional norms for women are normalized and remain dominant. This hegemony is often maintained through media representations. Qualitative textual analysis revealed that Darling magazine uses specific aesthetics to appeal to middle and upper-class women and although models and photos challenge beauty ideals of hegemonic femininity, the stories in the magazine are fairly stereotypical. In conclusion, I found that Darling is trying to break the mold of typical women’s magazines by photographing models of different races, sizes, and ages. However, there are still problems with the periodical, such as cost, the type of issues they focus on, the limited amount of issues per year, and the lack in this type of media that is accessible for women all over the world. Thus, hegemonic femininity is maintained through non-image-based features rather than images
The Founding Fathers and the New York Society Library
Get PDFThe Founding Fathers have long been considered in the public imagination as the creators of the modern democratic system. Like their educated, political-minded European contemporaries, these men supplemented their formal education with outside reading borrowed from libraries such as the New York Society Library, the oldest library in New York City (founded in 1754). Thousands of entries in its ledgers dating to the eighteenth-century track the lending histories of books read before, during, and after the American Revolution. Through examination of these recently digitized ledger pages available at the New York Society Library from 1789 to 1805, the books that these Founding Fathers chose to read shed light on who these men were, both politically and personally, in relation to the world around them. By visualizing data and analyzing the relationships present between these men and literature that they read, this project explores how the Founding Fathers were influenced by their continual education and presents the results on a Wordpress website. As the ledgers show, the Founding Fathers were more than the American political icons that they have come to embody
I Get By with a Little Help from My Friends
Get PDFA qualitative study was completed to find if transition related skills of the young adults with intellectual disabilities improved while living for five years at the Friendship House. The Friendship House is a special dorm where individuals with intellectual disabilities live side by side with graduate students. Each of these young adults with intellectual disabilities were interviewed with an instrument that aligned with the Individuals with Disabilities Education Act (IDEA) entitled the Transition Planning Inventory (TPI). Findings from the TPI show that living at the Friendship House has helped these individuals improve their IDEA transition related skills of employment, home living, recreation/leisure and community participation. Areas of continual improvement include self-determination skills and social skills. Overall, the individuals with intellectual disabilities have grown in their IDEA transition related skills while living in this unique dorm
Hope College Abstracts: 16th Annual Celebration of Undergraduate Research and Creative Performance
Get PDFThe 16th Annual Celebration of Undergraduate Research and Creative Performance was held on April 21, 2017 in the Richard and Helen DeVos Fieldhouse at Hope College and featured student-faculty collaborative research projects. This program is a record reflective of those projects between the 2016-2017 academic year
Patient or Physician Centered Care?: Structural Implications for Clinical Interactions and the Overlooked Patient
Get PDFPatient-centered care is widely supported by physicians, but this wide-spread support potentially obscures the social patterning of clinical interactions. We know that patients often want religious/spiritual conversations in the context of medical care but the provision is infrequent. As there is regional variance in religiosity, a gap in the literature exists regarding whether patient populations’ religiosity is connected to physicians’ self-reported religious/spiritual interactions. Using a national sample of U.S. physicians linked to county-level measures, the author test whether both physicians’ background and patient population characteristics are related to religious/spiritual interactions. Specifically, do physicians in more religious locations report more frequent religious interactions and is this dependent on whether the physician is also religious? Or does the religiosity of patient populations fail to explain variance in the frequency of inclusion? Logistic regressions with spatial lag terms highlight the importance of physicians’ background for inclusion of religiosity/spirituality. County-level variance of religious concentration is largely unrelated to the inclusion of religiosity/spirituality. The provision of patient-centered care is complicated. The inclusion of something patient-specific, such as religious/spiritual content, may not depend on the characteristics of the patient population, but those of the physician they see
Epistemological Matters Matter for Theological Understanding
Get PDFThis article leads the reader to appreciate some of the importance of philosophical epistemology, to the field of theology, by way of two fascinating philosophical topics. As it does so, it provides some development and clarification of two notions important in epistemology: first, rationality, and second, the distinction sometimes called the “propositional–experiential” distinction. The first is the more central to mainstream philosophy today. Since at least Plato, philosophers have asked: what is it to know something, or to be rational or right-headed, as opposed to kooky or gullible, in believing something? Christian philosophers have applied this study to the question: can faith be known/rational/right-headed? This topic is especially germane today, with the “New Atheism” claiming that faith on the basis of Revelation is gullible or worse. The other big epistemological topic I’ll address has a history just as old. It’s discussed here and there, piecemeal, rather than systematically, today and throughout the philosophical tradition. Augustine, for one, reflects powerfully upon it. That topic is, broadly, the difference between experiential knowledge and propositional knowledge. Sometimes we seem to know something, as thoroughly as you please—you’d pass an exam on it with flying colors—without really knowing it--in a more felt, experienced, deeper way. The importance of this issue comes out in a variety of contexts. Here’s one important connection: What sort of knowledge does it take to trust God? What sort of knowledge are we missing, if we know in our minds that we should trust God, but we don’t “feel it in our nerves” (as C.S. Lewis would put it)? Experiential knowledge seems to be saliently responsible in a way that propositional knowledge isn’t, for moving us to action, affection, value judgment, and prioritizing in life (= wisdom, a gift of the HS), as well. There are further applications to judging moral responsibility, and to effective preaching and teaching
Undergraduate Research Assistants at Hope College
Get PDFIn response to changing desk traffic and shifting librarian responsibilities, Van Wylen Library at Hope College made the decision to change its Research Desk model to one in which undergraduate Research Assistants primarily staff the desk and research librarians are available on call. To best support this modification, the Research Desk supervisors implemented an improved hiring procedure, an updated training program, and a new referral process for research questions at the desk. Initial assessment shows that the model generally works, though we continue to try to improve Research Assistants’ judgment on when to refer questions to librarians and to foster a collaborative dynamic between student Research Assistants and librarians
The Anchor, Volume 130.22: April 12, 2017
Get PDFThe Anchor began in 1887 and was first issued weekly in 1914. Covering national and campus news alike, Hope College’s student-run newspaper has grown over the years to encompass over two-dozen editors, reporters, and staff. For much of The Anchor\u27s history, the latest issue was distributed across campus each Wednesday throughout the academic school year (with few exceptions). In recent years The Anchor moved to monthly print issues and a more frequently updated website. The Anchor is now published in print twice per academic semester. Occasionally, the volume and/or issue numbering is irregular
The Anchor, Volume 131.04: September 27, 2017
Get PDFThe Anchor began in 1887 and was first issued weekly in 1914. Covering national and campus news alike, Hope College’s student-run newspaper has grown over the years to encompass over two-dozen editors, reporters, and staff. For much of The Anchor\u27s history, the latest issue was distributed across campus each Wednesday throughout the academic school year (with few exceptions). In recent years The Anchor moved to monthly print issues and a more frequently updated website. The Anchor is now published in print twice per academic semester. Occasionally, the volume and/or issue numbering is irregular
The Anchor, Volume 131.06: October 18, 2017
Get PDFThe Anchor began in 1887 and was first issued weekly in 1914. Covering national and campus news alike, Hope College’s student-run newspaper has grown over the years to encompass over two-dozen editors, reporters, and staff. For much of The Anchor\u27s history, the latest issue was distributed across campus each Wednesday throughout the academic school year (with few exceptions). In recent years The Anchor moved to monthly print issues and a more frequently updated website. The Anchor is now published in print twice per academic semester. Occasionally, the volume and/or issue numbering is irregular