In general, Windsor respondents present a consistent pattern of response in that those who viewa higher percentage of U.S.-produced television programming exhibit a more favourable attitudetoward TV programming, believe that Canada is culturally less unique, believe that Canadian cultureis less worth preserving, and are less conscious of the potential for television to undermineculture and interpersonal relations (see Table 1). Buffalo respondents who watch a higherpercentage of U.S.-produced television programming also demonstrated a lowered consciousnessconcerning the potential harmful effect of television upon culture and interpersonal relations (seeTable 1).
Indigenous communities, often with support, and since 1998 with financial assistance, have been carrying out the difficult work of supporting their members with residual issues surrounding the family breakdowns, violence and aimlessness brought about by residential schools. Beginning in the late 1990s, former students pressed, often through litigation, for acknowledgment of, and compensation for, their suffering. In 2005 the federal government established a $1.9-billion compensation package for the survivors of abuse at residential schools, and in 2007 the federal government and the churches that had operated the schools agreed to provide financial compensation to former students under the .
A basic principle in the study of folklore and anthropology is that in order to understand a cultural feature, one must understand the context in which it exists. Therefore, to understand a basket, dance, song, ritual, or story, one must know about the maker, dancer, singer, practitioner, or teller. One must understand the culture or setting in which it is made or performed. Only then can one know its significance and function within the cultural region for the people. One must take a holistic look at the integrated system to understand each part.
Therefore, when one examines the traditions of an entire state, it is important to understand the cultures within the state and how they relate to each other. This is particularly true of Louisiana, because of the state's complex cultural milieu. Hence, here follows a brief overview of Louisiana's traditional cultures. Although no article can do justice to the folk cultures of the state, it is important to provide a sketch of the peoples and their regions as a background for the stories that follow.
TOPIA provides a venue for critical research in cultural studies in Canada and beyond. The journal publishes original research and theoretical essays on culture that are accessible to a wide readership in the humanities and social sciences, along with critical clusters, offerings, and book reviews.
offers an overview of some of the more foundational and central statements of cultural theory, and provides students and instructors with examples of the ways in which those theories relate to and can be employed for the study of popular culture. Importantly, draws on many Canadian examples and case studies to explain and employ the theoretical models discussed; some of these theories are also specific to the Canadian context.
The fourth Canadian edition of Social Problems in a Diverse Society focuses on the significance of racialization and ethnicity, age, sexual orientation, class, ability, and gender in understanding social problems in Canada and around the globe. Throughout the text, people - especially those from marginalized groups—are shown not merely as "victims" of social problems, but also as individual actors with agency who resist discrimination and inequality and seek to bring about change in families, schools, workplaces, and the larger society.
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Well-known for its pioneering focus on the development of critical thinking skills crucial to students' success in university and in later life,by Wade, Tavris, Saucier and Elias is also widely regarded for the liveliness, warmth, and clarity of its writing style. Continuing its tradition of integrating gender, culture, and ethnicity throughout the text, provides a comprehensive introduction to the field.
focuses on understanding how biological (e.g., heredity, physiological systems), psychological (e.g., emotions, cognitions, beliefs, personality) and social (e.g., family, community) factors interact to affect health and disease. The main goals of the course are to develop a thorough understanding of the biopsychosocial approach to health, to gain knowledge of the different theories, research, and clinical interventions that relate to health psychology, and the role of psychology in preventing illness, promoting wellness and shaping health care policy.
is an evidence-based text with integrated cultural references and excellent coverage of the key building blocks of the subject matter—namely, the “foundations”(traits, genetics, self and identity, neuroscience, intrapsychic aspects, regulations and motivation, and cognition as it applies to the human personality) and the “findings” (the cutting edge research in each of these areas in which personality psychologists are actively engaged every day).