There are hundreds of biographies of filmstars and dozens of scholarly works on acting in general. But what about the ephemeral yet indelible moments when, for a brief scene or even just a single shot, an actor's performance triggers a visceral response in the viewer? Moment of Action delves into the mysteries of screen performance, revealing both the acting techniques and the technical apparatuses that coalesce in an instant of cinematic alchemy to create movie gold. Considering a range of acting styles while examining films as varied as Bringing Up Baby, Psycho, The Red Shoes, Godzilla, and The Bourne Identity, Murray Pomerance traces the common dynamics that work to structure the complex relationship between the act of cinematic performance and its eventual perception. Mining the spaces where subjective and objective analyses merge, Pomerance offers both a deeply personal account of film viewership and a detailed examination of the intuitive gestures, orchestrated movements, and backstage maneuvers that go into creating those phenomenal moments onscreen. Moment of Action takes us on an innovative exploration of the nexus at which the actor's keen skills spark and kindle the audience's receptive energies.

Reliability, Risk and Safety: Back to the Future covers topics on reliability, risk and safety issues, including risk and reliability analysis methods, maintenance optimization, human factors, and risk management. The application areas range from nuclear engineering, oil and gas industry, electrical and civil engineering to information technology and communication, security, transportation, health and medicine or critical infrastructures. Significant attention is paid to societal factors influencing the use of reliability and risk assessment methods, and to combinatorial analysis, which has found its way into the analysis of probabilities and risk, from which quantified risk analysis developed. Integral demonstrations of the use of risk analysis and safety assessment are provided in many practical applications concerning major technological systems and structures. Reliability, Risk and Safety: Back to the Future will be of interest to academics and engineers interested in nuclear engineering, oil and gas engineering, electrical engineering, civil engineering, information technology, communication, and infrastructure.

How political realities are formed when the government ceases to be a guarantor of rights and democracy Neocitizenship explores how the constellation of political and economic forces of neoliberalism have assailed and arguably dismantled the institutions of modern democratic governance in the U.S. As overtly oligarchical structures of governance replace the operations of representative democracy, the book addresses the implications of this crisis for the practices and imaginaries of citizenship through the lens of popular culture. Rather than impugn the abject citizen-subject who embraces her degraded condition, Eva Cherniavsky asks what new or hybrid forms of civic agency emerge as popular sovereignty recedes. Drawing on a range of political theories, Neocitizenship also suggests that theory is at a disadvantage in thinking the historical present, since its analytical categories are wrought in the very historical contexts whose dissolution we now seek to comprehend. Cherniavsky thus supplements theory with a focus on popular culture that explores the de-democratization for citizenship in more generative and undecided ways. Tracing the contours of neocitizenship in fiction through examples such as The White Boy Shuffle and Distraction, television shows like Battlestar Galactica, and in the design of American studies abroad, Neocitizenship aims to take the measure of a transformation in process, while evading the twin lures of optimism and regret.

Building on the successful outcomes of a five-year initiative undertaken in New York City, Alma Carten, Alan Siskind, and Mary Pender Greene bring together a national roster of leading practitioners, scholars, and advocates who draw upon extensive practice experiences and original research. Together, they offer a range of strategies with a high potential for creating the critical mass for change that is essential to transforming the nation's health and human services systems. Strategies for Deconstructing Racism in the Health and Human Services closes the gap in the literature examining the role of interpersonal bias, structural racism, and institutional racism that diminish service access and serve as the root cause for the persistence of disparate racial and ethnic outcomes observed in the nation's health and human services systems. The one-of-a-kind text is especially relevant today as population trends are dramatically changing the nation's demographic and cultural landscape, while funds for the health and human services diminish and demands for culturally relevant evidence-based interventions increase. The book is an invaluable resource for service providers and educational institutions that play a central role in the education and preparation of the health and human service workforce.

How children are taught to control their feelings and how they resist this emotional management through cultural production. Today, even young kids talk to each other across social media by referencing memes,songs, and movements, constructing a common vernacular that resists parental, educational, and media imperatives to name their feelings and thus control their bodies. Over the past two decades, children's television programming has provided a therapeutic site for the processing of emotions such as anger, but in doing so has enforced normative structures of feeling that, Jane Juffer argues, weaken the intensity and range of children's affective experiences. Don't Use Your Words! seeks to challenge those norms, highlighting the ways that kids express their feelings through cultural productions including drawings, fan art, memes, YouTube videos, dance moves, and conversations while gaming online. Focusing on kids between ages five and nine, Don't Use Your Words! situates these productions in specific contexts, including immigration policy referenced in drawings by Central American children just released from detention centers and electoral politics as contested in kids' artwork expressing their anger at Trump's victory. Taking issue with the mainstream tendency to speak on behalf of children, Juffer argues that kids have the agency to answer for themselves: what does it feel like to be a kid?

Media Control: News as an Institution of Power and Social Control challenges traditional (and even some radical) perceptions of how the news works. While it's clear that journalists don't operate objectively - reporters don't just cover news, but they make it - Media Control goes a step further by arguing that the cultural institution of news approaches and presents everyday information from particular and dominant cultural positions that benefit the power elite. From analysing how the press operate as police agents by conducting surveillance and instituting social order through its coverage of crime and police action to bolstering private business and neoliberal principles by covering the news through notions of boosterism, Media Control presents the news through a cultural lens. Robert E. Gutsche, Jr. introduces or advances readers' applications of critical race theory and cultural studies scholarship to explore cultural meanings within news coverage of police action, the criminal justice system, and embedding into the news democratic values that are later used by the power elite to oppress and repress portions of the citizenry. Media Control helps the reader explicate how the power elite use the press and the veil of the Fourth Estate to further white ideologies and American Imperialism.

Analyzing experiences of White mothers of daughters and sons of color across the U. S., Chandler provides an insider's view of the complex ways in which Whiteness norms appear and operate. Through uncovering and analyzing Whitenessnorms occurring across motherhood stages, Chandler has developed a model of three common ways of interacting with the norms of Whiteness: colluding, colliding, and contending. Chandler's results suggest that collisions with Whiteness norms are a necessary step to increasing one's racial literacy which is essential for effective contentions with norms of Whiteness. She proposes steps for applying her model in education settings, which can also be applied in other organizational contexts.

Between adolescence and adulthood, individuals begin to explore themselves mentally and emotionally in an attempt to figure out who they are and where they fit in society. Social technologies in the modern age have ushered in an era where these evolving adolescents must circumvent the negative pressures of online influences while also still trying to learn how to be utterly independent. Recent Advances in Digital Media Impacts on Identity, Sexuality, and Relationships is a collection of critical reference materials that provides imperative research on identity exploration in emerging adults and examines how digital media is used to help explore and develop one's identity. While highlighting topics such as mobile addiction, online intimacy, and cyber aggression, this publication explores a crucial developmental period in the human lifespan and how digital media hinders (or helps) maturing adults navigate life. This book is ideally designed for therapists, psychologists, sociologists, psychiatrists, researchers, educators, academicians, and professionals.

Finalist, 2020 Latino Book Awards, Best Academic Themed Book The surprising effects of American TV on global viewers As a dominant cultural export, American television is often the first exposure to American ideals and the English language for many people throughout the world. Yet, American television is flawed, and, it represents race, class, and gender in ways that many find unfair and unrealistic. What happens, then, when people who grew up on American television decide to come to the United States? What do they expect to find, and what do they actually find? In America, As Seen on TV, Clara E. Rodriguez surveys international college students and foreign nationals working or living in the US to examine the impact of American television on their views of the US and on their expectations of life in the United States. She finds that many were surprised to learn that America is racially and economically diverse, and that it is not the easy-breezy, happy endings culture portrayed in the media, but a work culture. The author also surveys US-millennials about their consumption of US TV and finds that both groups share the sense that American TV does not accurately reflect racial/ethnic relations in the US as they have experienced them. However, the groups differ on how much they think US TV has influenced their views on sex, smoking and drinking. America, As Seen on TV explores the surprising effects of TV on global viewers and the realities they and US millennials actually experience in the US.

Addiction is a powerful and destructive condition impacting large portions of the population around the world. While typically associated with substances, such as drugs and alcohol, technology and internet addiction have become a concern in recent years as technology use has become ubiquitous. Psychological, Social, and Cultural Aspects of Internet Addiction is a critical scholarly resource that sheds light on the relationship between psycho-social variables and internet addiction. Featuring coverage on a broad range of topics such as human-computer interaction, academic performance, and online behavior, this book is geared towards psychologists, counselors, graduate-level students, and researchers studying psychology and technology use.

For at least a decade, university foreign language programs have been in decline throughout the English-speaking world. As programs close or are merged into large multi-language departments, disciplines such as German studies find themselves struggling to survive. Transverse Disciplines offers an overview of the current research on the humanities and the academy at large and proposes creative and courageous ideas for the university of the future. Using German studies as a case study, the book examines localized academic work in Australia, Canada, the United Kingdom, and the United States in order to model new ideas for invigorated thinking beyond disciplinary specificity, university communities, and entrenched academic practices. In essays that are theoretical, speculative, experimental, and deeply personal, contributors suggest that German studies might do better to stop trying to protect existing national and disciplinary arrangements. Instead, the discipline should embrace feminist, queer, anti-racist, and decolonial academic practices and commitments, including community-based work, research-creation, and scholar activism. Interrogating the position of researchers, teachers, and administrators inside and outside academia, Transverse Disciplines takes stock of the increasingly tenuous position of the humanities and stakes a claim for the importance of imagining new disciplinary futures within the often restrictive and harmful structures of the academy.

Encompassing experimental film and video, essay film, gallery-based installation art, and digital art, Jihoon Kim establishes the concept of hybrid moving images as an array of impure images shaped by the encounters and negotiations between different media, while also using it to explore various theoretical issues, such as stillness and movement, indexicality, abstraction, materiality, afterlives of the celluloid cinema, archive, memory, apparatus, and the concept of medium as such. Grounding its study in interdisciplinary framework of film studies, media studies, and contemporary art criticism, Between Film, Video, and the Digital offers a fresh insight on the post-media conditions of film and video under the pervasive influences of digital technologies, as well as on the crucial roles of media hybridity in the creative processes of giving birth to the emerging forms of the moving image. Incorporating in-depth readings of recent works by more than thirty artists and filmmakers, including Jim Campbell, Bill Viola, Sam Taylor-Johnson, David Claerbout, Fiona Tan, Takeshi Murata, Jennifer West, Ken Jacobs, Christoph Girardet and Matthias Muller, Hito Steyerl, Lynne Sachs, Harun Farocki, Doug Aitken, Douglas Gordon, Stan Douglas, Candice Breitz, among others, the book is the essential scholarly monograph for understanding how digital technologies simultaneously depend on and differ film previous time-based media, and how this juncture of similarities and differences signals a new regime of the art of the moving image.

The concept of school turnaround-rapidly improving schools and increasing student achievement outcomes in a short period of time-has become politicized despite the relative newness of the idea. Unprecedented funding levels for school improvement combined with few examples of schools substantially increasing student achievement outcomes has resulted in doubt about whether or not turnaround is achievable. Skeptics have enumerated a number of reasons to abandon school turnaround at this early juncture. This book is the first in a new series on school turnaround and reform intended to spur ongoing dialogue among and between researchers, policymakers, and practitioners on improving the lowestperforming schools and the systems in which they operate. The "turnaround challenge" remains salient regardless of what we call it. We must improve the nation's lowest-performing schools for many moral, social, and economic reasons. In this first book, education researchers and scholars have identified a number of myths that have inhibited our ability to successfully turn schools around. Our intention is not to suggest that if these myths are addressed school turnaround will always be achieved. Business and other literatures outside of education make it clear that turnaround is, at best, difficult work. However, for a number of reasons, we in education have developed policies and practices that are often antithetical to turnaround. Indeed, we are making already challenging work harder. The myths identified in this book suggest that we still struggle to define or understand what we mean by turnaround or how best, or even adequately, measure whether it has been achieved. Moreover, it is clear that there are a number of factors limiting how effectively we structure and support low-performing schools both systemically and locally. And we have done a rather poor job of effectively leveraging human resources to raise student achievement and improve organizational outcomes. We anticipate this book having wide appeal for researchers, policymakers, and practitioners in consideration of how to support these schools taking into account context, root causes of lowperformance, and the complex work to ensure their opportunity to be successful. Too frequently we have expected these schools to turn themselves around while failing to assist them with the vision and supports to realize meaningful, lasting organizational change. The myths identified and debunked in this book potentially illustrate a way forward.