Annotated Bibliography Worksheet
Example Reference
Citation in APA format
Goings, T. C., Salas-Wright, C. P., Howard, M. O., & Vaughn, M. G. (2017). Substance use among Bi/multiracial youth in the United States: Profiles of psychosocial risk and protection. The American Journal of Drug and Alcohol Abuse, 44(2), 206-214. https://doi.org/10.1080/00952990.2017.1359617
(this is a proper source citation in APA formatting)
Key findings (200 words)
This article presents findings from a study that examined the issue of substance use in bi/multiracial youth. The authors suggest that bi/multiracial youth participate in substance use more frequently than monoracial youth. The study had several significant findings. Bi/multiracial youth engaged in higher use of tobacco, alcohol, marijuana, and other illicit drugs more so than other youth of color. They also engage in higher levels of marijuana use than white youth. However, findings also revealed that bi/multiracial youth were involved with more psychosocial protectors – such as being raised with a stronger anti-drug message and having parents more involved in their lives. Many also experienced lower levels of psychosocial risk than monoracial youth, such as peer pressure.
The authors suggest several important implications from these findings, especially in terms of designing prevention and intervention efforts aimed at bi/multiracial youth to address substance abuse. These implications take on increased importance as the population of bi/multiracial youth has been increasing significantly over time. They also suggest that these programs focus on enhancing psychosocial protections for these youth, rather than only focusing on protective factors. The authors conclude by mentioning two model programs as being exemplary with this approach – The Strong African American Families Program, and Communities That Care.
(This example of key findings gives a detailed description of the major findings and implications from the study. It clearly represents one of the social sciences. It also meets the 200-word length)
How do you know that this is a credible/scholarly source?
This article was found in a peer-reviewed academic journal from the UMGC library.
(This article was from a peer-reviewed scholarly journal from the UMGC library – using peer reviewed sources helps to verify credibility)
Assess the usefulness of this resources to your project. How will you use the findings for your final project? If you found that this resource was not useful, please discuss why. (100 words)
My topic is on substance use among adolescents. This article addresses several issues that are relevant to my topic from a psychological viewpoint, including psychosocial protections and risks in the context of substance use. It also discusses a population that has been less focused on in many of the articles I have read. Since the population of bi/multiracial youth is increasing in society
Media and the representation of Others
Elfriede Fürsich
Contemporary mass media operate as a normal-
ising forum for the social construction of reality.
They are important agents in the public process
of constructing, contesting or maintaining
the civic discourse on social cohesion, integra-
tion, tolerance and international understand-
ing. Moreover, the media’s power to steer
attention to and from public issues often
determines which problems will be tackled or
ignored by society. Only those issues that gain
publicity have the potential
to make people think about
social and political ramifica-
tions beyond their immediate
experience and arouse politi-
cal interest.
Over centuries, the mass
media – starting with news-
papers – have played a
central role in defining and illustrating the
nation-state in Europe and the Americas. In
post-colonial countries, the media were used
as important tools in nation-building efforts.
Often the media formed a mediated national
identity in limited ways by defining the bound-
aries of a community considered to be part
of a nation and by excluding minorities as
‘‘Others’’. Contemporary geopolitical constella-
tions add another component to the mediated
discourse of the Other. Intensifying globalisa-
tion has led to an increasing connectedness
between economies and political entities and
a need for people to know about the world.
A major dimension of globalisation is the
voluntary and forced mobility of people. Busi-
ness travellers, tourists, migrants and refugees
constitute a growing number of people on the
move. At the heart of the matter is the struggle,
often played out in the media, over defining and
situating the Others amongst ‘‘us’’.
This report will evaluate what role the mass
media have played in constructing this dis-
course. In what ways do the media promote or
hinder a positive outlook on cultural diversity?
Based on a review of the scholarly debate on the
role of media in representing Others, I identify a
set of current obstacles (both in media systems
and in media content) to
fair media representations.
This review provides
the foundation for a set of
conclusions and strategies
that can lead to a frame-
work for rethinking the
relationship between the
media and cultural diver-
sity. While every effort will be made to
contribute examples from a wide variety of
countries, the main academic statements are
based on mass communication scholarship in
the USA, the UK and other English-speaking
countries and, to a lesser degree, other European
countries and non-western countries. This
reflects my scholarly training and area of
expertise as a German media scholar working
at a US university with some experience of living
and teaching in India.
This inquiry into professional practices and
media content in a globalising world intends to
promote mass media that bring about a new
civic discourse within and across national
boundaries towards a more democratic global
media environment, fair media pract
Can a Regulator Change Representation
of Minority Groups and Fair Reflection
of Cultural Diversity in National Media
Programs? Lessons From Israel
Eli Avraham and Anat First
Studies show that coverage of minority and marginal groups in the central-
national media is problematic. As a result, in the last decade, regulators—
mainly in Europe—encouraged more proper media representation of minor-
ity groups and fair reflection of the cultural diversity. Analyzing the Israeli
case study, this article examines whether the Israeli regulator succeeded in
effecting changes in the representation of minority groups in Israel’s national-
commercial media, and the characteristics of these changes.
Numerous studies show that the coverage of minority and marginal groups in
the central-national media is problematic. These studies, mainly conducted in the
United States and Europe, proved time and again that representation of these groups
in film and television was meager, and when they were covered, many were
marginalized and stereotyped (Avraham, First & Elephant-Lefler, 2004; Downing
& Husband, 2005; Lahav & Avraham, 2008). In recent decades, marginal groups
worked to improve their image, claiming that poor representation fixes their adverse
social status and prevents their integration into majority groups. Regulators began to
address proper minority representation and fair reflection of cultural diversity in the
national media, by legislation or incentives for franchisees, editors, and producers
(ter Wal, 2002).
Israel presents an interesting case to examine the regulator’s attempt to change
marginal group representation and improve cultural diversity in the national me-
Eli Avraham (Ph.D., Hebrew University) is a senior lecturer in the Department of Communication, University
of Haifa, Israel. His research interests include media images of minorities, marketing places, public relations
and advertising.
Anat First (Ph.D., Hebrew University) is associate professor and the Dean of the School of Communication,
Netanya Academic College, Israel. Her research interests include media images of minorities and advertising
and society.
We would like to thank the Second Authority for Television & Radio, which initiated, funded and published
both studies and especially express our appreciation to Noa Elefant-Loffler, Director of Research and
Development, for her assistance.
© 2010 Broadcast Education Association Journal of Broadcasting & Electronic Media 54(1), 2010, pp. 136–148
DOI: 10.1080/08838150903550469 ISSN: 0883-8151 print/1550-6878 online
136
Avraham and First/REGULATING DEPICTIONS OF MINORITY GROUPS 137
dia. In 2004, a tender was published for reselecting the franchisees to operate
Israel’s main commercial channel, Channel 2; of the three that had been operat-
ing the channel since 1993, only two would be reselected. The tender explicitly
demanded that the franchisees improve the cultural diversity and representation
of marg
Instructions
Readeing 1
The final project in this course will have you analyze how media representations of diversity shape our understanding of groups that we may not be familiar with. This assignment will help you get started on the research you will need for your final project.
Begin by reviewing the Media Representations of Diversity assignment instructions. This will provide you with an understanding of what kinds of resources you may need for the final project. For this assignment, you will need at least 3 scholarly or credible sources, 2 of which must be scholarly sources from the UMGC Library. The third resource will be one of the required readings from this course.
Finding scholarly sources
For this part of the final project, you will use the UMGC library databases to locate two scholarly sources. You will also choose one other source from the required resources in this course, for a total of 3 sources.
What is a scholarly source? This resource from the Library provides an excellent overview of what makes a source scholarly:
Identify Scholarly Journals
.
Is My Source Credible?
will also help you in determining if you have chosen an appropriate source.
What kinds of sources should I be looking for? There are several ways to begin your research. Terms like “bias in Hollywood,” “diversity in the movies,” and “diversity in media” may be useful. You can also consider searching for the title of the movie, book, or TV series or episode you have chosen. If you are having trouble finding resources, please reach out to your professor or to the Library’s
Ask a Librarian
service.
Submit a summary of each article using the attached worksheet. In your own words, identify the key findings of the article. Do not simply state what the article was about (e.g., “This article talks about cyberbullying”). What specific information did you learn from your source? (E.g., “Cyberbullying has become a popular means of abuse among teenagers, affecting about half of all young people.”) The purpose of the key findings section is to demonstrate that you have read and understood each of your sources. Your key findings should be 200 words in length. Do not simply copy and paste the abstract or any other part of your source! This violates the university’s
Academic Integrity policy
.
The purpose of this assignment is to 1) ensure that you are using appropriate, scholarly sources, and 2) to make sure you are on track for your final project.
he final project in this course will have you analyze how media representations of diversity shape our understanding of groups that we may not be familiar with. This assignment will help you get started on the research you will need for your final project.
Begin by reviewing the Media Representations of Diversity assignment instructions. This will provide you with an understanding of what kinds of resources you may need for the final project. For this assignment, you will need at least 3 scholarly or credible sources, 2 of which must be scholarly sources from the UMGC Library. The third resource will be one of the required readings from this course.
Finding scholarly sources
For this part of the final project, you will use the UMGC library databases to locate two scholarly sources. You will also choose one other source from the required resources in this course, for a total of 3 sources.
What is a scholarly source? This resource from the Library provides an excellent overview of what makes a source scholarly: Identify Scholarly Journals. Is My Source Credible? will also help you in determining if you have chosen an appropriate source.
What kinds of sources should I be looking for? There are several ways to begin your research. Terms like “bias in Hollywood,” “diversity in the movies,” and “diversity in media” may be useful. You can also consider searching for the title of the movie, book, or TV series or episode you have chosen. If you are having trouble finding resources, please reach out to your professor or to the Library’s Ask a Librarian service.
Submit a summary of each article using the attached worksheet. In your own words, identify the key findings of the article. Do not simply state what the article was about (e.g., “This article talks about cyberbullying”). What specific information did you learn from your source? (E.g., “Cyberbullying has become a popular means of abuse among teenagers, affecting about half of all young people.”) The purpose of the key findings section is to demonstrate that you have read and understood each of your sources. Your key findings should be 200 words in length. Do not simply copy and paste the abstract or any other part of your source! This violates the university’s Academic Integrity policy.
The purpose of this assignment is to 1) ensure that you are using appropriate, scholarly sources, and 2) to make sure you are on track for your final project.
Please download the attached annotated bibliography worksheet.
Turnitin will be used to evaluate this assignment prior to grading. Please review the syllabus for more information about the use of Turnitin in this course.
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