Cambridge University Press et al v. Patton et al

Filing 319

DEPOSITION of Patricia Dixon, Ph.D. taken on April 20, 2011 by Cambridge University Press, Oxford University Press, Inc., Sage Publications, Inc.. (Attachments: # 1 Exhibit Defendant Ex. 20, # 2 Exhibit Defendant Ex. 21, # 3 Exhibit Defendant Ex. 22, # 4 Exhibit 20, # 5 Exhibit 21, # 6 Exhibit 22 -part 1, # 7 Exhibit 22- part2, # 8 Exhibit Plaintiff Ex. 18, # 9 Exhibit Previously Marked Plaintiff Ex. 1, # 10 Exhibit Previously Marked Plaintiff Ex. 2, # 11 Exhibit Previously Marked Plaintiff Ex. 4, # 12 Exhibit Previously Marked Plaintiff Ex. 8, # 13 Exhibit Previously Marked Plaintiff Ex. 10, # 14 Exhibit Previously Marked Plaintiff Ex. 11, # 15 Exhibit Previously Marked Plaintiff Ex. 12, # 16 Exhibit Previously Marked Plaintiff Ex. 14, # 17 Exhibit Previously Marked Plaintiff Ex. 15, # 18 Exhibit Previously Marked Plaintiff Ex. 16, # 19 Exhibit Previously Marked Plaintiff Ex. 17, # 20 Exhibit Previously Marked Plaintiff Ex. 17 - Seamans)(Rains, John)

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E X H I B I T 22 Radal Identity American Children in African and ExperIential Antecedents ognItIue BENNETT CAROLYN identity and cialization that Black behavio and has the xamine are to readiness 1985 the ages older Black and the The children remain societal understand This chapter development how children come considers the cognitive abrupt changes to been view that reveal display larger in studies Eurocentric within so member in both display White-biased age context racial racial racial Recent findings and of on the cognitive readiness of the child identity parental stress with correlates variability McAdoo whereas that and individual treatment of the family racial on self-concept and/or traditions counterparts recent emphasis world of group White their role focuses historical and White children between choice ence and intraindividual development cognitive Americans ignores developmental societal determinant ship as dicate on African but too often MURRAY MANDARA JELANI Most research Development Black integrated with It is societal this paramount framework themselves maturation prefer Only minimally of the and child to if their within 73 Exhibit 22 - 1 Defendants pytil Exhibit MESSAGES RACIAL 74 the of family context e.g ditions racial membership system and education media determinant as and of socialization race er mainly cial racial to shape think monly able fact that quite but entities react people the to as may depend of issue part and members of ways much on the these social in persons context and context social wishes and agreement from the part recognized socially and recog ramifica may identify than in groups legally political desires com distinguish social by springs Therefore defined People as sharply set are have persons politically 1998 Jones groups to and manners language socially may mainly Also the race with which people on phenotype more an refer religion boundaries their group designations hair texture and fa ethnic groups and important different as in boundaries racial sharpness nized race tions overlap and sometimes of races biological Whatever it is between of skin colo as of origin base genetic to the phenotype racial ref racial group designations country heritage race has Although due ethnic whereas tra stress the concepts understand first usage such phenotype persons sociocultural current In language Race one must identity ethnicity and identity historical that group and individual treatment of DefkiIng To understand and societal their be pheno type Identity or particular good at or sports and the feelings like The racial How Children nitive the racial issue the individuals here is aspect with how Racial of the them African self mirror in salient schema is including Black of race when social or mental attributes perceived people American children decode develop social develops as in identity and can have conception an influence on Fishe 1978 Amsterdam 1972 Exhibit 22 - 2 By age Mane general of do and under they begin to their 1988 Rathe Infants and separate surroundings children can Lewis recognize issue critical is self Bandura 1986 they mature come aware that they are unique independent Bertenthal of schemas identity humans dividuals behavior identity e.g lam Black do not enter the world with notion system am shy tam tall am Black lam e.g Kunda 1986 associated an organized essentially self complex and often abstract concept the form the characterize that of representation stand about Markus settings is self-concept beliefs this need cog be to from other in Bandura 1986 themselves Brooks-Gunn in 1979 Development 75 and autonomous from oth Racial children By age ers Although many ways states In racial of that tions themselves or are usually as into insight their membership This chapter examines the development affect of racial true peo and at beliefs toward higher group racial socialization and peers Second move and the conse individuals membership significant members family race racial by two in occurs it seen and media images teachers as in the readiness family that view development identity development identity to self-knowledge of understanding quences separate 1998 who such forces gain increased tributes affect begin Douglas and macrosystem ple factors First people Cook others as 1988 Neisser general themselves see Identity certain factors cogni and historical tradi societal in identity American African chitdrern Readiness Cognitive of the self-concept The content about themselves formation Newcombe 1952 stages logical others 1986 Semaj cognitive for human all of people Mote volves two to in tal ing mental structures sons mental the ft sensory them is theory stage sense and to received begin stage to this Piaget and the incorporation meaningful allows people in their level to Social with other by chil shaped in adaptation accommodation of environmen form respond fit to exist new envi to present mental which changes experiences the cognitive is to process new development with from the interactions into refers situations fit their For by the bio different more sophisticated assimilation color Assimilation The preoperational Thought processes from awareness abilities occur in per or stimuli during the years of first life is and deal with the world mainly through children understand messages become abilities reciprocal structure In Piagets sensorimotor determined environment skin as experiences Accommodation are innately processes cognitive such experiences stages qualitatively Piaget of invariant sequence social theft to According through is in Branch maturation 1985 Spencer by children interlocking Assimilation ronmental cognitive specifically drens adaptation with cognitive proceeds The beings constructed is 1985 growth Each the childs knowledge and the way children process and convey linked development sequence as is and the starts involve motor behavior about symbols age such used and ends as to react about skin color that to age repre Exhibit 22 - 3 RACRL 76 sent MESSAGES the in objects cretepresent able refers the is 11 and age does internal and identity cial identity the the Direct learning process the color the family and color cations Hodge their group about masculine In attitude like sum although mines the identity development by their societal 1975 Trost than females and boys cognitive racial into context Exhibit 22 - 4 own clear need value are their and communi character negative gende respect to girls being comprehensive in such Hyde 1983 when the tomboys participate and playing baseball ethnic identity re culture children to the several most boys being ego in of by Western reinforcements results but various including human ex influence preference and blacks both 1995 and childrens that valued Black number Thus perspective are influenced playmates and consideration awareness an egocentric ra significant readiness determines and/or they acquire must take male trees racial Holmes Similarly with which sizable prefer as climbing activities of developing because vary with 1983 for racial human of may formation Within are highly people negated boys being pable societal is for adoles until complexity Katz 1975 them of whites value more valued want to be they racial situation inform and polit have society learning Struckmann males are centric conflictive social not their it is assumptions direct White and white that and wider Childrens relevant to occurring groups many non-Whites racial stage behavior from race racial from parents often accounts more complex in placed view e.g people would have children non-White of mechanisms other than inforcements all of of part-whole Marcia factors be inter characteristic e.g full that realize yet The last that indicates aware of the transitory the were the only antecedent variation within tendency is thinking logical or age is they would that within is or the preschool at Eurocentric periences states objects stage can that Another are not or objects an understanding to literature intentions and and reversible to classify abstract become readiness cognitive Given and feelings situations If children race The of individual the thoughts involves it ramifications cence owing classify is con concepts constancy racial be that are objects awareness theoretical and so on The formal operational groups ical to ability which enables relationships about e.g stage occurs operational only with as racial or some action that to by the individual stage such ideal hypothetical term operation this are concerned real or tangible to visualize nalized environment The concrete and 11 Children tween ages social children are context model of the age of the child ca deter identity and the Racial Awareness Racial and Children ties make and among distinctions 1983 material am learn skin color Semaj 1985 our in The goes tures of people racial label of dolls or dards of 1987 though her skin brown the closer aged and possess no complex ideas about It is that proposed themselves reference to others in of acquisition part of the Other racial sell sociocultural ries but world McCabe la are stan as 1989 that her daughter at mother was White even Black believe identity that light in her that chil abstract knowl 1992 begin 1987 Butler 1989 Ruble so see Wardle than rather for category theorists knowledge pic Preschoolers which serve years children expand developmental context for Coarse 1992 which that socially race describing following the permanent is or identity the in be which person identify White than racial school constancythe researchers argues to information by the middle membership from others Butler Most cognitive on concrete to her to come statement will did not have child edge rely affective 1988 skin color as thought dren to or themselves brown The White she that mother recounted mothers skin color was mind her mother was fact Spencer such 1988 One light young childs the or before they and hair textures hues mothers objections is symbolic measured by showing children usually qualities Burns 1979 or ethnic racial correctly differentiate Spencer despite the age to comparison Ramsey label different aware of phenotypic keenly is than skin color their American racial to apply what de as groups is rather with skin years chil Hart 1982 Damon placed on 1988 Emphasis For instance African as society of not linked is in certain truck Hart qualities aware 1988 Spencer ability with salient catego identify recognize In the preschool brown have fire ultimately determines brown skin she has beled and they can membership have become Children that terms of in racial differences categories boy Damon concrete qualities in racial possessions and gender when characteristics by physical Harter of the awareness racial possess dren describe themselves fined kiesdity Deuelopnient tot knowledge refers Racial awareness 77 Development Identity This approach greater attention For instance interactions 1994 and of does to not collective Vygotsky 1962 are the source meanings theory to include the for reject interpretive places of mental social mainstream role of theo reproduction children functioning in social Peterson concepts Exhibit 22 - 5 RACIAL MESSAGES 78 about Knowledge 1979 Brooks-Gunn two develop in of development racial and Whites and between Spencei 1982 readiness and group be can identity messages are rounding of the evaluation racial of own racial racial or to the definite We is Blacks attitudes Black children so that the childs in changes developing Although some of these sociocultural their which at both between cognitive practices variations in in racial link in context societal for only and given the immediate effect will to on the most focus and sur family show children Therefore and awareness racial and the degree categories group the of contact important behavior stage the wider society terms of the age and the choice be world the in is an abrupt change messages often mediate community in to expected consistent variation but appears construction their and sociocultural cognitive with White-based finds the preoperational There the degree groups readiness cognitive ages after preferences Thus racial alone because exist can Amir 1969 identity that different Lewis simultaneously grows Neither situations social of both by research others 1985 has with child The importance revealed to response that the interaction and self Spencer occui identity which they salient identify sociocultural socializers The Role of Symbols Children in general are influenced In our society black fairy tales only that and dark are black ing she test was Black was asked generally children often used they said the knew am childs In an peach with or pink skin color my be considered in understanding self-conception of of One heart which Exhibit 22 - 6 racial related childs the use of racial color identity from and that heroes and other things reject flesh by Holmes 1995 study little is although girl peach and the skin color of people environment including society gleans test she picked doll color but sociocultural Misunderstanding may of child that who was so 1992 girl of Clark 1947 to take the color to color themselves that on thc outside child and the Black If wear black Hall ethnographic were not they Black white the by Clark along given good is and witches in dressed and symbols by the language white Russell Wilson pink to color herself that bad and bad people are always princesses dark is in with It skin that both immediate and symbols must awareness and Black stated very dark clear is the childs language may they color and threaten awareness preference the developing are important Racial aspects Phinney 1985 Specifically the color like eral Rotherain 1987 Semaj 1985 Spencer 1989 Phinney when presented colors to select children often do not black in parents our longitudinal nicity istic race Skin color Initial children the it had brown skinned light tan Black color positive skin closer doll e.g identity asked identity Cross of selected to who their of selection to the selected play doll White White the doll found that the White the doll 1974 When Padilla concrete children Black the those Studies during the 1970s the Black and they preferred traits children the and White Black doll light White children Brand Ruin children that and group number of the Black preschoolers eliminated doll category selected as having brown eth of and recognizable character and very very dark them Most like self and awareness more often than sizable to of dition they doll significantly as looking in sense of lam Black called not symbolic 1982 1984 1985 between White Furthermore doll racial absolute is an oven not simply Spencer of studies to choose identified with age is helps the child develop It 1985 Semaj 1985 ft skin color the preschool during refused to be children Sev skin color their that study reported their years mommie At this or in terms of representing especially and early elementary brown 79 Development Identity of perception by doll given their ad light- skin color and not the White one The Role of ShIn Color In American bership quire by knowledge this at of skin color attribute than conceptions 1983 at Spencer which Butlez skin Harter ing are 1988 into groups Morland 1976 person Social comparison begin to They either belongs in salient Asher Tajfel childs world in in early to 1-larter school characteristics years such as 1969 Bums 1979 systematically absolute particular self- reference to others are believed to be not belong their 1981 Wilder 1986 is ac the children experiences the Allen 1985 and Spencer and members or does on focus comparison Because unconditional personal emerges mem children expression of describe themselves Aboud 1988 is their Young American For African more important about 1983 Ramsey 1987 people category be details this making or ethnic heritage an early age 1987 1989 Ruble in skin color may time children color and ethnic categories are immutable and racial culture determined is classify Williams membership in homogeneous category Exhibit 22 - 7 80 RACIAL MESSAGES With regard to Black aspect Coard 1997 1998 as it contrasts factor in Garth 1997 affect members other to their determining the is child the and the ferences of racial to see is an childs skin extremely Jackson awareness differences group later racial Bianchi between that childrens family in in coloi important McCullough immediate family should awareness The greater the variation the racial awareness by the personal emplified their The degree of variation development less likely of contend American the African and everything 1999 We Drapei within considerably from white to coal black population awareness an often overlooked racial childrens varies skin color that is or identity of experience one This develop will dif individual opposed to as of the authors is ex Carolyn Murray In my ent faces mother rainbow and gaits and whom of different hues nese family child is who preschoolers who those live in 1978 Fujioka in their racial identity terms of develop characteristics in Japan is States 1991 Phinney mally think children live the United racial very by dark because my dad skin e.g dark in skin color salient do not develop do McGuire but when them In identity self-awareness for they are environment but but Child do not nor in the through give Japa awareness McGuire and group awareness and the surrounding e.g For instance racial sum but the difference found that White adolescents salient my were People fascinated perhaps to notice the contrast likely dif differ and midnights especially or in and had White variation or exhibits more dark had homogeneous is community was brown light came People weights hundred looked beautiful fault beyond the childs all weight and sizes as Black mine was because or height dark was sister although loved the My father like in different came her surrounding White was color as they just skin perhaps If skin preschool ferent colors minority maturation their meaning personal to what is perceived The Role of the Media The media tion about 1994 Dixon are sociocultural African The media 2000 agents Americans teach African and and Hamilton reinforce Americans are stereotypical informa Stroessner Driscoll Denise source negative of attitudes disproportionately about Blacks portrayed Exhibit 22 - 8 as RaciS criminal 1986 is less aggressive and comic that argue relevant especially 2000 about beliefs American children than competent Dixon on so Blacks to Feshbach to view ucation childs sex or reason for the disproportionate that Black is and families age number important Blacks view television using Greenberg source and socializer as of ed on the by much more than adolescents 1968 and used is television and news Anderson Gerson television mobile 1983 More of Blacks American it entertainment less and baby-sitters the usage example African influencer Whites Williams thnt behavior and cheap an poorer of information 1982 When Atkin of information than of entertainment For 1979 Tan to learn dating television White as level by Black children television use of indicate source as Williams 1983 Thn This African television of parental Anderson television studies from that of Whites differs Whites of Trolier because identity much as independent forms alternative more heavily on rely and and family composition are comparatively able to afford less racial twice 1988 Tangney irresponsible Hamilton from media exposure develop children One 1994 discussions about are reported flashy Whites Oliver 81 Development Identity as report occupations and baby-sitter has powerful of self-esteem as potential Black children Stroman 1991 Research with also numerous 1988 Feshbach have 1978 African ence is cause in it Anderson the and negative value in is harmful of with society 1982 to Black their of the intensity of the the family the major socializing agent effect be 1980 identity cited may suggest to Black universality racial The Role of the Public School Ifter Another heroes. Others and from self-concept Anderson 1982 communicate positive of Blacks childrens 1982 that the influ is absence existence non-Black are cast conclusion the Tangney 1980 Rosse Janis on the self-concept of television out that negatively correlated and Whites on them Barnes places the formation frustrate point which Blacks growing awareness can of effect Williams 1983 Powell overidentification roles tion the the importance television dren Graves studies programming minimizes childrens the Several Blacks and the prevailing children is viewing for writers about speculated prime-time television of adjustment Various American negative that indicates indices For be that children some chil of such denigra Come 1989 Curricultin of Black childrens identity is schools Exhibit 22 - 9 82 RACIAL MESSAGES American African an If four elementary teen or we If years week child at Furthermore the time spent The messages fered are designed school in such for The teacher School performance cans overt receive leave are similar African Americans because of the plethora for instance of segment American hold society seff by limits ize lower 1999 -concept labeling assigning The these of one of racist these authors in in teacher charge of Do what your be successful to to Carolyn pseudo-scientific track beliefs as skin color for Whites their deficit themselves too and many their and so on and by Murray and her curriculum children internal group as illustrated the own expecta where an inadequate Ultimately Murray influence negatively fulfill slow large teachers Consequently than Teachers For and predict African explain 1999 biased eval which chil detrimental extremely and lay Blacks for Teachers to they Ameri parent population is process words such achievement by until African 1989 1994regarding identity ability all the degree to theft Jackson about and stems from ex and Fairchild stereotypes teachers Exhibit 22 - 10 the by those going that they 1989 Murray Jackson 1999 the In are rewarded byparents success expectations children with beliefs liked being of self-esteem cognitive Murray them to the low as Children way youre stereotypesboth and group their scholastic Fairchild of of of the educational Moreovex characteristics Murray behavior Jackson tions uses academic biased Herrnstein significantly childs 1997 Murray deficient this and alert context from the time they enter school children in essential most are policies legitimized and covert messages intellectually are are by-product uate the probability of future dren hours and the society-at-large is Most Black pectations thirty-hour 22800 and domination of minority groups the only is the authority is day of children and Hilliard teachers Education you nine and the type of education communicated lessons indoctrinatingchildren tells sum when there practices in particular the internalizing teacher is grades and intangibly such as six-hour derive of years will total it the sociopolitical-economic to perpetuate and of Blacks tangibly nine preschool college average communicated racism oppression support general the yea we American society the curriculum system and 31 Kunjufu 1984 focused with twelve-hundred-hour of years high-school this multiply two attends each years Murray by the experience husband Racial our daughters All beautiful though grade eighth from the lower made the decision the she year was that she was track Before it because 14 Black not due to the dumb was also because of me reality they are dumb children communicates who God gave them White people teachers cognitive differential the must be smarter must be status White are to in their Blacks domination Racial socialization beliefs about processes ues and race attitudes or the process their children more Blacks in if to jail go environ low in it ability must be Moreover track the Washington freed the world European slaves and conquests and labor manifest destiny must be legitimate and there decisions as Adolescents have and other motivations well or less as the others continue will than for mythology sur significant children somehow are George Lincoln political parents in by design do not overtly say that the slow placement the up Black and Whites to do not assume Whites SCCIaIIZGtICn by which the family shapes child fits within acquire the behaviors an ethnic group groups born land and explains how the of being of the the but by which children of such embers is its are honest countermessages or criminal was see privilege understand between positive dumb right their all were track she Abraham Racial the Whites believed now Black If is to other peoples right maturity communicate that grades average children evaluate if and Christianized civilized she and soon Teachers lie emancipators tell above reason Mother dumb know who her track lower academic circumstance Thus arbitrarily years those all in the moved her were scores she grade the fact that despite upper that first teacher track that the only and her have to Each the to that She said unfortunate must be because not rounding me asked ability test who remained on concrete curriculum Blacks lower they acquire abstract thinking are people track assigned with she shared children they are more criminal Blacks and achievement ment based fore in the to each year from of ability her other and the her put communicated school her upper been dumb could the had When tracks visited and beginning As and Ba and were per the she previous the At ability to to husband my life was smart and 93 Development Identity Phinney and come to Rotheram see attitudes this context perceptions themselves 1987 11 and It is val and other Although Exhibit 22 - 11 84 RACIAL MESSAGES the family the is 1999 Strokes Peacock 1999 receive direct and awareness fluenced the family maintains The African ative received an the the church e.g serves early at two for First in Mandara in of review the do not Marshall of empirical research cial identity 1991 trast It of assumes Nobles 1973 that the maturing tended ple self due that about theft to theoretical differences the Nigrescene or intrapersonal of racism two of and which Murray of African thirds and the remain children and identity identity Sernaj 1985 includes This interpersonal between based Exhibit 22 - 12 in propose sense of of and ra socialization the of ongoing subject the two predominant posits primarily that treatment reaction to terms of definition self-identity Cross racism In con an African-centered self in racial on the individ to racial on the corporate view is model which formed is race link toward or response racial which is dependent 300 identity group and affection consequences indicates the is attitude that childs personal frame al 1999 race-socialize but confusion individualistic uals perception achievement provides comfort on the relationship between The most noted is identity is of and The family American African are systems institutions 1986 Hatchet in the the development it et educational see Murray et al 1999 for review Parham 1983 Whitty 1994 Avoid still remains in terms development theories by neg affected 1995 Williams 1993 Spencec debate There Allen deleterious literature but aL 1997 et indirectly and other value-laden self-worth American parents consciously der and functions Murray press Jackson directly society and often the negative lessen 1982 Quattrone 1986 economic Second society group stereo political fosters self-identity other behaviors Miller of in are Murray curriculum notions racial Thornton 1997 Messages White Jesus it As children mature and internalize racial of other races people their role is that children overhear of Blacks the media important development reference family American within least 1989 and treatment through subsystems and see Murray other races and school as peers interpretive American conceptions even such and prejudices Devine types to 1997 identity howeve suggests reactions developed learn to they begin racial from them regarding are being identity of many forms When their observe race instructions by external agents 1999 et literature Recent McAdoo awareness in studies ignored the family takes parents talking about or the childs often it is within socialization of origin Stevenson we of necessitates view or the ex ones peo an inves RaciS of key tigation and/or of understanding and development be can that children interactions in experience such agencies socializing more Burke 1980 confirmed either shape damage to likely proposes supported and/or buttressed agency the fmily and that are surrounding situations This theory identity racial development messages or identity peoples protect identity institutions socializing as $5 Idatity Development the interactive Specifically alienated or disconfirmed clergy peers by first socializing the by other and media teachers Because in of historical perceptions of opportunity Thornton 1997 Thus ety nificant differences in factors variations Jackson in racial about 1992 Greene African sive American that world with To mately prepares in which parents Either leave and versa vice however that is in must sig social mainstream norms Spencer evidence that indicates 1983 Spence status and geo 1997 1983 Thornton socialization find extreme the relate Chatters voiced was strategies child will the facilitate by about their children them development prepared inadequately to or being of defen the negotiate 64 function American by African socialization to of warning ways without overwhelming perspective racial children either or effectively parents ineffectively ulti in the they live Ideally parental those of other and argues realistic great extent world reflect economic available Spencer and disappointments protective styles soci should identity al 1997 Tatum 1987 Thornton socialization variations who racial dangers overly et expe group and of the broader group to The and with parents 1990 Allen Concern 293 in life backgrounds family age gende socioeconomic marital status Taylor of the experiences in variability their racial measures 1990 Markstrom-Adams graphic the and degree of acculturation situations to of amongAfricanAmericans differences Moreove influences perceptions riences variance within-group States there are individual United major socialization socializing Thornton socialization frequently et values al 1990 occurs incompatible within with should teachers For African broader attaining and complement reflect e.g agents clergy and police American societal positive families environment mental health Exhibit 22 - 13 MESSAGES RACAL $6 Thornton 401 al 1990 et means by which The process and Types Black communicate parents e.g we-ness ethnic can group be ence and/or activities Toms 1985 tend dren e.g behaviors identified to be and overtly parents communicate an literature openly on discuss issues Howard 1985 Parham latter is sumption acquired American Black ica 1998 open receive stand believe racial to all within to majority Porter Kardiner Ye is documented has been Bowman that in to designed messages group American to Howard parents about 1983 active issues socialization Spence and higher and responsibility across consistently Clearly without self-esteem studies unit is as logical will be toward African at least and that opportunities knowledge rearing press racial regarding 1983 self-concept of unity in 1994 1995 The Stevenson discussion stance Bowman Mandara 1985 Murray actively defensive take racial behave may deal with race issues reactively talk not important the primary of the race third in chil messages the family one cannot of Amer under development many from poorer pared positive race identity For years fered racial African no for recognition communities parents are dren more that through or little provides it socialization Williams 1993 Spencer strategy certain chil strategies Toms Boykin experi suggests that press never passively American their and discrimination or see Stevenson sues children their race racial that indicates teach in system respect no matter what with Furthermore Jacobs also in displayed and taught to Black of childrens understanding The African evidence consistently specific 1985 Smith Fogle proactively no monolithic racial or and others These review everyone Toms 1985 Boykin still treat mainstream institutions for Empirical their or ethnic group blame perspective or group is to messages individualism in aL 1999 et identified There readily Boykin race e.g participation blame perspective see Murray problem socialization of race range one is Messages mainstream prescriptions children values this of Race Effects SocIalIzation socialization racial parents address American African of researchers maintained self-concepts group Washington Oversey members African from no Americans suf lower self-esteem com 1967 Gordon 1980 Coopersmith 1979 Aside 1951 howeve Exhibit 22 - 14 that and consequently easily significant biased clinical self-concept studies studies Racial wereconducted were 1976 ing that both the negative siders how Recent who studies in who deal with higher negative et 1990 those also It who are not con self-esteem of socialized to be cognizant of if in society Sanders sense of common fate Rasheed 1981 and difficult to oughly certain dictable behavioral This preference and so on Thornton racial study by and proactive investigated the strategy to or whether are often messages thor in counter pre outcomes given education who youth resulting media and findings investigate disconcerting e.g pride self-esteem inconsistent those especially that for institution to those that both of the al 1990 Murray and Mandara strategies of Black did not effi 1983 Spence relate to attain Rotheram problems These youth strategies messages grades and/or psychological societal socialization et is and more personal negatively communicated e.g In particula strong inculcation internalized situation youth have racial studies American who do not to those behavior that the given outcomes American 1995 race 1985 in identity along ethnic pride 1995 about Howard farther fewer Marshall socialization self-esteem i.e other Blacks of the messages received parent grades interpret the content to be 1998 Whitty 1994 and with behavioral positive that African reported contrast Murray protocol are taught nothing Marshall few researchers reported that pride one and Bowman appear in-group messages the broader are who has been socialized racially Howard 1985 Bowman 1990 and higher in-group African understood interracial messages Borus e.g em between al 1990 show more in-group are proactive grades about outcomes than youth than development receive cautioned Thornton press receive children are research on myth not identity group who that youth indicate and Rotberam-Borus cacy the Porter earlier inconsistency apparent more dearly be affects 1995 from were based identity Cross 1991 The socialization race and psychological who Spence Holmes The conclusions indicat Americans of African self-images self-concepts 1999 and current findings can barriers Mandara or period Banks Americans JAfrican racial Duringthis orientation racial racial nature of personal documentation earlier their especially 1989 Washington the and the the personal are often positive pirical on almost entirely group number of recent works provide evidence to the contrary findings about 1991 1939 and 1960 Cross between based 87 Development Identity to deal with are necessary socialization in press the broader The suggests societys messages longitudinal/cross-sectional and personality development ethnic i.e study among 116 Afri Exhibit 22 - 15 SB RACLAJ American can years The ment reflects change things teaching children teaches dislike is of the defensive whereas in strategy Eu Whites Race na e.g issues racism thing is fectively with The nities racism and racial racial These identity as whether why some research cialization and There children are are of parents about also ef commu not found to predicted content message not The study as is impor helps explain between race so relationship positive American the African about racism positive racial the needed most identity 1985 In in strategy sum as chil group iden the absence understand as well in their from the delete substantial to how Moreove all of constructive the need lack of effective at if protection agendas underscores including the Semaj socialization about community and race instill to children health families strategies or hamper the development racial American of various their mental positive ineffectiveness African give that influences and in educated ill-equipped do not dren They fmd not views many be that emphasize ac outcomes child should some parents does were is deal to and they only moderately race-socializes race- self-esteem strategies and race naivete approaches findings and to exposed positive race identity toward African American of self-esteem parent that achievements responsibility awareness predictors significant is of Black racial those for to exposed in higher found was conclusion logical recognition Americans African significantly the reverse strategy through cate like act to power usefulness of imitating to race the active Race-defensiveness group the best it is modem that were strategies quired tity but think an empower and the abil e.g barriers 16 to empowerment Racial identity reflects racial groups e.g revealed findings self-concept rious their from 14 age past The tant racial that minimizes strategy racial awareness of proud other for empowerment be be to racial stresses despite life Racial American behavior ropean ivete in in racial and race naivete approach that school were investigated defensiveness obstacles at them female ranging of strategies race proactive overcome to 54.3% youth socialization awareness racial ity MESSAGES or number the the need of effects to edu approach CondSon An can examination society of is like racial identity studying Exhibit 22 - 16 development plant out of context growth without i.e Ameri considering carbon Racial dioxide Clearly childrens which knowledge searchers conclude phenomenon racial stereotypes values rocentric to racial the 1988 Mien and Blacks Contact The than socializa implications its racial proactive children to American MA Cambridge media and social in ethnic that Blackwell Basil reality effects 131 Research relations so face 13 rule the Communications hypothesis and of Eu exposure the Whiny 1994 notes howeve prejudice 1986 of African rather exception Children orientations 1969 Anilr the unchallenged Thus issues and prepares childrens Therefore context social Some re knowledge Instead reflect 1999 Europeanized discrimination racial to appear Spence their sociobiological as structures cognition are important Hatchett tem in buffers is strategy Aboud race Americans of social to or stereotypes agenda challenges such concerning of race cognitive to group status minority awareness developing related development identity cialization their tied intimately is identity by although to not is epithets of African tion for that related is racial influenced is 89 Development Identity Self and sys 97-113 ii PsychologicalBulletin 319-342 1972 Amsterdam Mirror Anderson 1983 TV Williams children reactions self-image before two Developmental age 5297-305 Psycholo about say shows the they and Black child the What Black 92 watch Journal of Black Psychology 27-42 Asher 1986 Bandura Social 1976 Banks nomenon Barnes E.J ogy Social Englewuod theory Black 1969 Allen Journal of cesses White pp Bertenthal The self-esteem Black Fisher 1978 1998 Psychology The in and Blacks of comparison pro social action cognitive paradigm in search phe of 1179-1186 as the source In Harper Development of positive Jones Ed self-concept for Black psychol Row of self recognition in the infant 1444-50 relationships awareness 836 perspective New York social Hall community 106-130 and preference 157-165 Prentice Bulletin theoretical Developmental Bianchi NJ preference Psychological 1980 25 foundation of thought Cliffs children Racial Issues racism among individual racial identity self-esteem attitudes collective and optimism among Exhibit 22 - 17 90 RACIAL MESSAGES males Afro-Brazilian ence Howard ademic 1985 study Journal of the work In ED 1985 Black young children pp 1986 33-51 Racial attitude Ruiz review 1980 The Social spective 1979 Burns The 1989 drens Measurement Psychology of among and longitudinal and preferences from an interactionist per 18-29 measurement In work and development 1947 color among developmental Child Development Racial identification Hall Wilson Russell skin of ability appraisal peers Clark tics educa Sage development identification 43 Theory versus Mastery observations Clark dren CA Hills 712-721 requirements Quarterly self-concept frame Social be New York Longman havior Butle self Ethnic children attitudes 573 134-141 860-890 81 Bulletin Psychological Burke P.J of parental 1974 Padilla Black ac families Aconceptual Beverly function as 24 Psychology socialization study Child Development cross-sectional Brand Child of and motivation in three-generational Eds Newcombe Branch The Sci Section socialization youth Blackchild envirotunents parental Black McAdoo H.P McAdoo and tional Race-related of Academy American Toms Boykin International 588-B 4437 achievement Bowman Abstracts Dissertation and Engineering Eds of The study of chil 1350-1361 preschool Negro color complex New York Americans African 60 chil The poli Harcourt Brace ovanovich 1997 Coard tity and national Psychology The lege Cook and 352-3 1967 The Black iden Inter 1523 583-B in childrens racial Abstracts peer cultures Social 160-177 the education of the children young Col Teachers 61 self looking-glass 123 Journal of Family Psychology Coopersmith coloi Dissertation Engineering reproduction 1998 Douglas analysis for skin Americans and Science 552 Racism 903 Record preferences African Interpretive Quarterly 1989 Comer among Section 1992 Coarse and of Perceptions self-esteem antecedents in family context social 299-309 San Francisco of self-esteem Free man 1985 Cross sonal identity Allen children Cross Black and Eds identity reference group Beginnings The pp 155-171 Hillsdale 1991 Shades of Blacks adelphia Temple University Exhibit 22 - 18 the Rediscovering orientation social NJ on Spence affective Lawrence Diversity Press and distinction In Afri between per Brookins development of Black Erlbaum can Amen can identity Phil Racial Damon 1982 Hart Damon 1988 Hart New York Cambridge 1989 Devine 2000 Dixon the and psychological Social color The Section racial and Science 60-68 attitude identity women American in African well-being in stereotyping 61 Perspectives socialization com controlled 5-18 racial to studying Research skin and 56 Psychology approach American International stracts and automatic Their prejudice Intrafamilial and adolescence Press cognitive African 1999 Drape and 841-864 on childhood Self-understanding Personality social media mass 52 Development in from of self-understanding development Child University Stereotypes Journal of ponents The adolescence through fancy 91 Development Identity Ab Dissertation 601-B Engineering 0363 Mass media 1968 Gerson Social ences 1980 Gordon Press sity The and vision of Black Americans self-concept The impact of on television of minoritychildren.In opment behavior socialization differ Negro-White 40-50 MD Univer Lanham America of 1982 Graves 45 Forces the socialization of the and the cognitive child minority devel affective Eds Kernan Mitchell Berry Tele New York Aca pp.37-67 demic Press Atkin Greenberg research the socialization 1982 In agenda the of Eds Mitchell-Kernan pp child minority from aboutminorities Learning Berry television New York 215-243 and Thlevision Academic Press 1992 Greene American culture Racial children socialization L.A In pp Hamilton S.J Stroessne nition and Social cognition Impact Academic the study approach discrimination and 1983 Hetberington personality 1988 Yawkey to with African with Working children minority 1994 Denise Devine psychology social Eds ad and Jossey-Bass In pp Stereotypes and 1986 Trolie of the cognitive Harte ethnic Driscoll of stereotyping on psychotherapy Social San Diego 291-321 cog Eds 1-larnilton CA Press HamiltonD Harte with San Francisco 63-81 in Koss-Chioino intervention Psychotherapeutic olescents tool as Vargas Eds social of development Development Johnson middle childhood perspectives Handbook pp processes Eds Academic 275-3 Integrative 45-78 Hillsdale In Vol psychology in the 85 New construction processes NJ An overview Eds Prejudice Press the self-system on child pp stereotyping Gaertner FL racism Orlando Development and Dovidio Inj and Lawrence Mussen Socialization York John of the Wiley self In socialization Early Erlbaum Exhibit 22 - 19 92 RACIAL MESSAGES Murray 1994 The bell curve New York Free Press Herrnstein ture in America 1997 SBA Hilliard The reawakening of and mind can theAfri class struc Gainesville Intelligence FL Makare and group oppression HydeJ MA Lexington bases Cultural racism of Rider Press Health ronment and Ed Black 1980 Thousand families pp children 1998 Journal of television Eds Abeles Withey Television 161-189 544 Issues on NJ and MeAdoo In Sage behavior social Lawrence Beyond violence Erlbaum new American the In decision-making personal and Hillsdale knowledge Psychological Social CA Oaks of influence envi socialization Family Black Americans in development identity The 1997 Gurin McCullough Jackson and Two Vol tions Jones CA Berkeley 1995 How young children perceive race Race and Ethnic Rela 12 Thousand Oaks CA Sage 1983 Half the human experience The psychology of women 4th ed. Holmes Janis 1975 Trost Struckmarm 1-lodge dilemma of race 641-662 Oversey 1951 The mark of oppression New York Norton 1975 Toward the elimination of racism Elmsford NY Pergamon Black chil 1984 Developing positive self-images and discipline Kardiner Katz Kunjufu in dren African American Brooks-Gunn 1979 Chicago Lewis Images Social and cognition the of acquisition self New York Plenum 1983 Marcia Some directions adolescence Journal of Kunda early 1986 Markus Journal of 1995 Marshall tions for and Personality Ethnic parenting 1985 overtime Racial McAdoo 1997 McAdoo In The their children 244 of the malleability 514 in ego development 215-223 self-concept 85 8-866 American children Implica achievement and academic Journal 377-396 attitudes and Ed Black of self-concept young families Thousand American fathers Ed McAdoo 33 of African development roles of African In and Psychology socialization identity of investigation Adolescence Stability Social of Youth and Adolescence McAdoo for the E.arly Black families Black Oaks children CA Sage in the socialization Thousand of CA Oaks Sage McGuireWj McGuire in the spontaneous social environment Child self concept as Journal of 511-529 Exhibit 22 - 20 1978 Fujioka function Personality of ones and ethnic Social Salence of ethnicity distinctions Psychology in the 365 Racial Mule 1982 In the New York Praeger Murray of sity at Jones Ed VA Cobb 1999 The American African 2001 MandaraJ as predictors identity Murray of Strokes can American conditioned Berkeley model failure Univer revisited and parenting youth children 1988 An assessment self-esteem 1999 Five In pp parenting kinds of of racial Unpublished Peacock review children and youth Neisse academic adolescent adolescents In Hampton Henry Murray dren Black of Black Berkeley JacksonJ L.Jones Models Ed is stereotyping issues Contemporary 1989 In California Murray ft beholder Fairchild underachievement nic the of eye 93 Development Identity 209-229 self Racial Ed Jones knowledge socialization of Afri American African VA Hampton and eth socialization manuscript Cobb chil Henry Psychology Philosophical 3S-S9 1973 Nobles review Journal 1994 Olive shows lice 382 291 Issues Portrayals content and research Psychological Social of crime the Black and race in aggression Journal of Broad analysis critical self-concept 11-3 casting po reality-based and Media Electronic 179-192 ParhamT P.11993 Williams factors ground to racial identity The of relationship attitudes back and demographic 191 Journal of Black Psychology 7-24 McCabe Peterson decontextualized 1989 PhinneyJ lescents 1994 narrativeskill Stages of social ethnic 1991 Ethnic CA PorteJ B. The childs Washington studies PorteJ B. and 23 937-948 group ado 13 reviewand integration His 208 193 Childrens ethnic Newbury socialization conception of the world London Routledge Paul Kegan tity in minority Sage 1952 Piaget of 1987 Rotheram Phinney of developing 306 34-49 self-esteem identityand panic Journal of Behavioral Science account Psychology development identity Journal of Early Adolescence PhinneyJ Park interactionist Developmental of Black 1979 B. self-concept 1989 Washington self-esteem 1979-198 Black Annual identity Review of Developments Revue Internationale and self-esteem in research de review 53-74 Sociology on Black Psychologie iden Sociale 339-353 Powell minority 1982 group The impact children In of television Berry on the self-concept development Mitchell-Kernan Eds of Tele Exhibit 22 - 21 94 RACIAL MESSAGES and vision ademic of the the socialization 105-131 New YorkAc pp child minority Press 1986 Quattrone On Eds Austin the of perception Psychology of InS Worchel variability groups pp relations intergroup 25-48 Chicago Nelson-Hall 1987 Ramsey CA Sage 1981 Self-esteem Ncwbury children Abstracts ethic ethnic ethnic difference In pp socialization 56-72 The to gifted child challenge Michigan of third Dissertation 2604 Young American in African identity University 426B International health and dissertation Doctoral 1978 Rosser about thinking Childrens Park Rasheed grade Eds Rotheram Phinney and children Young Black the and Black In Ed Gary pp community 95-113 Mental Philadelphia Dorrance 1990 Rotheram-Borus and adjustment Adolescents of Journal choices reference-group and Personality Social self-esteem 595 Psychology 1075-1081 1987 Ruble In The New York Wilson Hall Russell color among 1998 Sanders racism and Spencer Afrikananity pp development Smith tion Issues 59-72 Hampton VA Cobb 1982 Spencer synthesis Genetic gies An self-concept 25 In achievement Assessing social to response 83-93 self-identity The and In affective Erlbaum ethnic parental Ed Johnson as 661 external Lawrence of skin Racial socializa socialization cultural 34 Review Black values 183 and An children alternative 59-84 child parental rearing strate 351-370 childrens interpretation Black identityof Monographs race awareness racial Journal of Child Psychology attitudes and and Psychiatry 433-441 1985 Spencer Black childrens Eds pp NJ and group Childrens 1984 Spencer and politics Brace Jovanovich Education Beginnings in press Psychology Developmental process psychology Henry Personal 1983 Spencer Eds implementation complex The Harcourt Academic Hillsdale Jacobs and color cognition Allen Fogle The New York Journal of Negro Brookin developmental Wiley obstacles Overcoming in topics 1992 discrimination 1985 Semaj John Americans African self-socialization self-knowledge Contemporary 243-270 pp of acquisition Ed Eisenberg Cultural personal Beginnings 215-230 The Hillsdale Exhibit 22 - 22 cognition growth social NJ and and In social cognition Spencer affective Lawrence as identity Brookins development Erlbaum of Black factors in Allen children Racial 1988 Spence New development Self-concept 95 Devdop.nent Identity Directions Devel for Child opment 42 S9-72 1999 Spence of an plication cultural and ethnic school ecological The adjustment ap Educational perspective 43-57 1990 Markstrom-Adams Spence on influences cultural identity-focused 341 Psychologist and Social children minority Identity America in racial among processes 612 Review Developmental 290-310 1994 Stevenson American 204 Psychology tion to racial and socialization and Theoretical socialization self and Televisions 1979 Tan 29 Communication TangneyJ socialization Education and social Television 1988 Bulletin and differences chology 1987 141 1997 Mainstream African 603 Henry American 314-327 Cambridge Uni Eds CA Oaks Childrens of racial cultural Family life Journal of frequency and Personality CT Social In Psy Greenwood socialization In it messages in and among Black parents Taylo pp Black America Taylo environmental Jackson 16-248 Thousand 1962 Thought and 1992 Supporting biracial of children 1994 At The 152 speech of racial MIT Cambridge children socialization by in the school Press setting Education and 163-172 Ethnicsocialization significance 1990 Allen correlates 61 401409 Black parents Child Development males Blacks television-viewing correlates blues Westport Strategies Chatters Sociodemographic WhittyJ of Sage Thornton Treatment self-esteem 145-158 minority and Chatters and use demographic Assimilation Thornton fi of African Cobb New York categories Ed Jones identity 129-135 Feshbach dividual Wardle In HamptonVA Henry racial measuring Journal of Negro adolescents role African Press Tan Vygotsky further identity Ed VM Cobb Hampton 217-255 racial Jones in socializa 49-70 measuring In in the 1981 Human groups versity Tatum self of racial 211 in further considerations the Extending 1991 children Tajfel for African Journal of Black perceptions 217-255 Theoretical developmentpp identity Stroman Socialization Psycholo considerations the Extending 1999 American of Racial multidimensionality Journal of Black Americanidentitydevelopnentpp Stevenson Scale of adolescent Relationship identity H.C 1998 Stevenson the toward Steps 445-468 1995 Stevenson of Validation adolescents of ethnic The case identity and socialization for African Exhibit 22 - 23 96 RACIAL MESSAGES American ducted youth at the from Findings Fifth Biennial adolescence pre-to-Iate Meeting of the Society of symposium Research con on Adolescence California Wilde 1986 intergroup chology Social bias In University Berkowitz Vol 19 pp 293-255 Morland Williams categorization of North 1976 Carolina Exhibit 22 - 24 Advances New York Race Press color and for creation Implications Ed on experimental Academic and the reduction of social psy Press young child Chapel Hill Patricia Dixon GEORGIA Page B1 UNIVERSI vi COLLEGE OFARTS of SCIENCESI SEARCH This QUICK HOME ABOUT PEOPLE LINKS GSU.adu All Select destination DIXON Dixon Patricia PEOPLE PATRICIA FACULTY Site Faculty Curriculum Staff GRADUATE Vitae PROGRAM Ph.D UNDERGRAO COMMUNITY PROGRAM OUTREACH African MBA Howard B.S ANNOUNCEMENTS Ourselves Temple Selected Want Publications Our Sisters Classic Press for Black Marriage Among reveal research Sludies Volume An Research Want for Porthcoming What Americans does the American of African 13 Number 2007 Afncan American Pamilies African Journal We What HOME 2009 University University and 2009 We Studies University Howard Recent CONTACT American Relationships Introduction Routledge Marriages New and York Interests African-American male/female African-American family Real Estate and Community relationships Development 404-413-5139 patdixon@comcast.net Naiiing iddreeo PG Box 4119 Atianta 09 GA Q311 ecjio 4109 ..tnlo PhOnP in_ni 1G4 view i3 iegai rio 104 113-5140 send feedback otatement flINFS EXHIBI http//www2 gsu edulwwwaad/5 645 html Exhibit 22 - 25 1/20/20 DIXON MBA PATRICIA State Georgia Ph.D University Department of African American Studies P.O 4109 Atlanta GA Campus Off 404-513-4139 770-322-6445 Campus Email 30302-4109 patdixonlcomcast.net EDUCATION Ph.D African-American Temple University MBA Bachelor DC Washington of Science Howard University 1995 PA Beta Gama Sigma Honor Society August 1986 Howard University May Studies Philadelphia 1984 Washington DC PROFESSIONAL EXPERIENCE Instruction 9/94-present Associate Professor GA Atlanta Female Issues in African Activism and Developed the Research Department American Woman American Methods and Male- American African to African Community U.S in the Studies African Introduction Family American Women American courses following American African the African American University teach African Relationships Studies State Georgia Seminar and Practicum in African American Studies 9/93-9/94 Visiting Professor Boston MA Courses include and Developed Screen Stage Black and Rights Movement of Massachusetts University taught Intellectual and Black Boston Black courses Thought Introduction Television at several of Black History Black to Studies African in Studies Blacks Education Black Studies Department Americans Religion the on Civil History Research 1/91-8/93 Research Assistant on Alcoholism treatment and assessment research 7/87-8/90 resided and Wash DC homeless shelter project to fimded by the National the investigate primarily Institute of several efficacy for the grant HTJD and for daily funded Also assisted Association operations by administered drug using various instruments National of African American crack-addicted in the design of the ethnographic of the study Responsible development Development homeless in component Manager and NLAA psychometric Grant dollar Abuse Interviewed programs who males multi-million Alcohol the by of Real of Estate nationwide Department the Exhibit 22 - 26 Minority of NAREB Brokers economic Housing and research Urban Business Development Dixon MBDA Agency and research collected agencies and various in Fannie Mae to and budget and local of development increase real estate performance governmental to and general Also management strategies their participation private inspector and state federal the Writing proposals administrators administration used be homes and purchasing HTJD contract from data to with grant interfacing officials housing included Key assignments reports housing minorities assist with public such firms in as enterprises GRANTS Internal GSU GSU African American Development Faculty in Initiatives Strategic 1995 1996 1997 1998 $14992 Grants African American 1998 $2482 Studies External NID-Housing Counseling Agency/NAARI Education 2005-2006 Counseling and Housing $11700 Community Service House Recourse Learning Initiative Center Neighborhood Inc Partnership Development Internship What does research reveal 2000 $6000 Summer/fall PUBLICATIONS Journal Referred Articles 2008 Dixon the Recapturing Reprinted Dixon Jones Recapturing 27 Umoja A.O Empowerment Mission from Western the the Journal of earning in Forthcoming Dixon Jones African Americans Among Marriage African American Studies of Black Journal Umoja Empowerment A.O 2004 Studies 2004 Mission Return the to of African American Source The Role The Black Studies of Service-L Scholar 25-36 35 205-2 14 27 Return Source The Studies the to Western of African American Role of Service-Learning Journal of Black in Studies 205-214 Dixon Dixon Divine Marriage 1998 Dixon American Male American Men Azibo 1998 International Factors Employment Some Perceptions Relationships Depression 1999 of Women Journal Familial Factors Crack-Cocaine in Journal in of Africana Conflict of Black in Studies African 284 Early Life Experiences Users The Father 1998 The Link Challenge American 16 Heterosexual 49 1-505 Among Journal 95-1 Studies Population for Research of African on African 63-79 Dixon Azibo Nosology Journal of Black Relationship Psychology 24 Exhibit 22 - 27 between Depression 211-225 and Materialistic Dixon Dixon Destructive 1998 Azibo African African American Disorder.- Users Journal and Behavior Misorientation Consciousness Self Male Crack-Cocaine of Black Self- 24 Psychology 226-247 1997 Dixon Death Male Crack-Cocaine American 1996 Dixon Standard in of Sign jflcant Others and Unresolved Users In Search African American Man Black of the Heterosexual Grief among Men of African American Journal Blond Physical of African and Beauty the Caucasian 33-40 15 Griot Relationships Population 233-47 Books 2009 We Dixon Practice 2007 Dixon Want for Our Sisters What by Consent We Forthcoming American Polyzvny Relationships African Want Black Ourselves for Classic and Families Marriages Women American African Who Press An Introduction Routledge New York Dixon 2002 Osiris GA and couples Decatur Singles Work in Dixon Gray Healthy Marriage Dixon Gender Role with Care Communication Guide Evaluation Research Expectations Among Research Servant and Leadership Development American Students Among on Love Southeastern in African American University Students Southeastern in in Progress What African Americans Dixon Education of the Marriaze project Ideas and Perspectives Dixon University Listening Progress MESLD University and TLTalking Oji Publications in look for in Mates from Students Perspectives in Southeastern Progress CONFERENCE PRESENTATIONS Incorporating Relationships New Orleans LA and Marriage into Invited Presenter TLC-Talking Listening Invited Presenter Empowering Embracing Human Invited Service Conference Atlanta Plenary Black Studies Classes National Council for Black Studies 3/2005 Speaker Conference Department With GA TLC-Talking of Children and Care Smart Marriages Conference Dallas Healthy Spirit of Man and Woman Interfaith TX Health 10/2004 Listening With Family Services Care Supporting Conference Exhibit 22 - 28 Healthy Washington Marriage D.C 7/2004 5/2004 for Dixon Male Female Incorporating African American Studies Atlanta We Want Invited African Speaker TX Ausar Critical Issues NC Sisters Marriage National Council for Black Conference Temple Sisters Defining Initiative Forum of Family Department Society National Women Care Smart Marriages With Listening Care National With Auset Children Council Council for Black Studies for Black Plenary Session National Studies Atlanta GA San Diego Studies NV Conference Reno CA for Black Council 7/2003 3/2003 3/2002 Studies Charlotte 3/200 We Want For Our Invited Presentation We What Sisters National Community Council Crack-Cocaine Men Sharing CA Users in Marriage the African Hebrew Israelite Atlanta 3/2000 Studies 10/98 and Behavior Misorientation Association Perspectives Divine Only The Trappings of Eurocentrism 10th Annual Cheikh Anta Diop Monogamy African Self Consciousness Want for Ourselves Black of Conference Temple University of Black Self-Destructive Psychologist Women from African American Disorder African American Male 8/98 National Council of Black Studies Los Angeles 3/98 Factors Employment AfroAmerican Performing University Crack in Studies Alexander Indianapolis and Womens Mary Among Voice/s McLeod The Conceptualizing Bethune African American of Treatment Success For Homeless Annual Meeting Examination Community Views from Women Southern Conference on In Their Rhetoric Own Right of Maty Church Conference Terrell Georgia Sadie State Males National Council of African American Men 10/95 Notions Association Some Relationships 2/96 11/95 and Oppression Defining Heterosexual African-American Moss Tanner An Studies 2/2004 American Healthy Africana in Black 1/2004 Listening in Marriage University TLCTalking and Presenter TLCTalking We Want for Ourselves PA Philadelphia Forum Dallas into Relationships 3/2004 for Our Sisters What University Invited GA of Poly-drug Users American Psychological 8/93 Monogamy and Polygamy African Female-Male and Relationships the Implications Critical Dialogue SERVICE Exhibit 22 - 29 of Mansharing in the Temple University African American 5/93 Dixon University Tenure Exeuctive Director National Dating in the Panelist Diversity School Panelist Graduate Panelist Whats Love Panelist NAACP Got Member and Dissertation Member Specialty Initiated With on SeriesSister Service Day Eta Mu Studies Department 1997 1998 1999 Spring Soul Department Week Spring Fall 1998 1997 1997 Winter Department African Learning Organized and Facilitated and 1999-2002 Mind Body Chapter February 2002 Committee Sociology Department Summer Fall 1997 Panther Conference Organized Summer Studies Committee African American Spring Center 2002 11/2000 Brother African American Search Committee African American Department to Force Emory University March Theological Learning Initiative Relationships Service April 2002 Task Herstory It International Imaging Examination Chair Black Studies Black 2002 October Georgia State University Georgia State University Committee Psychology Member Committee Initiated Do 2002 November Millennium Daughters Student Appreciation Chair Chair Evaluation Panel to Reflective member Love Member and Coordination Development New Studies 2005 Studies2002-2004 Black for Workshop Panelist Raising Our Sons Presenter Council Georgia State University Panelist Daughters Panel of African American Committee Department American Studies Department 1997 Studies Department Spring African American African American Studies 1996 1997 Department Fall 1996 Male/Female Relationships forum African American 1996 Community Facilitated Service Learning forum African American Studies Department Spring 1996 Socio-Environmental Presentation An Ethnographic Historical Presentation Mansharing University Performance as Analysis of an Alternative February Factors Black in the in History Addiction in among Month Georgia Monogamy and African-American State the Implications Community 1995 Exhibit 22 - 30 Population University of African America February of Polygamous Black History Males 1996 Arrangements Month or Georgia State Dixon Invited The Black Presentation College and Organized mans Women Black to Responsibility Kappa Alpha Psi Week Boston 1993 October Behind Conference Facilitated Veils the Eurocentric of Massachusetts University Spring 1993 Professional Technical Assistant Consultant Evaluation Consultant Consultant MDRC Board ofDirectors Supporting National Council Board Encyclopedia Editorial Reviewer Member Press Reviewer The Womanist Reviewer Staples Program Editorial Studies Survival sub-committee Center The Lewin Group Appold United Methodist Demonstration Church 2008-present 2007-present project 2004 Joumal 2002 2002 of the American Nation Turbulent Molefi Voyage Asante 2002 1998 Spring 1996-97 The Black Family Participants Resource 2002-present Studies Board Advisory Fall/Winter Studies Americans of Black The Research Marriage of Black African RACISM ERASING Collegiate Healthy Marriage Project Northwood Healthy Marriage Board ImhotepAn Advisoy Nationai Healthy 1995 5th edition Southern Conference on Afro-American Studies Inc Community Interviewed Invited and Cited Upscale Presenter Magazines Fall 2008 Administration for Children and Summer Interviewed on Interviewed and Cited in Black Interviewed and Cited in Featured Whos Who in and Cited Ebony Magazine Summer 2008 Body and Soul Spring 2007 in Interviewed Featured Guest 20/20 Families in 2008 Enterprise Black Winter 2008 Atlanta January 2006 Signs of the Times ATT November 2005 Community 60th Anniversary Edition Television Male-Female Exhibit 22 - 31 Relationships 3/5/04 Dixon Invited African American Presenter Relationships Marriages of Children Families Department arid Family 10/2003 Services Workshop African American Healthy Marriage Forum Initiative TLCTalking and With Listening Care 11/2003 Featured Interview AM WOLB Guest For Ourselves 1010 radio Baltimore station MD We Want for FM 89.3 radio station GA Atlanta ATT Panelist Signs of the Times Invited Panelist The Invited Panelist Signs of the Times ATT Community Television Male-Female Invited Panelist Signs of the Times ATT Community Television ATT Community Television Male-Female Signs of the Times Guest What Panelist Invited Panelist Invited Panelist Race Guest New Direction Want in Gender African American PA Male/female in What We Want at Downtown History and Atlanta Culture Ridge Women Relationships and Health 3/5/01 3/19/01 Relationship 1/8/01 11/2000 Relationships African Hebrew Israelites 10/2000 1997 Symposium WRFG FM 10/14/01 3/2/01 on Male-Female Relationships Society Matters Your Partner Pleasing AlL forum Relationships African Culture Center in Philadelphia in the Ethnicity African American Paper Presentation Presentation the Sister Television Family Community Forum Atlanta Relationships Invited Featured Sisters Diversity Dating Invited Featured Our 9/2003 89.3 radio station Senior Services Avenue Shelter Atlanta Atlanta and GA GA 4/95 1/95 Diagnostic Rehabilitation 9/91-8/93 COMPUTER SKILLS SPSS Quickbooks Microsoft access word and publisher powerpoint Dreamweaver Word perfect Crisscross Caylx Pointe COMMUNITY National PROFESSIONAL AFFILIATIONS African American Georgia Residential NID Housing Sisterlove Counseling HP//AIDS National Alliance National Council Relationships Mortgage for for AgencyAffIliate prevention Studies Founding Reform President 2002-present 2004-present Branch Manager Board of Directors Radical Prison Black Institute Inc President 2005-2008 2003-2005 Board of Directors Executive Director 2003-2004 2002-2004 Exhibit 22 - 32 Board of Directors 2002-present Haines Dixon the Saving Aid to Mothers Southern Council and Member Sankofa Health and Society Human Certjflcate Studies Member Services Department of Health and Georgia State University National Association Conference Howard University Beta Human Diversity of Real 1996-1998 Member 19941996 1994-1996 of Appreciation African Hebrew Israelites of Jerusalem U.S Inc WARDS APPRICIATIONS/HONORS/A Interfaith Board of Directors on Afro-American Relations 2002 1999 Children in Prison Conference of Family Board of Directors Foundation Family Womanist Consortium Estate Cer4flcate Services of Education Brokers CertifIcate ofAppreciation 2004 2004 of Appreciation Letter of Appreciation Programs Dedication 2004 Certjficate 2003 of Appreciation and Distinguished Gamma Sigma Award Exhibit 22 - 33 Services 2002 Award Case 108-cv-01425-ODE JJJ -FJ L.JJy Document 235-2 Filed 09/30/10 of 19 Page ragc ligut on the Use of Copyrighted Works Education and Research in Policy system devoted As to providing and basic the highest quality undergraduate research scholarly and and graduate creative education to students and endeavors pursuing leading-edge intellectual the rights of System of Georgia is committed to respecting with copyright that the holders and complying law The University System of Georgia recognizes of copynght holders are balanced under federal copyright law rights on those rights by limitations fair the right to make use of copyrighted materials and the right to perform or display works in the copyright exclusive including resources to course of face-to-face The in faith University full of and informs of activities educates students as set forth faculty 17 in and about staff U.S copyright the exercise appropriate activities for and the law including of the four the application 106 107 and other copyright exceptions develops and makes available tools and resources status and ownership and determining whether use Specifically the fair limited exclusive use factors in rights 17 U.S.C law therefore on licensing regarding contact Board an infringement of of U$.Q Washington of Regents copyright of the Qisclaime Street currently licensed by faculty of work the University and in staff to assist specific System in situation determining would copyright be fair Georgia and provides who can counsel faculty of use information by the University System and System and member institutions the University at application under copyright materials third-party individuals identifies 2009 not use of materials facilitates 270 bringing University Georgia holders copyright the inquiry of Georgia facilitates with law and where compliance copyright use rights by faculty and staff in teaching research and service fair of System the citizenry teaching System University good applied in and staff law University System of Georgia Privacy Atlanta GA 30334 U.S Content Source USG Copyright PLAIN11FFS EXHIBIT Plo http//www.usg.edulcopyright/ Appendix Exhibit 22 - 34 Page 6/12/2009 Case 108-cv-01425-ODE upyngntroucy Document u3u uopyngntueneraiiy Filed 09/30/10 of 19 Page vs LAgC L.opyrlght Syslnrn of Ceoruia Copynaht University PTflfl 235-2 Policy Copyright Generally Most copyright ownership copyrights The negotiating answers of Copyright provides the public and many the creators and distribute and interest the exceptions works will in words the of authorship works The law their Time to work work are based intellectual and copyright it hear it diverse to few fundamental with rights set of rights Right to their with owners Science of the Progress the exclusive the inctuding of copyright interests to promote Inventors exclusive limited the private and respective to publicly and publicly are rights to integral listed in balance the Sections of exclusive copyright to 107 through and rights holders range of materials of exclusive of chapter producirve socially is rights the right the U.S to Act copyright beneficial make new and fair use of fair works original all creative and are protectable under copyright law Books published If are it is by copyright law One important are not subject by the U.S Government protectable or created exception to art photographs journals websites and many other materials are within programs are motion pictures dance choreography and architecture computer law Also protectable or watch it chances Works 122 works recordings Government of copyright managing our to \Neb materials servers posting alWays begin with balances Copyright law applies to nearly wide issues respect on the original of music sound and libraries almost of the constitution Authors and the exclusive works One of the exceptions to work Copyright law applies copyrighted uses arise with questions digital questions around Georgia revolve the public to the exclusive Limitations These to copies the developing copyright original owners works derivative perform Related work reproduce display of limited law gives copyright distribute other intended is Arts by securing for and Discoveries Writings prepare existing of System works agreements perform useful Copyright the university at use of law copyright copy to arise fair or publication these to principles right that questions new works in the reach you can is of it read the U.S see works of copyright Works are protected automatically without copyright notice or registration These in any many different tangible works medium of under are protected expression In other copyright if words once they are original you create an woks original of authorship work and that are fixed on paper in The law protection fix it the work now receives clay or on the drive of your computer instant and automatic copyright notice of copyright today does not require placing on the work or registering the work with the U.$ Copyright as did in the past The law provides Office some important benefits you do use the notice or register the it work but you are the copyright if owner even http//www.usg.edulcopyrighlisite/copyrigh without these formalities t_generally/ Exhibit 22 - 35 Appendix Pane 6/12/2009 Case 108-cv-01425-ODE Lopyngnt roncy copyright Document USO Jenerally 09/30/10 Filed 235-2 of 19 Page o12 Page Copyright Copyright protection lasts for many decades The the of basic term of works made 120 years works hire receive works created below explained from creation often for protection for work The of the today for is the copyright rules for owner of works of the life created author the lesser for lasts of 1978 before plus seventy either years In the case from publication or different and foreign 95 years are altogether treatment distinctive Copyright ownership As general employment are rule the author is the initial the copyright the copyright owner If you created you are the work may be work made for hire photograph an employee and empler Ownership university System of Georgia create is to your job of copyrights and is in that code software other forms institutions the of governed event work you wrote the book employer in property the University If employee the the copyright intellectual by the in work as an that acting code System of probably by faculty or took the the copyright is created within owner belongs staff the scope to of If your you your or students Georgia Intellectual at Propety Policy For Further Information Full text p3 the Database U.S Copyright of International summary of copyright Research by Kenneth 2009 Board Contact 270 of USO Washington Law for academic work can be found in cQPyrigttt Ljw and Qrdppte crews Regen Disclaimer Street Act Copyright fundamentals of the UniversIty Systern ofgqgj lrjvay Atfanta GA 30334 U.S.A content Source USG Copyright http//www.usg.edu/copyrightisite/copyrightgenera1Jy/ Exhibit 22 - 36 Appendix Pane 6/12/2009 Case 108-cv-01425-ODE roncy tupyrignt Use tie Sstrn whether the of amount the effect is fair Policy forth use depends the U.S such use of whether including making upon 107 Section in holders the copyright use fair permission reasoned and commercial of of balanced Act Those Copyright is The determination factors are or nature is for work used of the portion the potential use upon market ln relation to value for or work the copyrighted whole and as work of the copyrighted should Moreover each to o1 Georgia Copyriqht without within is of the substantiality the factors is use or not the of the factors receive member is and fair the benefits of the within institutions therefore to subject is Simple rules and important users arise at to apply whether factors tot2 Page Copyright be evaluated in each case and no one factor will determine the outcome While fair use an educational teaching research and other such activities purpose alone does not make rhe purpose and character of the use is only one of four factors that users must analyze in order to to conclude four of 19 Page purposes the copyrighted and of four factors intended use character educational the nature the work use factors set fair and purpose nonprofit work copyrighted copyrighted of the four application All use of fair use of 09/30/10 Filed 235-2 Use Exception Fair One may make USU Exception er-iPy The Document lawful interpretation work as courts to apply the law Working the University of System the through and may be compelling but by understanding laws application to the many new needs and technologies solutions the applying that continue Georgia Understanding the Four Factors The following brief is balancing nonexciusive so other factors The law explicitly in university are favors transformative more the context of that multiple This educational education not are work copies or and for examines to different of of use Keep in mind that the four Additionally fair factors use requires are work to are mixed also use over commercial uses likely receive favorable transformative to give iransformed may whether use that are truly confined Courts also favor has been defined as favorable product treatment to uses use new expression meaning or message something new or of new utility such as multimedia into Activities treatment it into be given is fair the that that use Fair quotations teaching The use of works The statute also notes for in permitted Work characteristics types is analysis classroom determining mere reproductions in such way as pieces critical in uses are work the copyrighted criticism use statute fair conclusion Use of the Copyrighted factor differently of the original paper into incorporated Nature when likely from the reaching considered nonprofit that or the factors before may be of nonprofit support adds to or changes is four factors all and Character Purpose of the four explanation weighing and works of the work being used For example courts simply courts have tended concluded that the unpublished Quite have to apply nature fair of use work weighing against fair use Courts more readily favor the fair use of nonfiction as opposed to fiction and other highly creative works including novels short stories poetry and modem art images Only those portions of is the fact work which are relevant uses of consumable http//www.usg to materials be used lnstructors should review purpose favoring fair use should carefully such as test forms and workbook pages that are meant to be used and edulcopyrightlsite/the al ruseexceptionl Exhibit 22 - 37 Appendix 6/12/2009 108-cv-01425-ODE Case u1n4 uyJlt6ALL repurchased as Amount of the Amount measured law is proper Any copying because of the is less an likely both as qualify relative The amount work usually entire might and quantitatively user nearly always wants image to Filed 235-2 09/30/10 of 19 Page fair otz rage uopyngnt use Work Used objective of to taken from weighs the or the measures work and fair use Images amount full of the taflored problematic exist quantity amount serve to serious generate thumbnail are also pictures allowable of in light be narrowly should against Motion exact the entire work the image full of heavily amount be an acceptable No qualitatively the length needed these portion purposes even version short clips the use fair against on the Value of or Market Effect assesses factor the work The the extent to for the which given Work use serves substitute as for the markets or potenbal markets For example of the use factor purpose the purpose of the use is commercial any adverse market effect resulting from that commercial use weighs fair use If the an adverse market effect is less likely against purpose of the use is non-commercial however no adverse market effect but weighing in favor of fair use Occasional quotations or photocopies may have fbr the controversies or low-resolution because in to small most extraordinary or creative elements of the work One may also reproduce only of measure that may weigh qualitative any work but still take the heart of the work This concept is may borrow This use must be evaluated Quantity serve usu nut use cxcepuori itic their Document of software reproductions All four factors Revised for Copyright on the market effect and videotapes must be considered use by the University Advisory Office factor at can in closely make of Georp/a University linked to the direct inroads determIning System Columbia is whether based upon on the potential markets use of the fair work is fair use resources for if such works use provided by the httpf/www.ccpyjgitcoiiirnbia.eduIcopyright/qfour factors/ 2009 Board Contact 270 of Regents USS Washington DisclaIrne Street QLthe University Sy$epQfj3eorgia Prkacy Atlanta GA 30334 U.S.A Content Source http //www USG Copyright usg.ectu/copyri ght/site/thejairuse_exception/ Exhibit 22 - 38 Appeflthx PaQe 6/12/2009 Case 108-cv-01425-ODE ttiuuutXtlOfl to tnt Introduction use fair factors in checklist and As you column use the checklist against fair or and weighs make from use The You the checklist should not are notice first is license that contemplated balanced use fair application the four of outlines It various derives from the four use fair factual fair use law the cumulative most the factors of weight with your familiar weighs you are probably project in favor in of use fair best positioned to the checklist regarding of USC Washington or federal nonprofit link 1101 copyright II if license by to law be protected work without has use into falls in for the this fair the also If fair statutory of if duties or permission be available All no copyright to with distributed are an through so you may be able to use analysis performance course use analysis official by copyright even license web their protected materials conducting allows specifically instructors or students your proposed on available not by copyright use The work may legally that employees are no longer you or your institution For example some educational or to If as part of 1923 to prior presumed library directly work of published by copyright protected be considered should questions or display face1o-fec exception but not teaching you need not use analysis be can to fair use use under use under or license other should exceptions attribution found establish here Complete and and TMreasonable retain good copy of checklist this faith attempt at applying for each fair shir use use should of any use arise Regeritsof Diclajrner Street and notice order such whether materials copyright in that is U.S government by be threshold the following be used to use analysis within for first institutions work that distribution copyrighted Bctard allows work created should fair falls at your U.S.C work the 1978 after your use to fair proper copyrighted 270 of and use The checklist fair use analysis fair Works exception conduct of conduct specifically activities Contact are by copyright database separate 2009 whether works and copying and of to published direct students dispute is you present need to conduct electronic copy concern not use the work uses is copyright For example not protected You do include reasoned making your proposed use you are likely to check more than one box in each columns Some checked boxes will favor fair use and others wi weigh determine whether first necessary materials All Use Checklist decision using is ot Page Copyright to it across use Because of 19 Page Georgia Copyright Policy of work interpreting apply boxes ultimate fair against that Before and check even in of 09/30/10 Filed usu Checklist the evaluation to decisions judicial you use given circumstances that are important factors assist to whether determining 235-2 to the Fair tool is use Pair System Uniiersity The Document the University Systqm p1 Georgi4 Privacy VI Atlanta GA 30334 U.S.A Content Source USC Copyright Appendix Page http//www usg.edu/copyright/site/introduction to he fair usc_check Exhibit 22 - 39 1st 6/12/2009 Case 108-cv-01425-ODE Document Use Fair Name______________ Class Project or Work Where consider against facts total use fair in determinative factors fewer of use fair fair use outnumber those against than half the factors Where only the favor of in whether Check counts favoring weighing deciding situation any given timer pages the rights holder from the the Where justified permission e.g be used to Instructions or at Date __________ and Publisher Portions is Checklist ______ of Copyrighted Author use of 19 Page ________ Course and Term Title 09/30/10 Filed 235-2 use fair those facts the Office of the Board of Regents if use Not justified that should Instructors fair apply consult to split the they have of your the facts Affairs Legal facts total No use questions instructors the to all should instructors are evenly use as opposed fair is favor factors will fair seek should weighing be present in item or factor single office on reliance it at is their institution analysis of the four regarding factors For more Policy of information on the Use of regarding Complete and retain reasonable establish on the Weighs Purpose including multiple copies classroom use Research or Criticism sections use for the of University the System Reporting new utility Personal use work changes Weighs Use in activity distribution exceeds necessary Study educational Use For publication purpose to Fair from use Profiting educational necessary intended Weighs Against For public Parody or Use Non-transformative Comment News or of the and Character Entertainment Scholarship Transformative Factor and Research Commercial Educational Teaching is fair http//www.usg.edu/copyrighU Favor of Fair Use in Nonprofit Use at the work in order for each fair use of copyrighted copy of this checklist and good faith attempt at applying fair use should any dispute Factor for Education in web see please such use arise regarding for use factors fair Works Copyrighted which can be found Georgia the achieve to that which achieve is your intended purpose your purpose Favor of Fair Use Factor Weighs Against Appendix Exhibit 22 - 40 Pace Fair Use to Case 108-cv-01425-ODE Document Factor Weighs educational to creative work films plays1 objectives Weghs Favor of Fair Use in Factor Amount and Substantiality Factor Small Amount to taken is educational Factor whole research Weighs in being Favor of Fair Use in Favor market of for used work or more than necessary is comment research similar product work for original marketed by the in Licensing or potential work market unavailable or permission Required lawfully or acquired distributed or reasonably copies made or distributed or long-term use that the market affects demonstrably One made or copyrighted available the few copies for or derivative Supplemental classroom reading User owns Fair Use impairs market Significantiy Repeated print permission Against for Original Numerous copyright holder longer Fair Use Weighs for work classroom reading User does not own purchased copy of original work Restricted access to students or Unrestricted access other appropriate other public lawfully acquired forum Factor Revised Columbia Weighs for in group Favor of Fair Use or purchased copy Factor Weighs of original on Agamst the work web or Fair Use use by the university System of Georgia based upon the Copyright Advisory Office Fair use Checklist http//www copyrlght.columbia.edu/fair-use-checklist universitys Appendix Exhibit 22 - 41 Page for or subject Against Weighs Licensing or to work taken Fair Use copyrighted market stimulates Effect on Market work No central is taught Factor on market or effect significant potential No Fair Use being taught Weighs Use the of criticism or Factor No heart Amount tailored such as purpose comment cribcism subject narrowly Fair Use work entire or portion Portion used test Used of Portion Large or work as entire fiction workbook Weighs Against used not central is to significant work of portion Portion used work Weighs Against Favor of Fair Use in Weighs art music novels poetry Consumable Factor Fair Use Against work Unpublished Highly of 19 Page Work of CopyrIghted Weighs work or nonfiction Important 09/30/10 Filed Favor of Fair Use in work Published Factual Nature 235-2 at Case 108-cv-01425-ODE nuuzLuna1 uucy Document uuiQelines 235-2 ror Itlectronic 09/30/10 Filed uou keserves of 19 Page tot rage uopyrtgnt Additional Guidelines for Electronic Reserves The University The primary related of course materials be made available on electronic authored reserves by such professors The following standards apply similar electronic and with electronic reserves Georgia supports instruction these services is to assure that and teachers students resources library electronic of System function will have timely services access to course- notes or exams may works for use of copyrighted as syllabi lecture to reserves Instructors for are responsible on electronic instructors reserves requires must complete on evaluating copy of the basis whether case-by-case or permission as qualifies fair use checklist fair use before If use of the relying material submitting copyrighted the upon fair work use exception for electronic his or her reserves Inclusion of materials educational needs made available Materials and publication The instructor form for electronic Access course has completed the Library reserves available rather at the request should include of the instructor citation to the for of source original must possess institution lawfully obtained copy of any material reserves on electronic and be should reserves for responsible should check an electronic and scanning Library reserves be restricted course Access the should by and to students password be terminated as soon as the student course staff through than in reserves of the unit will notice copyright material instructors enrolled reserves on electronic of or other library submitted to on electronic posting the should delete the University System staff see whether to database or are materials otherwise submitted legally for available electronic If so staff reserves should are provide rink material materials available on electronic reserves of at the conclusion each semester Institutions at on electronic 2009 Gqntat 270 Board of U$G Washington of Georgia will impose no charge to students for access to materials reserves Regents Pisclairner Street efihe University System of Georgia Privacy Atlanta GA 30334 U.S.A Content Source USG copyright Appendix Page http//www.usg.edu/copyrightJsite/additiona1 guide lines_for electronic_reservesl Exhibit 22 - 42 6æ2/2009 Case 108-cv-01425-ODE nUUIUUIIUI USU tcesources Additional 235-2 Filed 09/30/10 Page 10 of 19 rage Copyright University FTIIP Document System of ox Georqia Cop1right Policy Resources Other Exceptions Permissions the Identifying Collective Copyright Licensing Owner Agencies Orphan Works TEACH 2009 Board Contact 270 Act of USG Washington Reg.qpttof Dlsclaime Street the University System of Georgia erivacy Atlanta GA 30334 U.S.A Content Source USG Copyright Appendix http//www.usg.edu/copyright/addiuonaI_resourcesl Exhibit 22 - 43 6/1212009 Case uult1unaI 108-cv-01425-ODE kesources Other Document USU bxceptions- Fited 09/30/10 235-2 of 19 11 Page IJnIty SYStf ot Vage Copyrtght Georgia Copyright Policy Other Exceptions of more includes in dozen than and application copyrighted works course one can parts The of is following connection make also website this with point is that in mind the law means several gives and research teaching service from some of the of with exceptions statutory is lawful of System to uses uses in their general of Of Georgia owner Other the copyright references and flexible making for the University at lawful summary use fair narrow are exceptions By contrast certain Act however copyright most of these that conditions specific uses of copyrighted works with permission guidance about fair use and permissions offer brief of make to the provision of the U.S Act Copyright COPY1NO LIBRARY and in Keep variety the public ultimately permit exceptions The u.s these of exceptions statutory upon meeting The important scope that exceptions known the best is depend and application and limitations Fair use works copyrighted many to are subject Copyrights to security 108 Section This provision for users to give copies loan Like most of the exceptions this their provision libraries permits study or private applies certain to only to research make and of materials copies send copies and types of works to for through preservation interlibrary under certain only circumstances 109a FIRST SALE Section passed and is DISPLAYS An may institutions It instructors the or simple performed The and COMPUTER the software programs of works to recite and new known allows universities use in are sold to the event for use on ARCHITECTURAL WORKS of right for materials make public displays can place where books the work on display 1101 at Under this excephon most educational project slides plays show videos play music works in the classroom setting This exception permits only displays and performances in the read mind that digital lend by be see to all to the place at Section classroom or similar place of protected in the bookstore it works on servers 1102 IN posting his of materials with 117 Section work on cases is the public to holder turn at are struggling SOFTWARE program to is law to on the wall poetry of it libraries in DISTANCE EDUCATION Section When materials are the rules remote locations or transmitted to students at any location to address issues of online as the TEACH Act and was revised in 2002 students to keep or the posting owners may copies allows TEACHING in displays but broad of copies making This exception education colleges types those This exception display the display in students and to it FACE-TO-FACE IN all performances and other many work of the copyright rights work of copies of copyright rights may hang put materials display lawful or other transfer the painting AND PERFORMANCES DISPLAYS modify and perform comparatively classroomnot displayed may of of copy of lawful owns that library allows in engage change museum of AND PERFORMANCES DISPLAYS educators actually One and windows in front is art 109c owner the gift the distribution limits exception the release loan Section allows This important authorizes owner by sale rental books sell to statute this located and the others to along bookstores PUBLIC but once that providing or her damage to this or http//www.usg.edu/copyrightladditional 120 or but only servers and This exception computer many allows or the the of rights Architectural of the to instead on owner origInal of and copy long fair copy are protected exceptions/ Exhibit 22 - 44 list of conditions Many use or permissions of computer program to make back-up copy of the Realistically most commercial to use may be governed designs resources/other subject rely platform computer destruction multiple platforms Section to statute by license by copyright Appendix Pacell but agreements this exception 6/12/2009 Case clear picture of Document JUICE makes 108-cv-01425-ODE uu that that once cALCpLLuflS building without building is constructed at Page 12 of 19 rage uopyrignt visible place the copyright infringing 09/30/10 Filed 235-2 the in when we reproduce blueprints or duplicate the Trump Tower in book or on postcards and use photograph to the we but anyone public design architectural are not We infringing 014 may make and use might copyright infringe when we snap it SPECIAL FORMATS exception permits order they that may be and institutions FOR PERSONS certatn organizations useful to may be libraries WHO ARE BLIND OR HAVE OTHER make to persons who are able to make formats specific blind of have other or or large-print Braille DISABILITIES non-dramatic published Section 121 This works in Iterary For example some educational some works in the collection disabilities versions of For Further Information Full text Revised for Copyright 2009 Contact 270 ofthe IJS copy rIght use by the University Advisory Office Bpard of USG Washington Regents at System Columbia of Georgia based University of the University Disclatmej Street Act upon the fair use resources provided by the http/frww.copyjgtcpiqrntia.ed.u/apprOprfatq-use System of Georgia Frlvacy Atlanta GA 30334 U.S.A Content Source USG Copyright Appendix http//www.usg.edu/copyright/addfflona resources/otherexcepnonsI Exhibit 22 - 45 6/12/2009 Page Case 108-cv-01425-ODE LWaJLLICA UJ rCLIIbSLOIlS 235-2 Filed 09/30/10 Page 13 of 19 ox rage opyrtgnt Sys tern of Georgia Copyright Policy University II Document iii Permissions If you are seeking owner may be transferred agency or to decide permission protected Creative 2009 is not of Washington conditions necessary at by copyright USG publisher Sometimes and Commons Board Contact 270 the cost to all license Regents if or work the copyright are to obtain permission from the copyright owner The author may also have persons employer The original the owner or some other party In some instances you may contact or that on behalf of the may acceptable owner require owner and should by contacting fee or feet free impose to an industry other conditions Keep negotiate in licensing You mind have that you the work is not fair use or another your use is within copyright exception license agreement for example including your use is within the terms of from the author of the Disclaimer Street work you may have of the you can secure permission cases publisher if copyrighted creator original the copyright other In directly use to the University System of Georgia Prjvacy Atlanta GA 30334 U.S.A Content Source USO Copyright http//www.usg.cdulcopyright/additional resources/permissions Exhibit 22 - 46 Appendix Page 13 6/1 2/2009 Case rtuutuUIWl 08-cv-01425-ODE uenurying itesuurces Lr The source first United States 09/30/10 Filed USIJ Page 14 of 19 ot Vage Copyright the Copyright Owner the copyright for identifying Copyright Owner Copyright owner 2005 XYZ Corporation Another copyright 235-2 System of Georqia Copyriaht Policy Hh1frtv Identifying tne Document Office For is the copyright source important information about searching notice the is on the work registration of often which the claim looks of copyright like this with the records see registration httpllwwwcopyrlght.govlrecorcis/ However law does not require the Sometimes the copyright publisher or benefactor Sample ptrruission 2009 Spard Contact US copyright notice you simply need to contact and ask about the copyright or registration and the associated any person and ownership original with the owner work may have transferred such as the author status letters of Regents.pfJhe DisclaImer 270 Washington U.S.A Street Content Source USG Unfrersity System of Georgja Privacy Atlanta GA 30334 copyright Appendix Page http//www.usgedulcopyright/additional resources/identifying_the_copyright_owner Exhibit 22 - 47 14 6/1212009 Case 108-cv-01425-ODE w.utn%3 t..uitccttvc Document icerising Page 15 of 19 rc%c L.upyrtgrkt Ut Agencies for their meant to centralize copyright ownership information agencies are organizations These centers can expedite in touch with either by putting you directly your search or by negotiating the copyright most of these agencies do charge itself However usage industries owner copyright Select 09/30/10 licensing respective for their Filed uu i-tgenetes Collective Licensing Collective 235-2 fee services type work below of Works in view to on licensing information agencies for that industry Prftit Online Works Musical Mui Works Works Performance Rights Mechanical Rights Dramatic Works Graphic and Pictoral Works Sculptural Motion Pictures and other Pudici-Visual Works Software Comics Syndicated Religious Works and Eitorials Cartoons Woks in Print The CCC should can permission grant The kutbqrs The be your for point starting thousands of you are looking if works many to instantly get permission for text-based work The CCC online Registry collaboration Authors Center clearance Copyright of literary rights The organizations Guild and Dramatists Guild The American Authors The Association of Authors Society of Journalists Representatives Access Copyr3ht Licenses Auffiors works under Canadian and Ucensing copyright Society The largest licensing agency in the United Kingdom book authors to poets and radio dramatists Online your sources have point starting contact The CCC should can grant permission iCopyrigt Focused on information However Cearance Copyright Musical the ALCS represents writers of all genres from text Works Most online best Collecting this Directly information is contacting the not helpful try owner or administrator these of the site is usually agencies Center be your copyrights if for of starting point thousands digital and Works Performance of If you are looking many works online to instantly get permission for text-based work The CCC online content Rights Appendix Page http//www.usg.edulcopyrightadditionaLresources/collectivjicensing_agencies Exhibit 22 - 48 15 6/12/2009 Case uuecuve zi.cnJuiccs CtULIILZULIQ4 Performance concert 108-cv-01425-ODE are rights performances an playing encompass agencies licensing Licensing uses associated all to of association DM1 Broadcst.Mu$ It works Performance and of performance Page 16 of 19 music copyrighted in ut reigc from everything these three space Together retail music PublIshers Au.tbors and lyricists songwriters licensing of speakers American majority of published Composers Fited 09/30/10 UJ Lupyrignt ngencies with public composers lnc4 media 235-2 music on overhead artists the vast ASCAP Amrl.ctSociety Membership Document musical publishers center sgSAc One of the fastest growing performance and London Angeles Musical Works Mechanical Mechanical Rights cover as Once ringtone mechanical license by law and set artists Hany is Fox with organizations offices New York Nashville in Los Rights with reproducing those associated are of another rights Atlanta song Other examples has been composition commercially pursuant to 115 of the United known as the statutory rate the be reproducing recorded States Copyright work such as of copyrighted derivatives would work as part of obtain anyone may Act The royalty fee recording album or collection compulsory for using the material is Agy Dramatic Works Dramatic works or in smaller portions may not be publicly performed without permission either in their entirety dramatic work such as excerpts acts scenes to publicly monologues etc The rights that are needed perform that combines musical work together with staging etc are dialogue costuming special lighting choreography referred to as grand obtained from the creator of the work performing rights Grand performing are typically rights or publisher their The to rights referred to publicly as small ASCAP DM1 single of music from Small performing To qualify as non-dramatic SESAC and piece rights musical rights are play performance of are often from organizations obtained piece make use fashion non-dramatic in typically music taken from such as musical of any form of staging choreography the use of any of these elements etc even musical steps to any past of the original play For example creating your own dance of music from musical play disqualifies the use as non-dramatic use and permission for the grand piece rights must be sought performing play may intended not perform performing if is not to represent Dratnatkts mc Playjervice MTIMusLcal Theatm International Harnmtrstein Rqdggrs Qrgnjzation Tams7Witmatk Music .Library tact PrNPatlc Sarnitel Bakers Publishing Frep Ln Plays Pioneer Drama BPPIBroadway Play Publishingjrcj and Sculptural Pictoral Graphic Many that license organizations industry contact Instead specializes List of in the use of the publisher the dissemination St9ck still Works images Unfortunately of the picture of free stock or in there the alternative is not real seek out collective agency for this royalty-free organization photography phcttp_pgcncle.s Appendix Page http//www.usg.edu/copy rightladditionaljesources/collectivejicerising_agencies Exhibit 22 - 49 1/ 16 6/12/2009 Case 108-cv-01425-ODE nuuiiluttul rcesources Collective Document Licensing USU Agencies 09/30/10 Filed 235-2 of 19 Page 17 Page Copyright ot Motion Pictures and other Audio-Visual Works Start your search Credits Some Movi with the Internet of the licensing Motion Picure Criterion agencies Qatabase to identify who owns the film listed Company under the are Liceosjg Corporation Pictures Licenses non-theatrical provides licenses for performances public the of feature films entertainment in Canada CriterionlJSA US Pictures Inc $wan.k..M9tlon Iino international Source for world cinema independent and films classics documentaries Software Permission must be secured alt Nearly software to reproduce may be pubhshers distribute contacted perform make or display their through homepage on derivative woris of software the Internet QNI CNET has comprehensive through download its reviews of software Comics Cartoons and Syndicated It also acts as hub for the dissemination of free software section Editorials creatos Eloon Kingeture TdbunMdia Syndicate Syndicate ComicsPage United Fc4ure Syndicte Unversaj Press -ComcZp. $yq4tte cartcqnBa.nk CartoonStock Religious Works Chrltian Revised for Copyright qopydgly_Iicnlng use by the University Advisoiy Office at International System Columbia of Georgia based University upon the fair use resources provided by the Mtpi/www.copyrjgt.cJunthiaedu/olIectFve-licensjng agencies @2009 Boardp fteggjhe Disclaimer ConttctUSG 270 Washington Street S.W Unverskty $ystem of Peorgi Privacy Atlanta GA 30334 U.S.A Content Source USG Copyright Appendix Page http//www usg edulcopyrightladd itiona esources/co Iective_l iccnsing Exhibit 22 - 50 agencies 17 6/12/2009 Case 108-cv-01425-ODE zxsuurees jtr Document USU Works urplian 235-2 09/30/10 Filed 18 of 19 Page ot Page Copyright System of Georgia Copyright Policy university Orphan Works The You or common You high some owner copyright owner and beyond have tue timits to attempted of seek Worse perhaps for you wrote work copyrighted fair use or other copyright permission but the but with burdensome effort you did receive permission and the permission was flatly denied permission conditions choice but to absorb the bad news and change your plans Much more when you exert an honest effort but you simply cannot find copyright When you cannot identify or locate the current owner the copyright your efforts go unanswered what do you do when you reach that called orphan works In the meantime are sometimes situations and complex use to likely no conclusion Perhaps price want down tracked has produced simply In is situation exception or materials en dead mysterious Return to you might frustrating have however of the little is quest use fair When fair you originally evaluated use you may have focused on an assumption about the potential marker for the work in question and the possible harm to that market caused by your use of the work you discover that market for this work you should there is truly no permissions reevaluate the fourth factor in the fair use analysis II You may USG Replace If find that Copyright the materials with alternative dead reach you materials that Alter and multiple copies you should your goals available in favor of fair use For more information plans for for In use without the copyrighted involved and those use pages fair of the or potential for colleagues rapid works digital are the only with results works in the owners works scanning1 digitizing causing uploading dissemination the copyright owner your ambitious plans to something more modest and holders mind or increase the likelihood that you are within scope of access copyrighted specific your desired end you can achieve restriction or from other copyright copyright may have students whether many cases uses Changing copyright the visit works ask yourself of use your planned ambitious Your end will satisfy domain public now weighs factor this Policy duplication and to deny controllable fair use dissemination may Reigning may Internet permission tip the either in the for access change number balance and such broad in the of copies favor of fair use Revised Copyright for use by the University System of Georgia based upon the fair use resources provided by the Office at Columbia University htp/Anrw.copyrigft..cpIupnbi.ecu/orpflan-vorks Advisor 200g Board of Regeflts Contact use Pisclaiinec 270 Washington Street of the Uniyerskty System of Georgia Privacy Atlanta GA 30334 U.S.A Content Source http USG Copyright //www.usg.edulcopyrightiadditional resources/orphan works/ Exhibit 22 - 51 Appendix 6/12/2009 Case 108-cv-01425-ODE n%3%.14.I%/GI L\LSuU3..C TEACH Guide Contact of USG to UU 235-2 Filed 09/30/10 Page 19 of 19 LUpytitit CA5. .aa of Georgia Copyright Policy System Act For more information 02009 Board t%CL University iTJfli Georgias Ct\LI3 Document regarding the Regents.of Disclaimer 270 Washington U.S.A Street Content Source USG requirements of the TEACH Act please visit the University System of TEACH Act the University System of Georgia Privacy Atlanta GA 30334 Copyright http//www.usg.edu/copyrightJadditiona1jesources/teacftact/ Exhibit 22 - 52 Appendix 6/12/2009 GEORGIA STATE UNIVERSITY THE AFRICAN AMERICAN FAMILY AAS 3600 SOCI 3162 Fall 2009 Dr Panic/a Uk Dixon One Park Place Hours Office 962 131- thur 10 pm or by eJpponhnenr On-campus 4044135139 phone 032260 phone Qffcamjnis DESCRIPTION lb sal will course Africa through em REQUIRE 1997 The of transition and the lo and political experience African-American the issues en have that Inequality K.A 2005 in Black McAdoo from 2nd Iition beIos Staples COMMENDED READINGS a/SO under for Panel Family LilŁ NY to the and influenced family be NY ruiltbrd Prus Amenc of Fress University used recommended tOn kirve readings in it arv Presentations 2007 Flack Families California Sage Publications 1999 The Black Familu NY Wadsworth 6L Ed Fit 2001 The Mgro Fatndt in the ikd 5nne NY Universit Frnier he gi en Press tniversit3 American PSi/es .1merican ef.4frican Families and Oxford African MtAdoo Staplec will sigiflcantly African-American the hem startiu lanuly attention Special present policy impacted NY Ensuring The Strengths Strengths Selections and Dodge Hill 1999 Hill emancipation American social urbaniation TEXTS/READINGS Frrnklin McLoyd and historical socio-eeonomic African the the slaves historical shaped RE trace 41ti edition Dame of Notre ess RF QUIRED ATTENDANCE AM American RI Civic COMMENDED Bed READiNGS 2000 Boyd-Franklin Center Boys C. 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AtisccsnAaenccm Black Davi. dowitload Relativitycall Ljfl to -Free on or 30 days 301.942-3254 Drawcall 800-768-3729 ed Bunk larcnting NY hthirn California Sage Sijekin to .losseRa.s Books Broads.a NY Plume Publieaiions Wcachin San Over Francisco rid ci Gets in ll7i CA ti-learn emotional hnp/hnvs.genopro.comTheraeFor aflcr or klaek RLwk 200I Dis.ip/ine http//www.genopro.com both The Kahir Guide G.NOGRAM SOFTWARE ijenuro 2te CHILDREN Plume Raising Jhiklren Abdul Paiens NY 99cfl 1992 Pousaint H.P ON PARENTING Mept into that purchase website for $39M0 nv.interpersonaluniverse.net or internet ties Have treecnnmendecli www.cmartdraw.com Exhibit 22 - 53 Fiec Student version lasts version it 399 to STUDENT RESPONSIBILITIES Attendance/Class/Group absences death must be supported missed Coming cALL Group for be to write reaction papers should stood be typed out limited to 25%- Will EXAMS MAKE-It in receive Panel deny take Each issues most In be instructor reason like to take by student ered cos after article/chapter in deadline the should topics lhe Exam ofyour family covered include material choice matching as short etc you nu to take grade but exam an to he is the receive may you it resenes able is NC WILl HF may he highest include May Professt time testing grade the date pa licipation THERE unable are etc These class the class essay or nteresting yotu and to limited is you found including hahfof firsi highest use the 25% family far is able to Will in as consisi second fillin-the-blank \ou is half short of powerpoint he title XI auaclued of the to the will and li-learn ii the in en be placed he cuh selection to ititted disco author article/chapter eserve slio slide powerpoint version of tuo sion aid will of the the cssay U-lcaml nay have second course The 78 90 88 tiS Exhibit 22 - 54 he covered this report to inccniew hahfof It rules 55 In You Final Project parts SYSTEM l- You article/chapter per guidelines on you can presentations the on an American Afric using also names Panel on or articles on Staples the section date rScc Learnj to instructions back class outline participate McAdoo persons show should member vill exam 85 that but class to ns Reaction discussit group is papers wior selections include things alternative the from the to software package in student covered slide more or dncum en genogram story may all include ar/aching using of your outline an student chapter be two your for the tells origins 15 the death an in the discussions group exam The Fach select will Final Project/Final 98 53 Five participanonhreattion families in accident week 15% will there cover page genogram GRADING or class QO NOJ thy staids still policy to read critiques thr used to arrange the within cases typed utvtrutwn.s the fbr that and can fill-in-the-blank professor request points The participate length contemporary material present to group should that in pages he matching exam the in may the Presentations/Outlines library 11w not the or each 113 he will accident is family in or approve you do If they some If for from class expected week and 1-2 see include to contact responsibility and ou choice multiple points purpose ofgToup are and your perspective that so half in attend lhe You class for the spaced patterns be prepared 15% in the readings chapters and result not You elasse hospiwfizatici missed class engaged to for five wJlJjp may early intend you Papen double the you to Midterm Exam right each for the paper should papers your thr beyond to attend expected are two unexcused the documentation or leaving late actively summary of each of not class ParticipatianlReactiun studenm that written by be deducted will points uito Absences lNSlRUClUvhen IIIE 20% Students Participation unexcused alIowedfl may the you class and are 11 hut mid-term construct .vrite expecti family membersl report to trace and is not limitt exam apple the app1 The Flail Exam course include for the in will to multiple to the linac

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