Academic literature on the topic 'Horace Mann School (New York, N.Y.)'

SummaryThis study describes Finnish university students' knowledge and attitudes towards HIV and AIDS, homosexuality and sexual risk behaviour. Finnish-speaking students were randomly selected from all registered students at two universities in Finland (N=9715, n=950). The data were collected by using a modified version of the State University of New York at Buffalo School of Nursing AIDS Study Questionnaire on sexual risk behaviour developed by Held and Chng. The total response rate was 35% (n=333). The data were analysed using quantitative statistical methods. Normally distributed data were analysed by t-test and one-way ANOVA, with Bonferroni corrections. Non-normally distributed data were analysed using the Mann-Whitney U-test and Kruskal-Wallis test, followed by a post-hoc test. The majority of students were familiar with HIV and AIDS, including its mode of transmission. However, there were still some misconceptions concerning HIV and AIDS. The oldest students and women had a more positive attitude towards people living with HIV and AIDS (PLWHA). Of patients with HIV or AIDS, intravenous drug users were perceived most negatively. Male students had more homophobic attitudes. Students who reported that religion had an important role in their lives had significantly stricter attitudes towards sexual risk behaviour. Students' knowledge correlated positively with general attitudes towards HIV and AIDS. Knowledge about HIV and AIDS will lead to more positive attitudes towards HIV and AIDS as a disease, towards those infected as well as homosexual people. There is a need to focus on preventive health care and sexual health promotion by educating young people and changing their attitudes towards sexual risk behaviour.

ImportanceLarge language models (LLMs) are revolutionizing medical diagnosis and treatment, offering unprecedented accuracy and ease surpassing conventional search engines. Their integration into medical assistance programs will become pivotal for ophthalmologists as an adjunct for practicing evidence-based medicine. Therefore, the diagnostic and treatment accuracy of LLM-generated responses compared with fellowship-trained ophthalmologists can help assess their accuracy and validate their potential utility in ophthalmic subspecialties.ObjectiveTo compare the diagnostic accuracy and comprehensiveness of responses from an LLM chatbot with those of fellowship-trained glaucoma and retina specialists on ophthalmological questions and real patient case management.Design, Setting, and ParticipantsThis comparative cross-sectional study recruited 15 participants aged 31 to 67 years, including 12 attending physicians and 3 senior trainees, from eye clinics affiliated with the Department of Ophthalmology at Icahn School of Medicine at Mount Sinai, New York, New York. Glaucoma and retina questions (10 of each type) were randomly selected from the American Academy of Ophthalmology’s Commonly Asked Questions. Deidentified glaucoma and retinal cases (10 of each type) were randomly selected from ophthalmology patients seen at Icahn School of Medicine at Mount Sinai–affiliated clinics. The LLM used was GPT-4 (version dated May 12, 2023). Data were collected from June to August 2023.Main Outcomes and MeasuresResponses were assessed via a Likert scale for medical accuracy and completeness. Statistical analysis involved the Mann-Whitney U test and the Kruskal-Wallis test, followed by pairwise comparison.ResultsThe combined question-case mean rank for accuracy was 506.2 for the LLM chatbot and 403.4 for glaucoma specialists (n = 831; Mann-Whitney U = 27976.5; P < .001), and the mean rank for completeness was 528.3 and 398.7, respectively (n = 828; Mann-Whitney U = 25218.5; P < .001). The mean rank for accuracy was 235.3 for the LLM chatbot and 216.1 for retina specialists (n = 440; Mann-Whitney U = 15518.0; P = .17), and the mean rank for completeness was 258.3 and 208.7, respectively (n = 439; Mann-Whitney U = 13123.5; P = .005). The Dunn test revealed a significant difference between all pairwise comparisons, except specialist vs trainee in rating chatbot completeness. The overall pairwise comparisons showed that both trainees and specialists rated the chatbot’s accuracy and completeness more favorably than those of their specialist counterparts, with specialists noting a significant difference in the chatbot’s accuracy (z = 3.23; P = .007) and completeness (z = 5.86; P < .001).Conclusions and RelevanceThis study accentuates the comparative proficiency of LLM chatbots in diagnostic accuracy and completeness compared with fellowship-trained ophthalmologists in various clinical scenarios. The LLM chatbot outperformed glaucoma specialists and matched retina specialists in diagnostic and treatment accuracy, substantiating its role as a promising diagnostic adjunct in ophthalmology.

“I’m fat–and it’s okay! It doesn’t mean I’m stupid, or ugly, or lazy, or selfish. I’m fat!” so proclaims Joy Nash in her YouTube video, A Fat Rant. “Fat! It’s three little letters–what are you afraid of?!” This is the question I pose to my class on day one of Fat Studies. Sadly, many college students do fear fat, and negative attitudes toward fat people are quite prevalent in this population (Ambwani et al. 366). As I teach it, Fat Studies is cross-listed between Psychology and Gender Studies. However, most students who enrol have majors in Psychology or other behavioural health science fields in which weight bias is particularly pronounced (Watkins and Concepcion 159). Upon finding stronger bias among third- versus first-year Physical Education students, O’Brien, Hunter, and Banks (308) speculated that the weight-centric curriculum that typifies this field actively engenders anti-fat attitudes. Based on their exploration of textbook content, McHugh and Kasardo (621) contend that Psychology too is complicit in propagating weight bias by espousing weight-centric messages throughout the curriculum. Such messages include the concepts that higher body weight invariably leads to poor health, weight control is simply a matter of individual choice, and dieting is an effective means of losing weight and improving health (Tylka et al.). These weight-centric tenets are, however, highly contested. For instance, there exists a body of research so vast that it has its own name, the “obesity paradox” literature. This literature (McAuley and Blair 773) entails studies that show that “obese” persons with chronic disease have relatively better survival rates and that a substantial portion of “overweight” and “obese” individuals have levels of metabolic health similar to or better than “normal” weight individuals (e.g., Flegal et al. 71). Finally, the “obesity paradox” literature includes studies showing that cardiovascular fitness is a far better predictor of mortality than weight. In other words, individuals may be both fit and fat, or conversely, unfit and thin (Barry et al. 382). In addition, Tylka et al. review literature attesting to the complex causes of weight status that extend beyond individual behaviour, ranging from genetic predispositions to sociocultural factors beyond personal control. Lastly, reviews of research on dieting interventions show that these are overwhelmingly ineffective in producing lasting weight loss or actual improvements in health and may in fact lead to disordered eating and other unanticipated adverse consequences (e.g., Bacon and Aphramor; Mann et al. 220; Salas e79; Tylka et al.).The newfound, interdisciplinary field of scholarship known as Fat Studies aims to debunk weight-centric misconceptions by elucidating findings that counter these mainstream suppositions. Health At Every Size® (HAES), a weight-neutral approach to holistic well-being, is an important facet of Fat Studies. The HAES paradigm advocates intuitive eating and pleasurable physical activity for health rather than restrictive dieting and regimented exercise for weight loss. HAES further encourages body acceptance of self and others regardless of size. Empirical evidence shows that HAES-based interventions improve physical and psychological health without harmful side-effects or high dropout rates associated with weight loss interventions (Bacon and Aphramor; Clifford et al. “Impact of Non-Diet Approaches” 143). HAES, like the broader field of Fat Studies, seeks to eradicate weight-based discrimination, positioning weight bias as a social justice issue that intersects with oppression based on other areas of difference such as gender, race, and social class. Much like Queer Studies, Fat Studies seeks to reclaim the word, fat, thus stripping it of its pejorative connotations. As Nash asserts in her video, “Fat is a descriptive physical characteristic. It’s not an insult, or an obscenity, or a death sentence!” As an academic discipline, Fat Studies is expanding its visibility and reach. The Fat Studies Reader, the primary source of reading for my course, provides a comprehensive overview of the field (Rothblum and Solovay 1). This interdisciplinary anthology addresses fat history and activism, fat as social inequality, fat in healthcare, and fat in popular culture. Ward (937) reviews this and other recently-released fat-friendly texts. The field features its own journal, Fat Studies: An Interdisciplinary Journal of Body Weight and Society, which publishes original research, overview articles, and reviews of assorted media. Both the Popular Culture Association and National Women’s Studies Association have special interest groups devoted to Fat Studies, and the American Psychological Association’s Division on the Psychology of Women has recently formed a task force on sizism (Bergen and Carrizales 22). Furthermore, Fat Studies conferences have been held in Australia and New Zealand, and the third annual Weight Stigma Conference will occur in Iceland, September 2015. Although the latter conference is not necessarily limited to those who align themselves with Fat Studies, keynote speakers include Ragen Chastain, a well-known member of the fat acceptance movement largely via her blog, Dances with Fat. The theme of this year’s conference, “Institutionalised Weightism: How to Challenge Oppressive Systems,” is consistent with Fat Studies precepts:This year’s theme focuses on the larger social hierarchies that favour thinness and reject fatness within western culture and how these systems have dictated the framing of fatness within the media, medicine, academia and our own identities. What can be done to oppose systemised oppression? What can be learned from the fight for social justice and equality within other arenas? Can research and activism be united to challenge prevailing ideas about fat bodies?Concomitantly, Fat Studies courses have begun to appear on college campuses. Watkins, Farrell, and Doyle-Hugmeyer (180) identified and described four Fat Studies and two HAES courses that were being taught in the U.S. and abroad as of 2012. Since then, a Fat Studies course has been taught online at West Virginia University and another will soon be offered at Washington State University. Additionally, a new HAES class has been taught at Saint Mary’s College of California during the last two academic years. Cameron (“Toward a Fat Pedagogy” 28) describes ways in which nearly 30 instructors from five different countries have incorporated fat studies pedagogy into university courses across an array of academic areas. This growing trend is manifested in The Fat Pedagogy Reader (Russell and Cameron) due out later this year. In this article, I describe content and pedagogical strategies that I use in my Fat Studies course. I then share students’ qualitative reactions, drawing upon excerpts from written assignments. During the term reported here, the class was comprised of 17 undergraduate and 5 graduate students. Undergraduate majors included 47% in Psychology, 24% in Women Studies, 24% in various other College of Liberal Arts fields, and 6% in the College of Public Health. Graduate majors included 40% in the College of Public Health and 60% in the College of Education. Following submission of final grades, students provided consent via email allowing written responses on assignments to be anonymously incorporated into research reports. Assignments drawn upon for this report include weekly reading reactions to specific journal articles in which students were to summarise the main points, identify and discuss a specific quote or passage that stood out to them, and consider and discuss applicability of the information in the article. This report also utilises responses to a final assignment in which students were to articulate take-home lessons from the course.Despite the catalogue description, many students enter Fat Studies with a misunderstanding of what the course entails. Some admitted that they thought the course was about reducing obesity and the presumed health risks associated with this alleged pathological condition (Watkins). Others understood, but were somewhat dubious, at least at the outset, “Before I began this class, I admit that I was skeptical of what Fat Studies meant.” Another student experienced “a severe cognitive dissonance” between the Fat Studies curriculum and that of a previous behavioural health class:My professor spent the entire quarter spouting off statistics, such as the next generation of children will be the first generation to have a lower life expectancy than their parents and the ever increasing obesity rates that are putting such a tax on our health care system, and I took her words to heart. I was scared for myself and for the populations I would soon be working with. I was worried that I was destined to a chronic disease and bothered that my BMI was two points above ‘normal.’ I believed everything my professor alluded to on the danger of obesity because it was things I had heard in the media and was led to believe all my life.Yet another related, “At first, I will be honest, it was hard for me to accept a lot of this information, but throughout the term every class changed my mind about my view of fat people.” A few students have voiced even greater initial resistance. During a past term, one student lamented that the material represented an attack on her intended behavioural health profession. Cameron (“Learning to Teach Everybody”) describes comparable reactions among students in her Critical Obesity course taught within a behavioural health science unit. Ward (937) attests that, even in Gender Studies, fat is the topic that creates the most controversy. Similarly, she describes students’ immense discomfort when asked to entertain perspectives that challenge deeply engrained ideas inculcated by our culture’s “obesity epidemic.” Discomfort, however, is not necessarily antithetical to learning. In prompting students to unlearn “the biomedically-informed truth of obesity, namely that fat people are unfit, unhealthy, and in need of ‘saving’ through expert interventions,” Moola at al. recommend equipping them with an “ethics of discomfort” (217). No easy task, “It requires courage to ask our students to forgo the security of prescriptive health messaging in favour of confusion and uncertainty” (221). I encourage students to entertain conflicting perspectives by assigning empirically-based articles emanating from peer-reviewed journals in their own disciplines that challenge mainstream discourses on obesity (e.g., Aphramor; Bombak e60; Tomiyama, Ahlstrom, and Mann 861). Students whose training is steeped in the scientific method seem to appreciate having quantitative data at their disposal to convince themselves–and their peers and professors–that widely held weight-centric beliefs and practices may not be valid. One student remarked, “Since I have taken this course, I feel like I am prepared to discuss the fallacy of the weight-health relationship,” citing specific articles that would aid in the effort. Likewise, Cameron’s (“Learning to Teach Everybody”) students reported a need to read research reports in order to begin questioning long-held beliefs.In addition, I assign readings that provide students with the opportunity to hear the voices of fat people themselves, a cornerstone of Fat Studies. Besides chapters in The Fat Studies Reader authored by scholars and activists who identify as fat, I assign qualitative articles (e.g., Lewis et al.) and narrative reports (e.g., Pause 42) in which fat people describe their experiences with weight and weight bias. Additionally, I provide positive images of fat people via films and websites (Clifford et al. HAES®; Watkins; Watkins and Doyle-Hugmeyer 177) in order to counteract the preponderance of negative, dehumanising portrayals in popular media (e.g., Ata and Thompson 41). In response, a student stated:One of the biggest things I took away from this term was the confidence I found in fat women through films and stories. They had more confidence than I have seen in any tiny girl and owned the body they were given.I introduce “normal” weight allies as well, most especially Linda Bacon whose treatise on thin privilege tends to set the stage for viewing weight bias as a form of oppression (Bacon). One student observed, “It was a relief to be able to read and talk about weight oppression in a classroom setting for once.” Another appreciated that “The class did a great job at analysing fat as oppression and not like a secondhand oppression as I have seen in my past classes.” Typically, fat students were already aware of weight-based privilege and oppression, often painfully so. Thinner students, however, were often astonished by this concept, several describing Bacon’s article as “eye-opening.” In reaction, many vowed to act as allies:This class has really opened my eyes and prepared me to be an ally to fat people. It will be difficult for some time while I try to get others to understand my point of view on fat people but I believe once there are enough allies, people’s minds will really start changing and it will benefit everyone for the better.Pedagogically, I choose to share my own experiences as they relate to course content and encourage students, at least in their written assignments, to do the same. Other instructors refrain from this practice for fear of reinforcing traditional discourses or eliciting detrimental reactions from students (Watkins, Farrell, and Doyle-Hugmeyer 191). Nevertheless, this tack seems to work well in my course, with many students opting to disclose their relevant circumstances during classroom discussions: Throughout the term I very much valued and appreciated when classmates would share their experiences. I love listening and hearing to others experiences and I think that is a great way to understand the material and learn from one another.It really helped to read different articles and hear classmates discuss and share stories that I was able to relate to. The idea of hearing people talk about issues that I thought I was the only one who dealt with was so refreshing and enlightening.The structure of this class allowed me to learn how this information is applicable to my life and made it deeper than just memorising information.Thus far, across three terms, no student has described iatrogenic effects from this process. In fact, most attribute positive transformations to the class. These include enhanced body acceptance of self and others: This class decreased my fat phobia towards others and gave me a better understanding about the intersectionality of one’s weight. For example, I now feel that I no longer view my family in a fat phobic way and I also feel responsible for educating my brother and helping him develop a strong self-esteem regardless of his size.I never thought this class would change my life, almost save my life. Through studies shown in class and real life people following their dreams, it made my mind completely change about how I view my body and myself.I can only hope that in the future, I will be more forgiving, tolerant, and above all accepting of myself, much less others. Regardless of a person’s shape and size, we are all beautiful, and while I’m just beginning to understand this, it can only get better from here.Students also reported becoming more savvy consumers of weight-centric media messages as well as realigning their eating and exercise behaviour in accordance with HAES: I find myself disgusted at the television now, especially with the amount of diet ads, fitness club ads, and exercise equipment ads all aimed at making a ‘better you.’ I now know that I would never be better off with a SlimFast shake, P90X, or a Total Gym. I would be better off eating when I’m hungry, working out because it is fun, and still eating Thin Mints when I want to. Prior to this class, I would work out rigorously, running seven miles a day. Now I realise why at times I dreaded to work out, it was simply a mathematical system to burn the energy that I had acquired earlier in the day. Instead what I realise I should do is something I enjoy, that way I will never get tired of whatever I am doing. While I do enjoy running, other activities would bring more joy while engaging in a healthy lifestyle like hiking or mountain biking.I will never go on another diet. I will stop choosing exercises I don’t love to do. I will not weigh myself every single day hoping for the number on the scale to change.A reduction in self-weighing was perhaps the most frequent behaviour change that students expressed. This is particularly valuable in that frequent self-weighing is associated with disordered eating and unhealthy weight control behaviours (Neumark-Sztainer et al. 811):I have realised that the number on the scale is simply a number on the scale. That number does not define who you are. I have stopped weighing myself every morning. I put the scale in the storage closet so I don’t have to look at it. I even encouraged my roommate to stop weighing herself too. What has been most beneficial for me to take away from this class is the notion that the number on the scale has so much less to do with fitness levels than most people understand. Coming from a numbers obsessed person like myself, this class has actually gotten me to leave the scales behind. I used to weigh myself every single day and my self-confidence reflected whether I was up or down in weight from the day before. It seems so silly to me now. From this class, I take away a new outlook on body diversity. I will evaluate who I am for what I do and not represent myself with a number. I’m going to have my cake this time, and actually eat it too!Finally, students described ways in which they might carry the concepts from Fat Studies into their future professions: I want to go to law school. This model is something I will work toward in the fight for social justice.As a teacher and teacher of teachers, I plan to incorporate discussions on size diversity and how this should be addressed within the field of adapted physical education.I do not know how I would have gone forward if I had never taken this class. I probably would have continued to use weight loss as an effective measure of success for both nutrition and physical activity interventions. I will never be able to think about the obesity prevention movement in the same way.Since I am working toward being a clinical psychologist, I don’t want to have a client who is pursuing weight loss and then blindly believe that they need to lose weight. I’d rather be of the mindset that every person is unique, and that there are other markers of health at every size.Jones and Hughes-Decatur (59) call for increased scholarship illustrating and evaluating critical body pedagogies so that teachers might provide students with tools to critique dominant discourses, helping them forge healthy relationships with their own bodies in the process. As such, this paper describes elements of a Fat Studies class that other instructors may choose to adopt. It additionally presents qualitative data suggesting that students came to think about fat and fat people in new and divergent ways. Qualitative responses also suggest that students developed better body image and more adaptive eating and exercise behaviours throughout the term. Although no students have yet described lasting adverse effects from the class, one stated that she would have preferred less of a focus on health and more of a focus on issues such as fat fashion. Indeed, some Fat Studies scholars (e.g., Lee) advocate separating discussions of weight bias from discussions of health status to avoid stigmatising fat people who do experience health problems. While concerns about fostering healthism within the fat acceptance movement are valid, as a behavioural health professional with an audience of students training in these fields, I have chosen to devote three weeks of our ten week term to this subject matter. Depending on their academic background, others who teach Fat Studies may choose to emphasise different aspects such as media representations or historical connotations of fat.Nevertheless, the preponderance of positive comments evidenced throughout students’ assignments may certainly be a function of social desirability. Although I explicitly invite critique, and in fact assign readings (e.g., Welsh 33) and present media that question HAES and Fat Studies concepts, students may still feel obliged to articulate acceptance of and transformations consistent with the principles of these movements. As a more objective assessment of student outcomes, I am currently conducting a quantitative evaluation, in which I remain blind to students’ identities, of this year’s Fat Studies course compared to other upper division/graduate Psychology courses, examining potential changes in weight bias, body image and dieting behaviour, adherence to appearance-related media messages, and obligatory exercise behaviour. I postulate results akin to those of Humphrey, Clifford, and Neyman Morris (143) who found reductions in weight bias, improved body image, and improved eating behaviour among college students as a function of their HAES course. As Fat Studies pedagogy proliferates, instructors are called upon to share their teaching strategies, document the effects, and communicate these results within and outside of academic spheres.ReferencesAmbwani, Suman, Katherine M. Thomas, Christopher J. Hopwood, Sara A. Moss, and Carlos M. Grilo. “Obesity Stigmatization as the Status Quo: Structural Considerations and Prevalence among Young Adults in the U.S.” Eating Behaviors 15.3 (2014): 366-370. Aphramor, Lucy. “Validity of Claims Made in Weight Management Research: A Narrative Review of Dietetic Articles.” Nutrition Journal 9 (2010): n. pag. 15 May 2015 ‹http://www.nutritionj.com/content/9/1/30›.Ata, Rheanna M., and J. Kevin Thompson. “Weight Bias in the Media: A Review of Recent Research.” Obesity Facts 3.1 (2010): 41-46.Bacon, Linda. “Reflections on Fat Acceptance: Lessons Learned from Thin Privilege.” 2009. 23 Apr. 2015 ‹http://www.lindabacon.org/Bacon_ThinPrivilege080109.pdf›.Bacon, Linda, and Lucy Aphramor. “Weight Science: Evaluating the Evidence for a Paradigm Shift.” Nutrition Journal 10 (2011). 23 Apr. 2015 ‹http://www.nutritionj.com/content/10/1/9›.Barry, Vaughn W., Meghan Baruth, Michael W. Beets, J. Larry Durstine, Jihong Liu, and Steven N. Blair. “Fitness vs. Fatness on All-Cause Mortality: A Meta-Analysis.” Progress in Cardiovascular Diseases 56.4 (2014): 382-390.Bergen, Martha, and Sonia Carrizales. “New Task Force Focused on Size.” The Feminist Psychologist 42.1 (2015): 22.Bombak, Andrea. “Obesity, Health at Every Size, and Public Health Policy.” American Journal of Public Health 104.2 (2014): e60-e67.Cameron, Erin. “Learning to Teach Everybody: Exploring the Emergence of an ‘Obesity” Pedagogy’.” The Fat Pedagogy Reader: Challenging Weight-Based Oppression in Education. Eds. Erin Cameron and Connie Russell. New York: Peter Lang Publishing, in press.Cameron, Erin. “Toward a Fat Pedagogy: A Study of Pedagogical Approaches Aimed at Challenging Obesity Discourses in Post-Secondary Education.” Fat Studies 4.1 (2015): 28-45.Chastain, Ragen. Dances with Fat. 15 May 2015 ‹https://danceswithfat.wordpress.com/blog/›.Clifford, Dawn, Amy Ozier, Joanna Bundros, Jeffrey Moore, Anna Kreiser, and Michele Neyman Morris. “Impact of Non-Diet Approaches on Attitudes, Behaviors, and Health Outcomes: A Systematic Review.” Journal of Nutrition Education and Behavior 47.2 (2015): 143-155.Clifford, Dawn, Patti Lou Watkins, and Rebecca Y. Concepcion. “HAES® University: Bringing a Weight Neutral Message to Campus.” Association for Size Diversity and Health, 2015. 23 Apr. 2015 ‹https://www.sizediversityandhealth.org/content.asp?id=258›.Fat Studies: An Interdisciplinary Journal of Body Weight and Society. 23 Apr. 2015 ‹http://www.tandfonline.com/toc/ufts20/current#.VShpqdhFDBC›.Flegal, Katherine M., Brian K. Kit, Heather Orpana, and Barry L. Graubard. “Association of All-Cause Mortality with Overweight and Obesity Using Standard Body Mass Index Categories: A Systematic Review and Meta-Analysis.” Journal of the American Medical Association 309.1 (2013): 71-82.Humphrey, Lauren, Dawn Clifford, and Michelle Neyman Morris. “Health At Every Size College Course Reduces Dieting Behaviors and Improves Intuitive Eating, Body Esteem, and Anti-Fat Attitudes.” Journal of Nutrition Education and Behavior, in press.Jones, Stephanie, and Hilary Hughes-Decatur. “Speaking of Bodies in Justice-Oriented Feminist Teacher Education.” Journal of Teacher Education 63.1 (2012): 51-61.Lee, Jenny. Embodying Stereotypes: Memoir, Fat and Health. Fat Studies: Reflective Intersections, July 2012, Wellington, NZ. Unpublished conference paper.Lewis, Sophie, Samantha L. Thomas, Jim Hyde, David Castle, R. Warwick Blood, and Paul A. Komesaroff. “’I Don't Eat a Hamburger and Large Chips Every Day!’ A Qualitative Study of the Impact of Public Health Messages about Obesity on Obese Adults.” BMC Public Health 10.309 (2010). 23 Apr 2015 ‹http://www.biomedcentral.com/1471-2458/10/309›.Mann, Traci, A. Janet Tomiyama, Erika Westling, Ann-Marie Lew, Barbara Samuels, and Jason Chatman. “Medicare’s Search for Effective Obesity Treatments: Diets Are Not the Answer.” American Psychologist 62.3 (2007): 220-233.McAuley, Paul A., and Steven N. Blair. “Obesity Paradoxes.” Journal of Sports Sciences 29.8 (2011): 773-782. McHugh, Maureen C., and Ashley E. Kasardo. “Anti-Fat Prejudice: The Role of Psychology in Explication, Education and Eradication.” Sex Roles 66.9-10 (2012): 617-627.Moola, Fiona J., Moss E. Norman, LeAnne Petherick, and Shaelyn Strachan. “Teaching across the Lines of Fault in Psychology and Sociology: Health, Obesity and Physical Activity in the Canadian Context.” Sociology of Sport Journal 31.2 (2014): 202-227.Nash, Joy. “A Fat Rant.” YouTube, 17 Mar. 2007. 23 Apr. 2015 ‹https://www.youtube.com/watch?v=yUTJQIBI1oA›.Neumark-Sztainer, Dianne, Patricia van den Berg, Peter J. Hannan, and Mary Story. “Self-Weighing in Adolescents: Helpful or Harmful? Longitudinal Associations with Body Weight Changes and Disordered Eating.” Journal of Adolescent Health 39.6 (2006): 811–818.O’Brien, K.S., J.A. Hunter, and M. Banks. “Implicit Anti-Fat Bias in Physical Educators: Physical Attributes, Ideology, and Socialization.” International Journal of Obesity 31.2 (2007): 308-314.Pause, Cat. “Live to Tell: Coming Out as Fat.” Somatechnics 2.1 (2012): 42-56.Rothblum, Esther, and Sondra Solovay, eds. The Fat Studies Reader. New York: New York University Press, 2009.Russell, Connie, and Erin Cameron, eds. The Fat Pedagogy Reader: Challenging Weight-Based Oppression in Education. New York: Peter Lang Publishing, in press. Salas, Ximena Ramos. “The Ineffectiveness and Unintended Consequences of the Public Health War on Obesity.” Canadian Journal of Public Health 106.2 (2015): e79-e81. Tomiyama, A. Janet, Britt Ahlstrom, and Traci Mann. “Long-Term Effects of Dieting: Is Weight Loss Related to Health?” Social and Personality Psychology Compass 7.12 (2013): 861-877.Tylka, Tracy L., Rachel A. Annunziato, Deb Burgard, Sigrun Daníelsdóttir, Ellen Shuman, Chad Davis, and Rachel M. Calogero. “The Weight-Inclusive versus Weight-Normative Approach to Health: Evaluating the Evidence for Prioritizing Well-Being over Weight Loss.” Journal of Obesity (2014). 23 Apr. 2015 ‹http://www.hindawi.com/journals/jobe/2014/983495/›.Ward, Anna E. “The Future of Fat.” American Quarterly 65.4 (2013): 937-947.Watkins, Patti Lou. “Inclusion of Fat Studies in a Difference, Power, and Discrimination Curriculum.” The Fat Pedagogy Reader: Challenging Weight-Based Oppression in Education. Eds. Erin Cameron and Connie Russell. New York: Peter Lang Publishing, in press. Watkins, Patti Lou, and Rebecca Y. Concepcion. “Teaching HAES to Health Care Students and Professionals.” Wellness Not Weight: Motivational Interviewing and a Non-Diet Approach. Ed. Ellen Glovsky. San Diego: Cognella Academic Publishing, 2014: 159-169. Watkins, Patti Lou, and Andrea Doyle-Hugmeyer. “Teaching about Eating Disorders from a Fat Studies Perspective. Transformations 23.2 (2013): 147-158. Watkins, Patti Lou, Amy E. Farrell, and Andrea Doyle Hugmeyer. “Teaching Fat Studies: From Conception to Reception. Fat Studies 1.2 (2012): 180-194. Welsh, Taila L. “Healthism and the Bodies of Women: Pleasure and Discipline in the War against Obesity.” Journal of Feminist Scholarship 1 (2011): 33-48. Weight Stigma Conference. 23 Apr. 2015 ‹http://stigmaconference.com/›.

In the summer of 1944, American Sergeant Paul Dorsey was hired by the Naval Aviation Photography Unit (NAPU) to capture “the Marines’ bitter struggle against their determined foe” in the Pacific islands (Philips 43). Dorsey had been a photographer and photojournalist before enlisting in the Marines, and was thus well placed to fulfil the NAPU’s remit of creating positive images of American forces in the Pacific. Under the editorial and professional guidance of Edward Steichen, NAPU photographers like Dorsey provided epic images of battle (especially from the air and sea), and also showed American forces at ease – sunbathing, swimming, drinking and relaxing together (Bachner At Ease; Bachner Men of WWII). Steichen – by now a lieutenant commander – oversaw the entire NAPU project by developing, choosing and editing the images, and also providing captions for their reproduction in popular newspapers and magazines such as LIFE. Under his guidance, selected NAPU images were displayed at the famous Power in the Pacific exhibition at the Museum of Modern Art in New York at the end of the war, and distributed in the popular U.S. Navy War Photographs memorial book which sold over 6 million copies in 1945.While the original NAPU photographers (Steichen himself, Charles Kerlee, Horace Bristol, Wayne Miller, Charles Fenno Jacobs, Victor Jorgensen and Dwight Long) had been at work in the Pacific since the summer of 1942, Dorsey was hired specifically to document the advance of American Marines through the Marianas and Volcano Islands. In line with the NAPU’s remit, Dorsey provided a number of famous rear view shots of combat action on Guam, Saipan and Iwo Jima. However, there are a number of his photographs that do not fit easily within that vision of war – images of wounded Marines and dead Japanese soldiers, as well as shots of abject Japanese POWs with their heads bowed and faces averted. It is this last group of enemy images that proves the most interesting, for not only do they trouble NAPU’s explicit propaganda framework, they also challenge our traditional assumption that photography is an inert form of representation.It is not hard to imagine that photographs of abject Japanese POWs reinforced feelings of triumph, conquest and justice that circulated in America’s post-war victory culture. Indeed, images of emaciated and incarcerated Japanese soldiers provided the perfect contrast to the hyper-masculine, hard-bodied, beefcake figures that populated the NAPU photographs and symbolized American power in the Pacific. However, once Japan was rehabilitated into a powerful American ally, and the decision to drop the atomic bomb was questioned once again in America’s Culture Wars of the 1980s and 90s, it was no longer acceptable to feel triumphant in the face of Japanese abjection and suffering. Instead, these images helped foster a new kind of belated patriotism – and a new global disposition – in which Americans generated their own magnanimity by expressing pity, compassion and sympathy for victims of their previous foreign policy decisions (Lisle).While that patriotic interpretive framework tells us much about how dominant formations of American identity are secured by the production – especially the visual production – of enemy others, it cannot account for images or viewer interpretations that exceed, unwork, or disrupt war’s foundational logics of friend/enemy and perpetrator/victim. I focus on Dorsey because he offers one such ‘deviant’ image: This photograph was taken by Dorsey on Guam in July 1944, and its caption tells us that the Japanese prisoner “waits to be questioned by intelligence officers” (Philips 189). As the POW looks into Dorsey’s camera lens (and therefore at us, the viewers), he is subject to the collective gaze of the American marines situated behind him, and presumably others that lay out of the frame, behind Dorsey. What is fascinating about this particular image is the prisoner’s refusal to obey the trope of abjection so readily assumed by other Japanese POWs documented in the NAPU archive and in other popular war-time imagery. Indeed, when I first encountered this image I immediately framed the POW’s return gaze as defiant – a challenging, bold, and forceful reply to American aggression in the Pacific. The problem, of course, was that this resistant gaze soon became reductive; that is, by replicating war’s foundational logics of difference it effaced a number of other dispositions at work in the photograph. What I find compelling about the POW’s return gaze is its refusal to be contained within the available subject positions of either ‘abject POW’ or ‘defiant resistor’. Indeed, this unruliness is what keeps me coming back to Dorsey’s image, for it teaches us that photography itself always exceeds the conventional assumption that it is a static form of visual representation.Photography, Animation, MovementThe connections between movement, stillness and photography have two important starting points. The first, and more general, is Walter Benjamin’s concept of the dialectic image in which the past and the present come together “in a flash” and constitute what he calls “dialectics at a standstill” (N3.1; 463). Unlike Theodore Adorno, who lamented Benjamin’s Medusa-like tendency to turn the world to stone, I read Benjamin’s concept of standstill – of stillness in general – as something fizzing and pulsating with “political electricity” (Adorno 227-42; Buck-Morss 219). This is to deny our most basic assumption about photography: that it is an inert visual form that freezes and captures discrete moments in time and space. My central argument is that photography’s assumed stillness is always constituted by a number of potential and actual mobilities that continually suture and re-suture viewing subjects and images into one another.Developing Benjamin’s idea of a the past and present coming together “in a flash”, Roland Barthes provides the second starting point with his notion of the punctum of photography: “this element which rises from the scene, shoots out of it like an arrow, and pierces me” (25). Conventional understandings of the punctum frame it as a static moment – so powerful that it freezes the viewer, stops them in their tracks, and captures their attention. My point is that the affective punch of the photograph is not a frozen moment at all; rather, the punctum – like the dialectic image – is fizzing with political electricity. Therefore, to suggest that a viewing subject is arrested in the moment of perception – that they are somehow captured by a photograph’s meaning – is to mistakenly understand the act of looking as a static behaviour.I want to use Dorsey’s image of the POW to push these theoretical starting points and explore the mobile dispositions that are generated when a viewing subject encounters a photograph. What most interests me about Dorsey’s photograph is the level of animation it produces. The POW’s return gaze is actually rather blank: it is unclear whether he is angry, weary, bored, insane or none of the above. But it is the viewing subject’s anxiety at such ambivalence – such unknowability – that provokes a powerful desire to name it. The visceral sensations and emotional responses provoked in viewers (are we taken aback? Do we sympathize with the POW? Are we equally blank?) very quickly become settled interpretations, for example, “his defiant gaze resists American power.” What I want to do is explore the pre-interpretive moment when images like Dorsey’s reach out and grab us – for it is in that moment that photography’s “political electricity” reveals itself most clearly.Production, Signification, InterpretationThe mobility inherent in the photograph has an important antecedent at the level of production. Since the Brownie camera was introduced in WWI, photographers have carried their mode of representation with them – in Dorsey’s case, his portable camera was carried with him as he travelled with the Marines through the Pacific (Philips 29). It is the photographer’s itinerary – his or her movement prior to clicking the camera’s shutter – that shapes and determines a photograph’s content. More to the point, the action of clicking the camera’s shutter is never an isolated moment; rather, it is punctured by all of the previous clicks and moments leading up to it – especially on a long photographic assignment like Dorsey’s – and contains within it all of the subsequent clicks and moments that potentially come after it. In this sense, the photographer’s click recalls Benjamin: it is a “charged force field of past and present” (Buck-Morss 219). That complicated temporality is also manifested in the photographer’s contact sheet (or, more recently, computer file) which operates as a visual travelogue of discrete moments that bleed into one another.The mobility inherent in photography extends itself into the level of signification; that is, the arrangements of signs depicted within the frame of each discrete image. Critic Gilberto Perez gives us a clue to this mobility in his comments about Eugène Atget’s famous ‘painterly’ photographs of Paris:A photograph begins with the mobility, or at least potential mobility, of the world’s materials, of the things reproduced from reality, and turns that into a still image. More readily than in a painting, we see things in a photograph, even statues, as being on the point of movement, for these things belong to the world of flux from which the image has been extracted (328).I agree that the origin point of a photograph is potential mobility, but that mobility is never completely vanquished when it is turned into a still image. For me, photographs – no matter what they depict – are always saturated with the “potential mobility of the world’s materials”, and in this sense they are never still. Indeed, the world of flux out of which the image is extracted includes the image itself, and in that sense, an image can never be isolated from the world it is derived from. If we follow Perez and characterize the world as one of flux, but then insist that the photograph can never be extracted from that world, it follows that the photograph, too, is characterized by fluctuation and change – in short, by mobility. The point, here, is to read a photograph counter intuitively – not as an arrest of movement or a freezing of time, but as a collection of signs that is always potentially mobile. This is what Roland Barthes was hinting at when he suggested that a photograph is “a mad image, chafed by reality”: any photograph is haunted by absence because the depicted object is no longer present, but it is also full of certainty that the depicted object did exist at a previous time and place (113-15). This is precisely Benjamin’s point as well, that “what has been comes together with the now” (N3.1; 463). Following on from Barthes and Benjamin, I want to argue that photographs don’t freeze a moment in time, but instead set in motion a continual journey between feelings of absence in the present (i.e. “it is not there”) and present imaginings of the past (i.e. “but it has indeed been”).As Barthes’ notion of the punctum reveals, the most powerful register at which photography’s inherent mobility operates is in the sensations, responses and feelings provoked in viewers. This is why we say that a photograph has the capacity to move us: the best images take us from one emotional state (e.g. passive, curious, bored) and carry us into another (e.g. shocked, sad, amused). It is this emotional terrain of our responses to photography that both Roland Barthes and Susan Sontag have explored in depth. Why are we moved by some images and not others? Are documentary or artistic photographs more likely to reach out and prick us? What is the most appropriate or ethical response to pictures of another’s suffering?Sontag suggests a different connection between photography and mobility in that it enables a particular touristification of the world; that is, cameras help “convert the world into a department store or museum-without-walls in which every subject is depreciated into an article of consumption, promoted to an item for aesthetic appreciation” (On Photography 110). While Sontag’s political economy of photography (with its Frankfurt School echo) continues to be explored by anthropologists and scholars in Tourism Studies, I want to argue that it offers a particularly reductive account of photography’s potential mobilities. While Sontag does address photography’s constitutive and rather complex relationship with reality, she still conceives of photographs themselves as static and inert representations. Indeed, what she wrestled with in On Photography was the “insolent, poignant stasis of each photograph”, and the photograph’s capacity to make reality “stand still” (111-12; 163). The problem with such a view is that it limits our account of interpretation; in short, it suggests that viewers either accept a photograph’s static message (and are thus moved), or reject it (and remain unmoved). But the moving, here, is the sole prerogative of the viewer: there is no sense in which the photograph and its contents are themselves mobile. I want to argue that the relationships established in the act of looking between viewing subjects and the objects contained within an image are much more complex and varied than Sontag’s framework suggests. Photography’s Affective MobilityTo reveal the mobilities underscoring photography’s affective punch, we must redistribute its more familiar power relations through W.J.T. Mitchell’s important question: what do pictures want? Such a question subverts our usual approach to photographs (i.e. what do we want from photographs?) by redeploying the privileged agency of the viewer into the image itself. In other words, it is the image that demands something of the viewer rather than the other way around. What it demands, of course, is a response. Certainly this is an emotional response, for even being bored by a photograph is a response of sorts. But an emotional response is also an affective response, which means that the punch carried by a photograph is as physical as it is metaphorical or visual. Indeed, it is precisely in the act of perception, where the emotional and the affective fuse, that photography’s assumed stillness is powerfully subverted.If Mitchell animates the picture by affording it some of the viewer’s agency, then Gilles Deleuze goes one step further by exploring what happens to agency in the act of perception. For Deleuze, a work of art – for our purposes, a photograph – is not an inert or still document, but rather a “block of sensations” (Deleuze; Deleuze & Guattari; Bogue). It is not a finished object produced by an autonomous artist or beheld in its entirety by an autonomous viewer; rather, it is a combination of precepts (initial perceptions) and affects (physical intensities) that passes through all subjects at the point of visual perception. This kind of relational encounter with an image not only deconstructs Modernity’s foundational distinction between the subject and the object, it also opens up an affective connection between all subjects engaged in the act of looking; in this case, the photographer, the subjects and objects within the photograph and the viewer.From Deleuze, we know that perception is characterized by common physical responses in all subjects: the movement of the optic nerve, the dilation of the pupil, the squint of the eyelid, the craning of the neck to see up close. However small, however imperceptible, these physical sensations are all still movements; indeed, they are movements repeated by all seeing subjects. My point is that these imperceptible modes of attention are consistently engaged in the act of viewing photographs. What this suggests is that taking account of the affective level of perception changes our traditional understandings of interpretation; indeed, even if a photograph fails to move us emotionally, it certainly moves us physically, though we may not be conscious of it.Drawing from Mitchell and Deleuze, then, we can say that a photograph’s “insolent, poignant stasis” makes no sense. A photograph is constantly animated not just by the potentials inherent in its enframed subjects and objects, but more importantly, in the acts of perception undertaken by viewers. Certainly some photographs move us emotionally – to tears, to laughter, to rage – and indeed, this emotional terrain is where Barthes and Sontag offer important insights. My point is that all photographs, no matter what they depict, move us physically through the act of perception. If we take Mitchell’s question seriously and extend agency to the photograph, then it is in the affective register that we can discern a more relational encounter between subjects and objects because both are in a constant state of mobility.Ambivalence and ParalysisHow might Mitchell’s question apply to Dorsey’s photograph? What does this image want from us? What does it demand from our acts of looking? The dispersed account of agency put forward by Mitchell suggests that the act of looking can never be contained within the subject; indeed, what is produced in each act of looking is some kind of subject-object-world assemblage in which each component is characterised by its potential and actual mobilities. With respect to Dorsey’s image, then, the multiple lines of sight at work in the photograph indicate multiple – and mobile – relationalities. Primarily, there is the relationship between the viewer – any potential viewer – and the photograph. If we follow Mitchell’s line of questioning, however, we need to ask how the photograph itself shapes the emotive and affective experience of visual interpretation – how the photograph’s demand is transmitted to the viewer.Firstly, this demand is channelled through Dorsey’s line of sight that extends through his camera’s viewfinder and into the formal elements of the photograph: the focused POW in the foreground, the blurred figures in the background, the light and shade on the subjects’ clothing and skin, the battle scarred terrain, and the position of these elements within the viewfinder’s frame. As viewers we cannot see Dorsey, but his presence fills – and indeed constitutes – the photograph. Secondly, the photograph’s demand is channelled through the POW’s line of sight that extends to Dorsey (who is both photographer and marine Sergeant), and potentially through his camera to imagined viewers. It is precisely the return gaze of the POW that packs such an affective punch – not because of what it means, but rather because of how it makes us feel emotionally and physically. While a conventional account would understand this affective punch as shocking, stopping or capturing the viewer, I want to argue it does the opposite – it suddenly reveals the fizzing, vibrant mobilities that transmit the picture to us, and us to the picture.There are, I think, important lessons for us in Dorsey’s photograph. It is a powerful antecedent to Judith Butler’s exploration of the Abu Graib images, and her repetition of Sontag’s question of “whether the tortured can and do look back, and what do they see when they look at us” (966). The POW’s gaze provides an answer to the first part of this question – they certainly do look back. But as to what they see when they look back at us, that question can only be answered if we redistribute both agency and mobility into the photograph to empower and mobilize the tortured, the abject, and the objectified.That leaves us with Sontag’s much more vexing question of what we do after we look at photographs. As Butler explains, Sontag has denounced the photograph “precisely because it enrages without directing the rage, and so excites our moral sentiments at the same time that it confirms our political paralysis” (966). This sets up an important challenge for us: in refusing conventional understandings of photography as a still visual art, how can we use more dispersed accounts of agency and mobility to work through the political paralysis that Sontag identifies. AcknowledgementsPaul Dorsey’s photograph of the Japanese POW is # 80-G-475166 in the NAPU archive, and is reproduced here courtesy of the United States National Archives.ReferencesAdorno, Theodore. Prisms. Cambridge: MIT P, 1997.Bachner, Evan. Men of WWII: Fighting Men at Ease. New York: Harry N. Abrams, 2007.———. At Ease: Navy Men of WWII. New York: Harry N. Abrams, 2004.Barthes, Roland. Camera Lucida. London: Vintage, 2000.Benjamin, Walter. “On the Theory of Knowledge, Theory of Progress.” In The Arcardes Project. Trans. Howard Eiland and Kevin McLaughlin. Cambridge: Harvard U P, 1999. 456-488.Bogue, Ronald. Deleuze on Music, Painting and the Arts. London: Routledge, 2003.Buck-Morss, Susan. The Dialectics of Seeing: Walter Benjamin and the Arcades Project. Cambridge: MIT P, 1997.Butler, Judith. “Torture and the Ethics of Photography.” Environment and Planning D: Society and Space 25.6 (2007): 951-66.Deleuze, Gilles. Francis Bacon: The Logic of Sensation. Trans. Daniel W. Smith. London: Continuum, 2003.Deleuze, Gilles and Felix Guattari. What is Philosophy? Trans. Hugh Tomlinson and Graham Burchill. New York: Columbia U P, 1994.Lisle, Debbie. “Benevolent Patriotism: Art, Dissent and The American Effect.” Security Dialogue 38.2 (2007): 233-50.Mitchell, William.J.T. What Do Pictures Want? The Lives and Loves of Images. Chicago: U of Chicago P, 2004.Perez, Gilberto. “Atget’s Stillness.” The Hudson Review 36.2 (1983): 328-37. Philips, Christopher. Steichen at War. New York: Harry N. Abrams, 1981.Sontag, Susan. Regarding the Pain of Others. London: Penguin, 2004.———. On Photography. London: Penguin, 1971Steichen, Edward. U.S. Navy War Photographs. New York: U.S. Camera, 1945.


 
 
 Introduction As the country with the fifth largest population in the world, Indonesia is a massive potential market for mobile technology adoption and development. Despite an annual per capita income of only $1,280 USD (World Bank), there are 63 million mobile phone users in Indonesia (Suhartono, sec. 1.7) and it is predicted to reach 80 million in 2007 (Jakarta Post 1). Mobile phones are not only a symbol of Indonesian modernity (Barendregt 5), but like other communication technology can become a platform through which to explore socio-political issues (Winner 28). In this article we explore the role mobile phone technology in contemporary forms of social, intimate, and sexual relationships in Indonesia. We argue that new forms of expression and relations are facilitated by the particular features of mobile technology. We discuss two cases from contemporary Indonesia: a mobile dating service (BEDD) and mobile phone pornography. For each case study, we first discuss the socio-political background in Indonesia, then describe the technological affordances of the mobile phone which facilitate dating and pornography, and finally give examples of how the mobile phone is effecting change in dating and pornographic practices. This study is placed at a time when social relations, intimacy, and sexuality in Indonesia have become central public issues. Since the end of the New Order whilst many people have embraced the new freedoms of reformasi and democratization, there is also a high degree of social anxiety, tension and uncertainty (Juliastuti 139-40). These social changes and desires have played out in the formations of new and exciting modes of creativity, solidarity, and sociality (Heryanto and Hadiz 262) and equally violence, terror and criminality (Heryanto and Hadiz 256). The diverse and plural nature of Indonesian society is alive with a myriad of people and activities, and it is into this diverse social body that the mobile phone has become a central and prominent feature of interaction. The focus of our study is dating and pornography as mediated by the mobile phone; however, we do not suggest that these are new experiences in Indonesia. Rather over the last decade social, intimate, and sexual relationships have all been undergoing change and their motivations can be traced to a variety of sources including the factors of globalization, democratization and modernization. Throughout Asia “new media have become a crucial site for constituting new Asian sexual identities and communities” (Berry, Martin, and Yue 13) as people are connecting through new communication technologies. In this article we suggest that mobile phone technology opens new possibilities and introduces new channels, dynamics, and intensities of social interaction. Mobile phones are particularly powerful communication tools because of their mobility, accessibility, and convergence (Ling 16-19; Ito 14-15; Katz and Aakhus 303). These characteristics of mobile phones do not in and of themselves bring about any particular changes in dating and pornography, but they may facilitate changes already underway (Barendegt 7-9; Barker 9). Mobile Dating Background The majority of Indonesians in the 1960s and 1970s had arranged marriages (Smith-Hefner 443). Education reform during the 70s and 80s encouraged more women to attain an education which in turn led to the delaying of marriage and the changing of courtship practices (Smith-Hefner 450). “Compared to previous generations, [younger Indonesians] are freer to mix with the opposite sex and to choose their own marriage,” (Utomo 225). Modern courtship in Java is characterized by “self-initiated romance” and dating (Smith-Hefner 451). Mobile technology is beginning to play a role in initiating romance between young Indonesians. Technology One mobile matching or dating service available in Indonesia is called BEDD (www.bedd.com). BEDD is a free software for mobile phones in which users fill out a profile about themselves and can meet BEDD members who are within 20-30 feet using a Bluetooth connection on their mobile devices. BEDD members’ phones automatically exchange profile information so that users can easily meet new people who match their profile requests. BEDD calls itself mobile social networking community; “BEDD is a new Bluetooth enabled mobile social medium that allows people to meet, interact and communicate in a new way by letting their mobile phones do all the work as they go throughout their day.” As part of a larger project on mobile social networking (Humphreys 6), a field study was conducted of BEDD users in Jakarta, Indonesia and Singapore (where BEDD is based) in early 2006. In-depth interviews and open-ended user surveys were conducted with users, BEDD’s CEO and strategic partners in order to understand the social uses and effects BEDD. The majority of BEDD members (which topped 100,000 in January 2006) are in Indonesia thanks to a partnership with Nokia where BEDD came pre-installed on several phone models. In management interviews, both BEDD and Nokia explained that they partnered because both companies want to help “build community”. They felt that Bluetooth technology such as BEDD could be used to help youth meet new people and keep in touch with old friends. Examples One of BEDD’s functions is to help lower barriers to social interaction in public spaces. By sharing profile information and allowing for free text messaging, BEDD can facilitate conversations between BEDD members. According to users, mediating the initial conversation also helps to alleviate social anxiety, which often accompanies meeting new people. While social mingling and hanging out between Jakarta teenagers is a relatively common practice, one user said that BEDD provides a new and fun way to meet and flirt. In a society that must balance between an “idealized morality” and an increasingly sexualized popular culture (Utomo 226), BEDD provides a modern mode of self-initiated matchmaking. While BEDD was originally intended to aid in the matchmaking process of dating, it has been appropriated into everyday life in Indonesia because of its interpretive flexibility (Pinch & Bjiker 27). Though BEDD is certainly used to meet “beautiful girls” (according to one Indonesian male user), it is also commonly used to text message old friends. One member said he uses BEDD to text his friends in class when the lecture gets boring. BEDD appears to be a helpful modern communication tool when people are physically proximate but cannot easily talk to one another. BEDD can become a covert way to exchange messages with people nearby for free. Another potential explanation for BEDD’s increasing popularity is its ability to allow users to have private conversations in public space. Bennett notes that courtship in private spaces is seen as dangerous because it may lead to sexual impropriety (154). Dating and courtship in public spaces are seen as safer, particularly for conserving the reputation young Indonesian women. Therefore Bluetooth connections via mobile technologies can be a tool to make private social connections between young men and women “safer”. Bluetooth communication via mobile phones has also become prevalent in more conservative Muslim societies (Sullivan, par. 7; Braude, par. 3). There are, however, safety concerns about meeting strangers in public spaces. When asked, “What advice would you give a first time BEDD user?” one respondent answered, “harus bisa mnilai seseorang krn itu sangat penting, kita mnilai seseorang bukan cuma dari luarnya” (translated: be careful in evaluating (new) people, and don’t ever judge the book by its cover”). Nevertheless, only one person participating in this study mentioned this concern. To some degree meeting someone in a public may be safer than meeting someone in an online environment. Not only are there other people around in public spaces to physically observe, but co-location means there may be some accountability for how BEDD members present themselves. The development and adoption of matchmaking services such as BEDD suggests that the role of the mobile phone in Indonesia is not just to communicate with friends and family but to act as a modern social networking tool as well. For young Indonesians BEDD can facilitate the transfer of social information so as to encourage the development of new social ties. That said, there is still debate about exactly whom BEDD is connecting and for what purposes. On one hand, BEDD could help build community in Indonesia. One the other hand, because of its privacy it could become a tool for more promiscuous activities (Bennett 154-5). There are user profiles to suggest that people are using BEDD for both purposes. For example, note what four young women in Jakarta wrote in the BEDD profiles: Personal Description Looking For I am a good prayer, recite the holy book, love saving (money), love cycling… and a bit narcist. Meaning of life Ordinary gurl, good student, single, Owen lover, and the rest is up to you to judge. Phrenz ?! Peace?! Wondeful life! I am talkative, have no patience but so sweet. I am so girly, narcist, shy and love cute guys. Check my fs (Friendster) account if you’re so curious. Well, I am just an ordinary girl tho. Anybody who wants to know me. A boy friend would be welcomed. Play Station addict—can’t live without it! I am a rebel, love rock, love hiphop, naughty, if you want proof dial 081********* phrenz n cute guyz As these profiles suggest, the technology can be used to send different kinds of messages. The mobile phone and the BEDD software merely facilitate the process of social exchange, but what Indonesians use it for is up to them. Thus BEDD and the mobile phone become tools through which Indonesians can explore their identities. BEDD can be used in a variety of social and communicative contexts to allow users to explore their modern, social freedoms. Mobile Pornography Background Mobile phone pornography builds on a long tradition of pornography and sexually explicit material in Indonesia through the use of a new technology for an old art and product. Indonesia has a rich sexual history with a documented and prevalent sex industry (Suryakusuma 115). Lesmana suggests that the country has a tenuous pornographic industry prone to censorship and nationalist politics intent on its destruction. Since the end of the New Order and opening of press freedoms there has been a proliferation in published material including a mushrooming of tabloids, men’s magazines such as FHM, Maxim and Playboy, which are often regarded as pornographic. This is attributed to the decline of the power of the bureaucracy and government and the new role of capital in the formation of culture (Chua 16). There is a parallel pornography industry, however, that is more amateur, local, and homemade (Barker 6). It is into this range of material that mobile phone pornography falls. Amongst the myriad forms of pornography and sexually explicit material available in Indonesia, the mobile phone in recent years has emerged as a new platform for production, distribution, and consumption. This section will not deal with the ethics of representation nor engage with the debate about definitions and the rights and wrongs of pornography. Instead what will be shown is how the mobile phone can be and has been used as an instrument/medium for the production and consumption of pornography within contemporary social relationships. Technology There are several technological features of the mobile phone that make pornography possible. As has already been noted the mobile phone has had a large adoption rate in Indonesia, and increasingly these phones come equipped with cameras and the ability to send data via MMS and Bluetooth. Coupled with the mobility of the phone, the convergence of technology in the mobile phone makes it possible for pornography to be produced and consumed in a different way than what has been possible before. It is only recently that the mobile phone has been marketed as a video camera with the release of the Nokia N90; however, quality and recording time are severely limited. Still, the mobile phone is a convenient and at-hand tool for the production and consumption of individually made, local, and non-professional pieces of porn, sex and sexuality. It is impossible to know how many such films are in circulation. A number of websites that offer these films for downloads host between 50 and 100 clips in .3gp file format, with probably more in actual circulation. At the very least, this is a tenfold increase in number compared to the recent emergence of non-professional VCD films (Barker 3). This must in part be attributed to the advantages that the mobile phone has over standard video cameras including cost, mobility, convergence, and the absence of intervening data processing and disc production. Examples There are various examples of mobile pornography in Indonesia. These range from the pornographic text message sent between lovers to the mobile phone video of explicit sexual acts (Barendregt 14-5). The mobile phone affords privacy for the production and exchange of pornographic messages and media. Because mobile devices are individually owned, however, pornographic material found on mobile phones can be directly tied to the individual owners. For example, police in Kotabaru inspected the phones of high school students in search of pornographic materials and arrested those individuals on whose phones it was found (Barendregt 18). Mobile phone pornography became a national political issue in 2006 when an explicit one-minute clip of a singer and an Indonesian politician became public. Videoed in 2004, the clip shows Maria Eva, a 27 year-old dangdut singer (see Browne, 25-6) and Yahya Zaini, a married 42 year-old who was head of religious affairs for the Golkar political party. Their three-year affair ended in 2005, but the film did not become public until 2006. It spread like wildfire between phones and across the internet, however, and put an otherwise secret relationship into the limelight. These types of affairs and relationships were common knowledge to people through gossip, exposes such as Jakarta Undercover (Emka 93-108) and stories in tabloids; yet this culture of adultery and prostitution continued and remained anonymous because of bureaucratic control of evidence and information (Suryakusuma 115). In this case, however, the filming of Maria Eva once public proves the identities of those involved and their infidelity. As a result of the scandal it was further revealed that Maria Eva had been forced by Yayha Zaini and his wife to have an abortion, deepening the moral crisis. Yahya Zaini later resigned as his party’s head of Religious Affairs (Asmarani, sec. 1-2), due to what was called the country’s “first real sex scandal” (Naughton, par. 2). As these examples show, there are definite risks and consequences involved in the production of mobile pornography. Even messages/media that are meant to be shared between two consenting individuals can eventually make their way into the public mobile realm and have serious consequences for those involved. Mobile video and photography does, however, represent a potential new check on the Indonesian bureaucratic elite which has not been previously available by other means such as a watchdog media. “The role of the press as a control mechanism is practically nonexistent [in Jakarta], which in effect protects corruption, nepotism, financial manipulation, social injustice, and repression, as well as the murky sexual life of the bureaucratic power elite,” (Suryakusuma 117). Thus while originally a mobile video may have been created for personal pleasure, through its mass dissemination via new media it can become a means of sousveillance (Mann, Nolan and Wellman 332-3) whereby the control of surveillance is flipped to reveal the often hidden abuses of power by officials. Whilst the debates over pornography in Indonesia tend to focus on the moral aspects of it, the broader social impacts of technology on relationships are often ignored. Issues related to power relations or even media as cultural expression are often disregarded as moral judgments cast a heavy shadow over discussions of locally produced Indonesian mobile pornography. It is possible to move beyond the moral critique of pornographic media to explore the social significance of its proliferation as a cultural product. Conclusion In these two case studies we have tried to show how the mobile phone in Indonesia has become a mode of interaction but also a platform through which to explore other current issues and debates related to dating, sexuality and media. Since 1998 and the fall of the New Order, Indonesia has been struggling with blending old and new, a desire of change and nostalgia for past, and popular desire for a “New Indonesia” (Heryanto, sec. Post-1998). Cultural products within Indonesia have played an important role in exploring these issues. The mobile phone in Indonesia is not just a technology, but also a product in and through which these desires are played out. Changes in dating and pornography practices have been occurring in Indonesia for some time. As people use mobile technology to produce, communicate, and consume, the device becomes intricately related to identity struggle and cultural production within Indonesia. It is important to keep in mind, however, that while mobile technology adoption within Indonesia is growing, it is still limited to a particular subset of the population. As has been previously observed (Barendregt 3), it is wealthier, young people in urban areas who are most intensely involved in mobile technology. As handset prices decrease and availability in rural areas increases, however, no longer will mobile technology be so demographically confined in Indonesia. The convergent technology of the mobile phone opens many possibilities for creative adoption and usage. As a communication device it allows for the creation, sharing, and viewing of messages. Therefore, the technology itself facilitates social connections and networking. As demonstrated in the cases of dating and pornography, the mobile phone is both a tool for meeting new people and disseminating sexual messages/media because it is a networked technology. The mobile phone is not fundamentally changing dating and pornography practices, but it is accelerating social and cultural trends already underway in Indonesia by facilitating the exchange and dissemination of messages and media. As these case studies show, what kinds of messages Indonesians choose to create and share are up to them. The same device can be used for relatively innocuous behavior as well as more controversial behavior. With increased adoption in Indonesia, the mobile will continue to be a lens through which to further explore modern socio-political issues. 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This chapter uses as a case study an incident from 1824 in which the New York Tract Society convinced John Van Ness Yates, New York’s acting superintendent of common schools, to encourage the use of its literature in schools under his oversight. This incident highlights the significance of growing educational bureaucracy in this era and how it might be used for distinctly religious aims. This educational bureaucracy emerged as part of what this book calls the “Common School Awakening,” a transatlantic, transdenominational movement that introduced systematized, professionalized schools to America in the first half of the nineteenth century. Previous historical scholarship on education in this era, notably the very different work of Ellwood Cubberley and Michael Katz, has ignored the strongly religious roots of the movement for common schools that has found its representative figure in the person of Horace Mann.

The secure place of the Bible in the plans of Americans who created the nation’s common schools meant that education was the one sphere of American life where the Bible remained central for the nation’s civilization. Historian David Komline has documented the influence of European models of public education that stressed an active state, enhanced teacher training, and the prominence of religious instruction. Protestant Americans, divided among themselves on many matters, agreed that the Bible almost all of them used (the King James Version) could serve as a “nonsectarian” tool to help public schools promote the virtue without which a republic would fail. In different ways, the era’s leading school reformers (Thomas Eddy in New York, Horace Mann in Massachusetts, Calvin Stowe in Ohio) made daily reading of the King James Version crucial for their reforming efforts. Through the 1830s even some Catholic leaders more or less signed on to these plans. Additionally, the most widely used school textbooks—especially those by Lindley Murray and William Holmes McGuffey—used biblical material freely in promoting the educational and moral goals of school reformers.