Academic literature on the topic 'Touch of Frost (Television program)'

Studies of home language use tend to focus on macro-level language changes and verbal communication rather than on micro-level analyses of family communication. This makes it diffcult to form a nuanced picture of the relations among diverse resources deployed in transnational family communication. In this paper, we address this issue by reporting results from a preliminary study of the micro-level communicative interactions of a frst-generation transnational Australian Vietnamese family who have settled in Melbourne, Australia. Through an in-depth analysis of a 20-minute video clip, we capture intersections in the rich, diverse communicative resources used by the family as they watched a favourite English television program while simultaneously keeping in contact with family members overseas. Our analysis shows that transnational family communication patterns involve complex displays of language use, silence, touch, movement, and spatial orientation, which together enable the family to communicate in the here and now with individuals near and far. We use the multiplicity framework to interpret the fuidity of multimodal communication, intimacy, and continuity across space.

Abstract This article presents an analysis of the police television series A Touch of Frost (Yorkshire Television, 1992) and the crime novels of Rodney Wingfield upon which it is based. In analysing characterisation of the protagonist of each version, Inspector Jack Frost, data is drawn from the pilot episode of the series and Wingfield’s debut novel Frost at Christmas (1984). Wingfield was less than impressed with television’s version of Frost, stating, ‘He just isn’t my Frost’. Given that a core motivation for stylistics is to ‘support initial impressions in various extracts’ readings’ and to ‘describe the readers’ response with some precision’ (Gregoriou, 2007:19), this article offers a linguistic explanation for the response of an author to the adaptation of his own work. The famously reticent Wingfield did not elaborate in detail on why he disapproved of the television version of Frost, although several critics contended that Wingfield felt television had ‘softened’ his creation. This article will analyse each version in terms of the elements of narrative outlined by Simpson and Montgomery (1995) and will in turn suggest an elaboration of this model by integrating frameworks for the analysis of impoliteness (Culpeper, 1996; 2010), examining pragmatic elements of Frost’s dialogue. In investigating whether television’s Jack Frost is ‘softer’ than the character envisaged by Wingfield free direct speech and accompanying physical behaviour in novel and television adaptation are analysed, focussing on whether the perceived softness of the latter has been partly achieved by making the speech of Frost less impolite on television. Keywords Adaptation, characterisation, A Touch of Frost, Frost at Christmas, impoliteness, free direct speech, dialogue, television drama, crime fiction

Abstract This article presents an analysis of the police television series A Touch of Frost (Yorkshire Television, 1992) and the crime novels of Rodney Wingfield upon which it is based. In analysing characterisation of the protagonist of each version, Inspector Jack Frost, data is drawn from the pilot episode of the series and Wingfield’s debut novel Frost at Christmas (1984). Wingfield was less than impressed with television’s version of Frost, stating, ‘He just isn’t my Frost’. Given that a core motivation for stylistics is to ‘support initial impressions in various extracts’ readings’ and to ‘describe the readers’ response with some precision’ (Gregoriou, 2007:19), this article offers a linguistic explanation for the response of an author to the adaptation of his own work. The famously reticent Wingfield did not elaborate in detail on why he disapproved of the television version of Frost, although several critics contended that Wingfield felt television had ‘softened’ his creation. This article will analyse each version in terms of the elements of narrative outlined by Simpson and Montgomery (1995) and will in turn suggest an elaboration of this model by integrating frameworks for the analysis of impoliteness (Culpeper, 1996; 2010), examining pragmatic elements of Frost’s dialogue. In investigating whether television’s Jack Frost is ‘softer’ than the character envisaged by Wingfield free direct speech and accompanying physical behaviour in novel and television adaptation are analysed, focussing on whether the perceived softness of the latter has been partly achieved by making the speech of Frost less impolite on television. Keywords Adaptation, characterisation, A Touch of Frost, Frost at Christmas, impoliteness, free direct speech, dialogue, television drama, crime fiction

A large part of television broadcasting today is filled by entertainment programs that are designed to relax and relieve stress in the viewer. Due to this, the interest of the audience in the format of entertainment programs not only remains unchanged, but is constantly growing. That is why programs of this genre have very high ratings. Such projects are relevant and are created in accordance with the social needs of the population. The following programs were analyzed: "Secular life with Kateryna Osadcha", "Changing a Woman", "Voice of the Country". Children", "Breakfast with 1 + 1", "Who's on top?", "Top model in Ukrainian", "Super Intuition", "Crazy", "Half", "From a kid to a young lady", "X- Factor ", "А house for a Dad", "Weighed and happy", "Ukraine has talent", "Battle of psychics". Each program interests the viewer and collects positive feedback. Despite the fact that these programs are entertaining, they are interesting and meaningful. The audience perceives the information in a light, sometimes playful mood, so entertainment programs are mostly for leisure purposes. Each channel has its own approach to creating TV shows or stories, as well as entertainment programs. Among the analyzed programs, in general, each entertainment TV program has positive feedback from the audience. After all, the mood for the whole day can only guarantee laughter. And laughter is the main thing that should be present in entertainment TV shows. Thus, entertainment TV programs are very popular among viewers, have a wide audience among different age groups. This can be explained by the fact that everyone loves to laugh and be in touch with the latest news in the sphere of show business. Entertainment TV shows or reality shows are interesting because they create the presence of the audience at the scene, and also allow you to follow the lives of famous people or people who aim to become famous over time.

Digital natives’ generation is inseparable from gadgets, less socializing, lack of creativity and being an individualist. The digital native’s generation wants things that are instant and lack respect for the process. The preoccupation of children with gadgets makes children socially alienated or known as anti-social. Preschool play an important role in the development of the digital native’s generation and in the future can help children use gadgets with parents. As it is known, the digital native’s generation is a kindergarten child. This study aims to determine the role of preschools in helping the use of gadgets in the digital native generation. This study used a descriptive quantitative approach with simple random sampling technique was obtained 25 kindergarten principals in Pekanbaru City. Data was collected in the form of a questionnaire via google form. Data analysis uses percentages and is presented in the tabular form. The results of the study indicate that the role of preschools in the use of gadgets in digital native generation children in Pekanbaru City is included in the low category. Only a few preschools have organized parenting education for parents. There are almost no rules governing children's use of gadgets at home, and few preschools educate children on how to use gadgets properly. It is expected for teachers and preschools to add special programs in the curriculum to provide information about positive gadget use and parenting programs that discuss digital native generation and collaborate with parents to establish rules such as frequency, duration and content of children using gadgets. Keywords: Digital Native, Preschool, Gadgets References: Alia, T., & Irwansyah, I. (2018). Pendampingan orang tua pada anak usia dini dalam penggunaan teknologi digital [parent mentoring of young children in the use of digital technology]. Polyglot: Jurnal Ilmiah, 14(1), 65–78. Allen, K. A., Ryan, T., Gray, D. L., McInerney, D. M., & Waters, L. (2014). Social Media Use and Social Connectedness in Adolescents: The Positives and the Potential Pitfalls. The Australian Educational and Developmental Psychologist, 31(1), 18–31. https://doi.org/10.1017/edp.2014.2 Berlin, A., Törnkvist, L., & Barimani, M. (2016). Content and Presentation of Content in Parental Education Groups in Sweden. The Journal of Perinatal Education, 25(2), 87–96. https://doi.org/10.1891/1058-1243.25.2.87 Chapman, G., & Pellicane, A. (2014). Growing up social: Raising relational kids in a screen-driven world. Moody Publishers. Cho, K.-S., & Lee, J.-M. (2017). Influence of Smartphone Addiction Proneness of Young Children on Problematic Behaviors and Emotional Intelligence. Comput. Hum. Behav., 66(C), 303–311. https://doi.org/10.1016/j.chb.2016.09.063 Coie, J. D., & Dodge, K. A. (1988). Multiple sources of data on social behavior and social status in the school: A cross-age comparison. Child Development, 815–829. Crouch, A. (2017). Tech-Wise Family. Everyday Steps for Putting Technology in Its Proper Place. Baker Books. De Lima, L., & Castronuevo, E. (2016). Perception of parents on children’s use of gadgets. The Bedan Journal of Psychology, II, 26–34. Gani, S. A. (2017). Parenting Digital Natives: Cognitive, Emotional, and Social Developmental Challenges. Guralnick, M. J. (1999). Family and child influences on the peer‐related social competence of young children with developmental delays. Mental Retardation and Developmental Disabilities Research Reviews, 5(1), 21–29. Hosokawa, R., & Katsura, T. (2018). Association between mobile technology use and child adjustment in early elementary school age. PloS One, 13(7), e0199959. Jonathan, L. P., & Andrew, L. F. (2016). Depression in children and adolescents. University of Kansas, Clinical Child Psychology Program. Kabali, H. K., Irigoyen, M. M., Nunez-Davis, R., Budacki, J. G., Mohanty, S. H., Leister, K. P., & Bonner, R. L. (2015). Exposure and Use of Mobile Media Devices by Young Children. PEDIATRICS, 136(6), 1044–1050. https://doi.org/10.1542/peds.2015-2151 Kirschner, P. A., & De Bruyckere, P. (2017). The myths of the digital native and the multitasker. Teaching and Teacher Education, 67, 135–142. https://doi.org/10.1016/j.tate.2017.06.001 Kurniawan, A. R., Chan, F., Sargandi, M., Yolanda, S., Karomah, R., Setianingtyas, W., & Irani, S. (2019). Kebijakan Sekolah Dalam Penggunaan Gadget di Sekolah Dasar [School Policy on the Use of Gadgets in Elementary Schools]. Jurnal Tunas Pendidikan, 2(1), 72–81. Martin, D. J. (2001). Constructing Early Childhood Science. Delmar Thomson Learning, Inc,. Morrongiello, B. A., McArthur, B. A., Goodman, S., & Bell, M. M. (2015). Don’t touch the gadget because it’s hot! Mothers’ and children’s behavior in the presence of a contrived hazard at home: Implications for supervising children. Journal of Pediatric Psychology, 40 1, 85–95. Mueller, S., Remaud, H., & Chabin, Y. (2011). How strong and generalisable is the Generation Y effect? A cross‐cultural study for wine. International Journal of Wine Business Research, 23(2), 125–144. https://doi.org/10.1108/17511061111142990 NAEYC. (2012). Technology and interactive media as tools in early childhood programs serving children from birth through age 8. National Institute for Educational Policy Research. (2014). Zenkoku Gakuryoku Gakusyu Jyokyo Cyosa [Japanese]. Nielsen Company. (2009). Television, Internet, and mobile usage in the U.S.: A2/M2 Three Screen Report. Nielsen Company. Nielsen, M. (2012). Imitation, pretend play, and childhood: Essential elements in the evolution of human culture? Journal of Comparative Psychology, 126(2), 170–181. https://doi.org/10.1037/a0025168 Novianti, R., Febrialismanto, F., Puspitasari, E., & Hukmi, H. (2020). Meningkatkan pengetahuan orang tua dalam mendidik anak di era digital di Kecamatan Koto Gasib Kabupaten Siak Provinsi Riau [Increasing parental knowledge in educating children in the digital era in Koto Gasib Sub-district, Siak Regency, Riau Province]. Riau Journal of Empowerment, 3(3), 183–190. https://doi.org/10.31258/raje.3.3.183-190 Novianti, R., & Garzia, M. (2020). Penggunaan Gadget pada Anak; Tantangan Baru Orang Tua Milenial[Use of Gadgets in Children; Millennial Parents' New Challenge]. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 4(2), 1000–1010. Pediatrics, A. A. O. (2016). American Academy of Paediatrics announces new recommendations for children’s media use. Advocacy & Policy. Radesky, J. S., & Christakis, D. A. (2016). Increased Screen Time: Implications for Early Childhood Development and Behaviour. Paediatric Clinics of North America, 63(5), 827–839. https://doi.org/10.1016/j.pcl.2016.06.006 Ransdell, S., Kent, B., Gaillard-Kenney, S., & Long, J. (2011). Digital immigrants fare better than digital natives due to social reliance: Digital immigrants and social reliance. British Journal of Educational Technology, 42(6), 931–938. https://doi.org/10.1111/j.1467-8535.2010.01137.x Rideout, V., &. Robb, M. B., & Robb, M. B. (2020). The commonsense census: Media use by kids aged zero to eight. Common Sense Media. Scott, F. L. (2021). Family mediation of preschool children’s digital media practices at home. Learning, Media, and Technology, 1–16. https://doi.org/10.1080/17439884.2021.1960859 Setianingsih, S. (2018). Dampak penggunaan gadget pada anak usia prasekolah dapat meningkatan resiko gangguan pemusatan perhatian dan hiperaktivitas [The impact of using gadgets on preschool-aged children can increase the risk of attention deficit disorder and hyperactivity]. Gaster, 16(2), 191–205. Sharkins, K. A., Newton, A. B., Albaiz, N. E. A., & Ernest, J. M. (2016). Preschool Children’s Exposure to Media, Technology, and Screen Time: Perspectives of Caregivers from Three Early Childcare Settings. Early Childhood Education Journal, 44(5), 437–444. https://doi.org/10.1007/s10643-015-0732-3 Sheedy, A. J., Brent, J., Dally, K., Ray, K., & Lane, A. E. (2021). Handwriting Readiness among Digital Native Kindergarten Students. Physical & Occupational Therapy In Pediatrics, 41(6), 655–669. https://doi.org/10.1080/01942638.2021.1912247 Steiner-Adair, C., & Barker, T. H. (2013). The Big Disconnect (1st ed.). Harper Collins. Strasburger, V. C., Jordan, A. B., & Donnerstein, E. (2010). Health effects of media on children and adolescents. Pediatrics, 125(4), 756–767. Sugiyono. (2017a). Statistika untuk Penelitian[Statistics for Research]. Alfabeta. Sugiyono, P. (2017b). Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif, R&D [Educational Research Methods: Quantitative, Qualitative, R&D Approach]. Cetakan Ke-25. Bandung: CV Alfabeta. Suhana, M. (2018). Influence of Gadget Usage on Children’s Social-Emotional Development. 169(Icece 2017), 224–227. https://doi.org/10.2991/icece-17.2018.58 Sylva, K. (1994). School Influences on Children’s Development. Journal of Child Psychology and Psychiatry, 35(1), 135–170. https://doi.org/10.1111/j.1469-7610.1994.tb01135.x Takeuchi, H., Taki, Y., Hashizume, H., Asano, K., Asano, M., Sassa, Y., Yokota, S., Kotozaki, Y., Nouchi, R., & Kawashima, R. (2016). Impact of videogame play on the brain’s microstructural properties: Cross-sectional and longitudinal analyses. Molecular Psychiatry, 21(12), 1781–1789. Test, J. E., Cunningham, D. D., & Lee, A. C. (2010). Talking With Young Children: How Teachers Encourage Learning. Dimensions of Early Childhood, 38(3), 3–14. Tootell, H., Freeman, M., & Freeman, A. (2014). 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The recent proliferation of the video shorts on the Internet may provide a glimpse of the future of production and distribution of motion pictures. One such short, Lazy Sunday, was produced by cast members of the long-running network television program Saturday Night Live. Cast member Andy Samberg had come to the attention of network producers when they saw several comedy sketches he produced and starred in on the Internet. The popularity of Samberg’s original online-distributed videos did not occur strictly as the result of the virus-like linking and e-mailing distribution pattern that is quickly becoming more common. Rather, these videos achieved exposure on Channel101.com, a Website that functions as a forum and distribution outlet for short video makers. Channel 101 is an interesting example of a hybrid mode of production and distribution of motion pictures, borrowing elements of a film festival and a Website to showcase five-minute videos created by members of the general public. It is the brainchild of two freelance television writers, Dan Harmon and Rob Schrab. There are two key components to Channel 101: a monthly competitive screening of short videos held in Los Angeles and a Website that features downloadable short videos as well as a forum for discussing the creation and content of those videos. When a short video is submitted to Channel 101 by a member of the general public, the selection committee will reject it immediately or pick it up as a “pilot.” If chosen as a pilot, it is then screened in front of a live audience of roughly 300 at Cinespace, a screening room-cum-bar in Los Angeles. The members of the audience are shown ten videos, five pilots and five ongoing series, and are asked to vote for their five favourites. At this point, the audience can elect to reject the pilot, thereby “cancelling” the show. If the audience decides that the video is one of the best five of the ten, the show is “renewed,” and the creators of the video make a new episode for the next month’s screening, resulting in a video series with ongoing characters. These shows are referred to as “prime time” shows and their creators are referred to as “Prime Timers.” These Prime Timers become the selection committee that screens initial submissions. The inception of Channel 101 in the spring of 2003 coincided with the rapid proliferation of broadband Internet access that has made downloading short video clips possible for a growing number of people. The popularity of the site, as well as the rhetoric used by Channel 101’s creators in forums, articles, and other elements of the Website’s discourse, indicate a demand for media that is not a product of the increasingly consolidated media production and distribution infrastructure. It is gaining popularity at a time when two popular modes of regulated production and distribution of motion pictures—film and television—have developed massive infrastructures and standardised labour that, by virtue of their size, are resistant to rapid change. The Channel 101 enterprise presents an alternative arrangement of creators, distributors, and audience members by shortening the time period that any single individual may occupy any of these roles and by increasing the accountability of the creators and distributors to the audience. As a result, the short videos produced and distributed by Channel 101 are products of a creative community, rather than creations of individuals with discrete artistic sensibilities. The creators of Channel 101 claim their unique mode of production and distribution of serialised entertainment constitutes an improvement on the network television system because it prevents creative control from residing in an individual or a small group of individuals for a sustained period of time. However, upon closer examination, it may have much more in common with the television mode of production and distribution than the haphazard home-video quality of viral videos, as well as the ephemeral paths they take to reach viewers online. In this analysis, I aim to discover the ways in which Channel 101 actually differs from that traditional television model and the ways in which it duplicates the consolidation of creative power that exists in the corporate creation and distribution of serialised entertainment. If one examines the aesthetics of the videos on the site, one finds that they are as homogeneous as those of any cable or network television prime time line-up, if not more so. This is not the result of a single, powerful individual controlling the content of the enterprise, but rather a product of a unique power structure that encourages a consistent tone, style, and content by promoting collective authorship. Though the occupiers of the creative roles may change, the individuals who occupy those positions are all equally obliged to indulge the relatively stable and homogeneous desires of the entire community. In “Unconventional Programs on Commercial Television,” Joseph Turow makes connections between personnel shifts at the network executive level and changes in the content and style of programming. By accounting for the implicit social aspect of production and distribution, including friendships and working relationships, Turow sheds light on processes that have an impact on programming but may not necessarily show up in official documentation of the producer/distributor’s day to day affairs (Turow 126). While the programs Turow studied exhibited properties that set them apart from most network television fare, they were often produced or written by members of a single social network. There was an internal implicit norm that members of this creative community adhered to. This “web of relationships” reduced the risk for network executives and producers by guaranteeing some regularity in the product (Turow 126). Even in a system where there is no financial risk to creators or gatekeepers, such as the Channel 101 system, which is vehemently not-for-profit, the need for programming that is both unconventional yet predictable in terms of its perceived quality persists. Social networks have always been a part of the tightly knit community of television writers and producers. The rise of social networking sites on the Internet has made these connections visible, and arguably increased the size of such networks, as well as the speed with which they change. As much as the variations in visibility, size and rate of change of the social connections impact the end product, its worth keeping in mind that Channel 101, like so many online entertainment collectives, draws together groups of people who have pre-established social bonds from the offline world. Several of the video makers who contribute to Channel 101 have worked in the television industry. The importance of existing social networks to the collaborative creative process cannot be overestimated. Message boards play an integral role in conveying what shows are popular with the Channel 101 audience, as well as providing a way for video makers to organise collaborations. In these ways, Channel 101 is as much a social enterprise as it as an entertainment enterprise. As more and more structural functionalist analyses of the culture industry reveal its increasingly Byzantine inner workings, the romantic twentieth-century notion of the individual author appears to be not long for this world. Collective authorship may well be the paradigm for studying a society in which Internet use is constantly gaining ground on more traditional forms of recreation such as film and television. However, something is misleading about the term “collective authorship.” The term implies that members of this creative collective contribute equally to the finished product, when this is rarely, if ever, the case. Similarly, there may be the temptation to believe that a collective author is less likely to be out of touch with the desires of the audience than an individual who stubbornly follows his or her muse, oblivious to the preferences of others. In truth, collective authorship, as a practice or an analytical approach, may merely paper over unequal levels of creative power within the cultural production scheme. By scrutinizing creative communities such as Channel 101 from a structural functionalist standpoint, we may move towards a more nuanced view of the collective author. References Channel 101. 25 Nov. 2005 http://www.channel101.com/>. DiMaggio, Paul, and Paul Hirsch. “Production Organizations in the Arts.” American Behavioral Scientist 19.7/8 (1976): 735-752. Lin, Nan. Social Capital: A Theory of Social Structure and Action. Cambridge, MA: Cambridge UP, 2001. Turow, Joseph. “Unconventional Programs on Commercial Television: An Organizational Perspective.” Mass Communication in Context. Ed. Charles D. Whitney and Ettema James. Beverly Hills, CA: Sage, 1982. 107-129. Citation reference for this article MLA Style Panek, Elliot. "Creative Communities after Television: The Collective Authorship of Channel 101." M/C Journal 9.2 (2006). echo date('d M. Y'); ?> <http://journal.media-culture.org.au/0605/12-panek.php>. APA Style Panek, E. (May 2006) "Creative Communities after Television: The Collective Authorship of Channel 101," M/C Journal, 9(2). Retrieved echo date('d M. Y'); ?> from <http://journal.media-culture.org.au/0605/12-panek.php>.

IntroductionFor both consumers and creators, Web series have been viewed for some time as an appealing alternative to television series. As Alice explains, creating content for the Web was once seen as “a last resort” for projects that were unable to secure funding for television production (59). However, the Web has, in recent years, become a “legitimized” space, allowing Web series to be considered a media platform capable of presenting narratives of various genres (Alice 59). Moreover, due to the lack of restrictions and overheads placed on Web producers, it is argued that there is more capacity to take risks in Web series and thus depict “a broader array of stories” (Christian, “The Web” 352). Nevertheless, television still remains the traditional mode of storytelling, and for many producers, it is still an “object of desire” (Christian, “The Web” 352). Emerging producers still see television as the ultimate “end goal”, leaving the Web as a sufficient platform that will allow them to create something. Alternatively, for many established creators, the Web is understood to be a stage upon which they can tell stories television would perhaps never consider. Regardless of why creators are attracted to the Web, the platform has indeed cemented its place as an alternative in the television media landscape. For Abbi Jacobson and Ilana Glazer, the Web, or more specifically, YouTube, provided an unbridled space for their creativity when nowhere else would. The two comediennes co-wrote and starred in their Web series, Broad City, back in 2009, and it has since been picked up by Comedy Central and successfully turned into a television series. The fourth season is set to air in August 2017. Both versions of the series follow two twenty-something women, Abbi Abrams and Ilana Wexler (played by Jacobson and Glazer respectively), as they explore themselves, and New York City. Broad City is one of the few Web series to be picked up as a television series and maintain its success; an impressive accomplishment, no matter how legitimate Web series have become. However, the unwavering devotion maintained by the television series to continue depicting millennial women in the same fashion as the Web series is, arguably, more impressive. With a focus on Broad City’s depiction of its two eccentric protagonists, this article explores how the transitions from Web to television are negotiated. In the case of Broad City, I contend that its unconventional start as a web series is what allows the television series to continue depicting contemporary womanhood honestly. Taking the Alternate Path: YouTubeDefined as “scripted, episodic and experimental videos made for the internet”, Web episodes (or Webisodes) hold many advantages to the traditional television medium (Kornblum; Peirce 317). Aware of these advantages and struggling to be noticed naturally for their work in the sketch comedy group, Upright Citizens Brigade (UCB), Glazer and Jacobson took to the Internet to write and create their own series, Broad City. This trend arose in 2007 during the difficult phase American television when the Writers Guild of America began its fifteen-month strike (De Moraes). During this time, Peirce states that producing a new program for television proved “almost impossible” (315). There was a level of uncertainty plaguing the future of prime-time television, and with budgets being refashioned, reality programs were filling television line-ups more than any other genre of show (Peirce 315). Within this climate, it is unsurprising that the Google-owned video-sharing website, YouTube, quickly became the frontrunner in online video (Christian, “The Web” 351). YouTube is argued to be responsible for opening the doors to the next wave of entertainment media, after pledging to give users their own personal video network. Suddenly, amateurs, independents and corporations alike were, for the first time, able to compete against each other in shaping this post-network era of television (Christian, “The Web” 351). Moreover, the premise of “anyone can upload” meant that this era allowed for a new variety of television, in a range of genres and storytelling modes that were once considered untouchable to television networks (Christian, “The Web” 351). Evidently, such freedom is appealing to all kinds of online content creators, no matter their status. Established actor, comedian, and writer Louis C.K. most recently joined the Web series movement with his creation Horace and Pete (2016-). The dark comedy is written, directed, and produced entirely by C.K. and he plays the main protagonist, Horace. However, the appeal was not so much the control he would potentially have over the product, but more how the viewers could access it. Upon the release of the pilot episode, C.K. released a statement clarifying why he made a series outside of the television studio system. He explains that he was intrigued by the idea of providing viewers with the newly made show “directly and immediately”, with each episode being posted onto his Website as soon as it is shot. Additionally, C.K. also sought to create a show “without the usual promotion” that, he states, tells the viewer “what the show feels and looks like before you get to see it yourself” (C.K.). It is clear that the unique nature of the modern medium provides benefits to creators at all levels. For the Broad City duo, who unlike C.K., had yet to be noticed, YouTube was appealing because it provided them with an outlet through which they could control the product themselves. Jacobson states, “After a while, we thought, ‘why are we trying to be on something that someone else controls?’” (Paumgarten). The Web series commenced in late 2009 and ran until 2011, with each episode ranging anywhere between one and eight minutes. In the thirty-three episodes created, Abbi and Ilana consistently find themselves in awkward and comedic situations while they try to navigate their lives in New York City. These awkward situations vary in their complexity. One episode simply looks at the two protagonists trying to survive riding the subway, while another looks at the issue of being catcalled and objectified by strangers. There is no narrative arc in either season, the storylines are simply extracted from the lives of the creators. Glazer and Jacobson have discussed this in various interviews, explaining that these characters are essentially exaggerations of themselves and the show is a “heightened version” of their dynamic (Amy Poehler’s Smart Girls, 2014; Justin; Matthews). As such, Broad City contributes to a well-established trend of comedians impersonating younger, lazier, and poorer versions of themselves. However, since the Web series’ thematic relies so heavily on the experiences and personality traits of the writers, Glazer and Jacobson are more like the characters they portray than the likes of Tina Fey’s Liz Lemon (30 Rock, 2007-2013) or Lena Dunham’s Hannah Horvath (Girls, 2012-), for example. A result is that the Web series does not seek to provide its viewers with neat conclusions, or have the protagonists grow and evolve over the span of a season. This freedom is only designated to the Web series format, as television viewers – despite not always getting it – yearn for a heartier resolution (DeFino 99). Another attribute of video-sharing sites like YouTube is that they allow anyone to share anything they create, regardless of the budget. The two seasons of Broad City, the Web series, are written, created, and produced by Glazer and Jacobson primarily. As they were still undiscovered, both women were working on the series with very limited funds, and were therefore only able to have friends or family assist them in the production. This results in a series which feels authentically home-made in its aesthetic; features which eventually become characteristics essential to the transferral from Web to television. Glazer and Jacobson resolved to make the Web series from a more professional standpoint by the second season by following a production schedule and choosing to treat the vignettes as if they were real television shorts. As Glazer states, the pair “just had a new attitude”, and suddenly the aim shifted from producing webisodes as a creative outlet, to pitching the show in Los Angeles (Kameir). By the time the final episode was set to go into production, the two creators believed that the chances of having the series picked up by a network would increase if the episode featured a guest star. Because of their involvement in the UCB, Glazer and Jacobson approached one of the founders of the sketch group, Amy Poehler, to make a brief cameo. The Web series as a whole had garnered half a million hits, but the finale in which Poehler plays herself, received almost seventy-five thousand (Paumgarten). Poehler agreed to work with the Broad City duo following her appearance in the finale, and signed on to be Executive Producer should the show ever be made into a television series. The star power held by Poehler is undoubtedly a lead contributor to the success in Broad City’s transfer between the media. Poehler states that she felt a kinship towards the project because of her work in translating UCB sketches to television. In a roundtable interview, she says “Feeling very protective about the material, but wanting to bring it to a bigger audience…I related to that and understood it” (The Paley Centre for Media). On the difficult business of bringing Web series to television, Poehler compares it to that of an organ transplant, explaining “You have to move fast. You have to keep it on ice and be careful not to harm it in any way. A lot of things can go wrong. Sometimes the best way to get a heart or a kidney to a recipient is to get people to move out of the way” (Paumgarten). With Poehler’s assistance, the concept of Broad City as a television series was introduced to various networks before being successfully picked up by Comedy Central. From January of 2014, the network aired Broad City’s first season, comprised of ten, twenty-two-minute-long episodes. Averaging 1.2 million viewers per episode, season one of Broad City became one of Comedy Central’s highest rated shows since 2012 (Ng). From Web to TV: Alternative Ideas of Millennial Women in Broad CityThe factors behind why certain texts effectively transfer from Web to television and others fail continues to be debated within academic and popular culture circles. Series such as Quarterlife (2007), The CollegeHumor Show (2009), and the more recent Haters Back Off (2016-) - all texts which were originally made for online consumption only - were each met with criticism when translated for television (Peirce 317; Lowry; Christian, “How” ). This does not necessarily mean that a Web series is undeserving of a place in commercial or network television. Obviously, it comes down to multiple factors, but often it is because the television series comes across as out of touch, compared to its online version. As Alice points out, with the speed of online release, and the “virality” that accompanies this kind of media, writers have the ability to be “guided by and to capitalise on what and how the viewer public feels” (60). Television series are often seen commenting on outside criticism within episodes, but there is extensive lagging due to the time it takes to produce a season. Broad City was set to have an easier time on television, what with its impressive following, and “Celebrity Shepherd”, Amy Poehler - Poehler presented as a necessity when making the jump from Web to TV, according to Christian (“The Web”). But there appears to be a fine line when shifting between the platforms: in staying too close to the original, a series could come off as unoriginal and therefore unnecessary. Or, alternatively, a series could add too many other storylines in order to fill the time slot, and ruin the simplicity of the premise. Adaptation theorist, Linda Hutcheon, contends that a successful translation occurs when a text remains loyal to the original, but brings creativity to the reimagining (21). If investigating the transferral within the realm of adaptation theory, Broad City’s success as a television series is arguably due to it following this formula. Hutcheon writes that to adapt is not to slavishly copy, but rather, is the process of reclaiming the adapted material. “What one does with the text” is where the novelty is found (21). In looking at what Broad City, the television series, has done with Broad City, the Web series, there is clear loyalty shown to the original. This is seen most significantly in the treatment of the same two protagonists, and the dynamic of their friendship. In both versions of Broad City, Abbi is the older of the two and the more responsible one, to a degree. While she still enjoys smoking marijuana with Ilana, Abbi is also constantly striving to reach traditional goals in her life such as having a career she enjoys, or maintaining a healthy relationship. Ilana, on the other hand, is a proud marijuana enthusiast who occasionally shows up for her job, but cares more for smoking weed, enjoying casual sex, and being with her friends (primarily Abbi). Neither the Web series nor the television series explicitly states how the two characters met, but it is implied that they have built a strong, sister-like relationship with one another. Often Ilana comments on her sexual attraction to Abbi, but it is always seen as comedic rather than as a hint towards a possible coupling in future episodes. In the Web series’ second season, the episode Valentine’s Day, introduces this satirical take on female friendships for the first time. The three-minute episode shows brief cuts of Abbi and Ilana doing various activities in the city, all of which are stereotypically featured in films of the romantic comedy genre. As they play in the snow, ride a ferry, and watch couples ice-skate at the Rockefeller Centre, the clarinet music playing over the sequence builds momentum. However, the scene is suddenly halted as Ilana goes in to kiss Abbi and, unlike in said romantic film montages, Abbi quickly jolts back and cries “Ilana, what the fuck? How many times do I have to fucking tell you?” This is the first line of audible dialogue in the scene thus far, to which a frustrated Ilana responds, “I’m trying to seal the night with a kiss.” Following this is a heated debate regarding how each character viewed the intention of the day, with Ilana thinking it was a really “romantic day”, despite knowing that Abbi is decidedly heterosexual. This kind of satirical angle taken towards the trope of female friendship is carried over to the television series and made just as prominent, with almost every single episode making a joke at Ilana’s romantic desire for Abbi. Alongside the sexual attraction, the closeness of the two female leads remains unchanged between the two media. In the television series, for example, jokes about Ilana’s love for Abbi are scattered throughout, and as in the original series, they remain brief and inconsequential. In the television pilot, What a Wonderful World, the episode opens to a typical scene of the two characters having a V-chat (a nod to a favoured motif in the Web series). While chatting to Abbi, it initially appears as though Ilana is bopping up and down to the music of Lil Wayne. However, it is quickly revealed when Ilana shifts her laptop screen down, that she is actually having sex with her casual partner, Lincoln (Hannibal Buress). The sequence cuts to Abbi looking outraged at her laptop, asking “Oh my god, is that Lincoln?”. Lincoln then replies, “Yep”, just before the camera cuts to him lying on the bed, with Ilana’s laptop on his stomach. When Abbi asks if they are having sex, Ilana casually replies “I’m just keeping it warm”, forcing Abbi to once again have a discussion about boundaries. Once they close the V-chat, the scene stays on a low angle shot of Ilana as she says to Lincoln, “That was like a threesome”, reassuring the audience that she has learned nothing. This is a strong opening scene as it reinforces the understanding that the relationship between the two characters is unchanged. Furthermore, it proves to audiences that although Broad City has moved into a television landscape, it will not be tamed. The result of refusing to be tamed in its new environment is that Broad City can continue representing female friendship in more honest ways, as well as offer new ideas of what it is to be a millennial woman today.Conclusion In an interview, Glazer explains how television has a history of never being honest in its representation of women, arguing, “Nothing’s real on TV” (Miller). Jacobson follows on from this, stating “When we write for these characters… I think the thing we talk about the most is like, well, what would we really do? It’s just real” (Miller). In abiding by this sentiment throughout the web series and the television series, Broad City effectively offers the idea that depicting diversity is possible on both platforms. With various Web series still unable to successfully make the jump to television today, it becomes more obvious that Broad City’s decision to continue showcasing bold female narratives is what allows it to maintain its popularity. Starting in such an uninhibited environment has proven a burden for other texts when it comes to transferring creativity to the more traditional medium of television. For Broad City, however, the alternative storytelling platform allowed the show to create its strong foundation and dedicated fan base. One that has willingly followed Broad City across the platforms, but will only stay tuned if it stays true to representing millennial women honestly, regardless of whether mainstream television is ready.ReferencesAlice, Jessica. “Clicking with Audiences: Web Series and Diverse Representations.” Metro Magazine: Media and Education 187 (2016): 58-63.Angelo, Megan. “The Sneak Attack Feminism of Broad City.” Wall Street Journal, 2011. 17 Dec. 2016 <http://blogs.wsj.com/speakeasy/2011/02/14/the-sneak-attack-feminism-of-broad-city/>. Blay, Zeba, “How Feminist TV Became the New Normal.” Huffington Post, 2015. 15 Dec. 2016. <http://www.huffingtonpost.com.au/entry/how-feminist-tv-became-the-new-normal_n_7567898>. Broad City. Comedy Central. New York City. 22 Jan. 2014. Television.“Broad City: Smart Girls w/ Amy Poehler.” YouTube. Uploaded by Amy Poehler’s Smart Girls, 17 May 2013. 15 Dec. 2016 <https://www.youtube.com/watch?v=gd0Lovd4Xv0>.Christian, Aymar Jean. “How Does a Web Series Jump to TV?” IndieWire 2014. 2 Dec. 2016. 15 Dec. 2016 <http://www.indiewire.com/2014/02/how-does-a-web-series-jump-to-tv-29618/>. ———. “The Web as Television Reimagined? Online Networks and the Pursuit of Legacy Media.” Journal of Communication Enquiry 36.4 (2012): 340-356.C.K., Louis. “On Horace and Pete.” LouisCK 2016. 2 Jan. 2017 <https://louisck.net/news/about-horace-and-pete>. DeFino, D.J. The HBO Effect. Sydney: Bloomsbury Academic, 2014. De Moraes, L. "Score One for Old Media." Washington Post, 27 Feb. 2008. 28 Dec. 2016 <www.washingtonpost.com/wp-dyn/content/article/2008/02/27/AR2008022703374.html>. Girls. HBO Time Warner. New York City. 15 Apr. 2012. Television. Haters Back Off. Netflix. Scotts Valley. 14 Oct. 2016. Television. Hutcheon, L. A Theory of Adaptation. 2nd ed. New York: Routledge, 2013. Kameir, R. “7 Tips for Making a Hit TV Show, According to the Creators of Broad City.” Fader 22 May 2015. 1 Aug. 2016 <http://www.thefader.com/2015/05/22/7-tips-for-making-a-hit-tv-show-according-to-the-creators-of-broad-city>. Kornblum, Janet, “Check Out These Episodes of Webisodes.” USA Today 12 Dec. 2007. 16 Dec. 2016 <http://www.usatoday.com/life/2007-11-12-webisodes-side_N.htm>.Lowry, Brian, “’Haters Back Off’ Doesn’t Earn Much Love on Netflix.” CNN 12 Oct. 2016. 2 Dec. 2016 <http://edition.cnn.com/2016/10/12/entertainment/haters-back-off-review/>.Miller, B. “Broad City Talks Friendship, Feminism, and F*ck/Marry/Kill.” Bust Magazine 2015. 17 Nov. 2016 <http://bust.com/tv/13755-broad-city-talks-friendship-feminism-and-f-ck-marry-kill.html>.Ng, P. “Comedy Central Renews ‘Broad City’ for Second Season.” Hollywood Reporter 2014. 1 Aug. 2016 <http://www.hollywoodreporter.com/live-feed/broad-city-renewed-season-2-683083>.Paley Center for Media. “Broad City – Ilana Glazer, Abbi Jacobson, Amy Poehler, and Seth Rogen.” YouTube. Uploaded by The Paley Center for Media, 16 Dec. 2014. 15 Dec. 2016 <https://www.youtube.com/watch?v=4Ab9AmSk8Yg>.Pierce, Meghan L. “Remediation Theory: Analyzing What Made Quarterlife Successful as an Online Series and Not a Television Series.” Television & New Media 12.4 (2011): 314-325. Quarterlife. NBC. Los Angeles. 26 Feb. 2008. Television.The CollegeHumor Show. MTV. New York City. 8 Feb. 2009. Television. 30 Rock. NBC. Los Angeles. 3 Dec. 2007. Television. “Valentine’s Day.” YouTube. Uploaded by Broad City, 12 Feb. 2011. 15 Dec. 2016 <https://www.youtube.com/watch?v=JcoJW2BOs6g&index=1&list=PLA51423997CDEA1DA>. “What a Wonderful World.” Broad City. Comedy Central, 22 Jan. 2014. Television.

I sat alone on the beach under the shade of a big umbrella. My husband, Bill, and our three children were in the condo taking a break from the Florida sunshine. Dreamily, I gazed at the vast Gulf of Mexico, the brilliant blue sky stretching endlessly above. I was sitting about 50 feet from the surf, but I couldn't actually see the waves hitting the beach; I was almost blind. It was a windy day in late May and I loved feeling the ocean breeze sweeping over me. I imagined I could hear the waves crashing onto the surf, but the sound was only a memory. I was totally deaf. Although I had a cochlear implant and could hear the waves, the cry of sea gulls, and many other sounds with the technology, I wasn't wearing it at the moment and everything I heard was in my mind. As a child, my understanding of speech was better and my vision was clearer. My diagnosis was optic atrophy at age 5 and my vision gradually degenerated over the years. For unknown reasons, nerve damage caused hearing loss and during my teens, my hearing grew worse and worse until by the time I was ready for college, I was profoundly deaf. I chose to attend Gallaudet University because my high school teachers and my parents felt I would receive better services as a deaf and blind student. I feel it was a very good decision; when I entered Gallaudet, it was like entering a new and exhilarating world. Before attending Gallaudet, while I struggled to cope with hearing loss combined with severely low vision, my world grew smaller and smaller, not being able to communicate efficiently with others. At Gallaudet, I suddenly found I could communicate with almost anybody I met on campus using sign language. Thus, my self-confidence and independence grew as I proceeded to get a college education.It wasn't an easy route to follow. I didn't know Braille at the time and depended on using a CCTV (closed captioned television) electronic aid which magnified text, enabling me to read all my college books. I also relied on the assistance of a class aid who interpreted all my teachers' lectures and class discussions because I was unable to see people's signing unless they signed right in front of my face. It was slow going and often frustrating, trying to keep involved socially and keeping up with my coursework but when I was 13 years old, my vision specialist teacher who had worked with me from 5th grade until I graduated from high school, wrote a note for me saying, "Anything worthwhile seldom comes easy." The phrase stuck in my mind and I tried to follow this philosophy. In 1989 after 7 years of persistence, I graduated with a Bachelor's of Arts degree in psychology. With the B.A. in hand and having developed good communication skills with deaf and deaf-blind people using sign language and ASL (American Sign Language), I was ready to face the world. But I wasn't exactly ready; I knew I wanted a professional job working with deaf-blind people and the way to get there was to earn a master's degree. I applied for admission into Gallaudet's graduate school and was accepted into the vocational rehabilitation counselling program. While I thoroughly enjoyed graduate school experience, I got to work with my class mates one-on-one more often and there were a lot more hands-on activities, it became obvious to me that I wasn't prepared for graduate school. I needed to learn Braille and how to use Braille technology; my vision had worsened a lot since starting college. In addition, I needed a break from school and needed to gain experience in the working world. After completing one and a half years and earning 15 credit hours in the master's program, I left Gallaudet and found a job in Baltimore, Maryland.The job was with a new program for adults who were visually and hearing impaired and mentally disabled. My job was assisting the clients with independent living and work related skills. Most of the other staff were deaf, communicating via ASL. By then, I was skilled using tactile signing, putting my hand on the back of the signer's hand to follow movements by touch, and I made friends with co-workers. I felt grown up and independent working full-time, living in my own apartment, using the subway train and bus to travel to and from work. I didn't have any serious problems living on my own. There was a supermarket up the road to which I could walk or ride a bus. But I needed a taxi ride back to the apartment when I had more groceries than I could carry. I would leave a sign I made out of cardboard and wrote my address in big black numbers, on my apartment door to help the driver find my place. I used a white cane and upon moving to Baltimore, an Orientation and Mobility (O and M) teacher who worked with blind people, showing them how to travel in the city, taught me the route to my work place using the subway and bus. Thus, I was independent and knew my way to work as well as to a nearby shopping mall. One day as I stood on the subway station platform holding my white cane, waiting for my train, the opposite train pulled in. As I stood watching passengers hurrying to board, knowing my train would arrive soon on the other side, a woman ran up to me and started pulling my arm. I handed her my notebook and black marker I used for communicating with people in the public, telling her I couldn't hear and would she please write in large print? She frantically scribbled something, but I couldn't read the note. She then gave me back the pen and pad, grabbed my arm again and started pulling me towards the train. I refused to budge, gesturing towards the opposite tracks, clearly indicating I was waiting for the other train. Finally, she let go, dashed into the train before the doors closed. I watched the train pull away, sadly reflecting that some people who wanted to help, just didn't understand how to approach disabled people. As a deaf-blind traveller, it was my duty to help educate the general public how to assist disabled persons in a humane way. After I established my new life for a few months, Bill was offered a position in the same program and moved to Baltimore to join me. He had worked at the Helen Keller National Centre in New York where I met him while doing a summer internship there three years before. I was thrilled when he got the job working beside me and we got to know each other on a daily basis. We had been dating since we met although I was in college and he was working and living in New York and then Cleveland, Ohio. Bill being hearing and sighted, was skilled in sign language and communication techniques with deaf-blind people. He had a wonderful attitude towards disabled people and made me feel like a normal person who was capable of doing things. We shared a lot and were very comfortable with each other. After nearly six months together in Baltimore, we married in May 1992, several weeks before my 28th birthday.After our first year of marriage living in Maryland, Bill and I moved to Little Rock, Arkansas. We wanted to live closer to my family and parents, Ron and Judy Cummings, who lived in Poplar Bluff, Missouri, 176 miles north of Little Rock. I wanted to go back to school and entered the deaf education program at the University of Arkansas at Little Rock with the goal of becoming a teacher for deaf-blind students. I never dreamed I would have a deaf-blind child of my own one day. My vision and hearing loss were caused by nerve damage and no one else in my family nor Bill's had a similar disability.I was pregnant with our first child when I entered UALR. In spite of my growing belly, I enjoyed the teacher training experience. I worked with a deaf-blind 12-year-old student and her teacher at the Arkansas School for the Deaf; observed two energetic four-year-olds in the pre-school program. But when my son, Joe was born in June 1994, my world changed once again. School became less important and motherhood became the ultimate. As a deaf-blind person, I wanted to be the best mom within my abilities.I decided that establishing good communication with my child was an important aspect of being a deaf-blind mom. Bill was in full agreement and we would set Joe on the kitchen table in his infant carrier, reciting together in sign language, "The three Bears". I could see Joe's tiny fists and feet wave excitedly in the air as he watched us signing children's stories. I would encourage Joe to hold my fingers while I signed to him, trying to establish a tactile signing relationship. But he was almost two years old when he finally understood that he needed to sign into my hands. We were sitting at the table and I had a bag of cookies. I refused to give him one until he made the sign for "cookie" in my hand. I quickly rewarded him with a cookie and he got three or four each time he made the sign in my hand. Today at 16, Joe is an expert finger speller and can effectively communicate with me and his younger deaf-blind brother, Ben.When Joe was two and a half, I decided to explore a cochlear implant. It was 1996 and we were living in Poplar Bluff by then. My cousin, who was studying audiology, told me that people using cochlear implants were able to understand sound so well they didn't need good vision. I made an appointment with the St. Louis cochlear implant program and after being evaluated, I decided to go ahead. I am glad I have a cochlear implant. After months of practice I learned to use the new sound and was eventually able to understand many environmental sounds. I never regained the ability of understanding speech, though, but I could hear people's voices very clearly, the sound of laughter, birds singing, and many more. Being able to hear my children's voices is especially wonderful, even when they get noisy and I get a headache. That fall I went to Leader Dogs School for the Blind (LDSB) where I met Milo, a large yellow Labrador retriever. At LDSB I learned how to care for and work with a dog guide. Having Milo as my companion and guide was like stepping into another new and wonderful world of independence. With Milo, I could walk briskly and feel secure. Milo was a big help as a deaf-blind mom, too. With Milo's guiding help, it was wonderful following my children while they rode tricycles or bikes and the whole family enjoyed going out for walks together. Our second son, Ben, was born in February 1999. He was a perfectly healthy little boy and Bill and I were looking forward to raising two sons. Joe was four and a half years old when Ben was born and was fascinated in his new brother. But when Ben was 5 months old, he was diagnosed with Langerhans Cell Histiocytosis (LCH), a rare childhood disease and in some cases, fatal. It was a long, scary road we followed as Ben received treatment at the children's hospital in St. Louis which involved making the 150 mile trip almost weekly for chemotherapy and doctor check-ups. Through it all, Ben was a happy little boy, in spite of the terrible rash that affected his scalp and diaper area, a symptom of LCH. Bill and I knew that we had to do everything possible to help Ben. When he was a year old, his condition seemed stable enough for me to feel comfortable leaving my family for two months to study Braille and learn new technology skills at a program in Kansas City. My vision had deteriorated to a point where I could no longer use a CCTV.Bill's mom, Marie Reid, who lived in Cleveland, Ohio, made a special trip to stay at our home in Poplar Bluff to help Bill with the boys while I was gone. I was successful at the program, learning Braille, making a change from magnification to Braille technology. Upon returning home, I began looking for a job and found employment as a deaf-blind specialist in a new project in Mississippi. The job was in Tupelo and we moved to northern Mississippi, settling into a new life. We transferred Ben's treatment to St. Judes Children's hospital located in Memphis, 94 miles west of Tupelo. I went to work and Bill stayed home with the boys, which worked well. When Ben had to go to St. Judes every three weeks for chemotherapy, Bill was able to drive him. The treatment was successful, the rash had disappeared and there were no traces of LCH in Ben's blood tests. But when he was almost 3 years old, he was diagnosed with optic atrophy, the same eye disease I suffered from and an audiologist detected signs of inner ear hearing loss.Shocked at the news that our little son would grow up legally blind and perhaps become deaf, Bill and I had to rethink our future. We knew we wanted Ben to have a good life and as a deaf-blind child, he needed quality services. We chose to move to Pittsburgh, Pennsylvania because I knew there were good services for deaf-blind people and I could function independently as a stay-home mom. In addition, Cleveland, Ohio, where Marie Reid and several of Bill's siblings lived, was a two hour's drive from Pittsburgh and living near family was important to us. With regret, I left my job opportunity and new friends and we re-located to Pittsburgh. We lived on a quiet street near Squirrel Hill and enrolled Joe into a near-by Catholic school. Ben received excellent early intervention services through the Pittsburgh public school, beginning Braille, using a white cane and tactile signing. The Pennsylvania services for the blind generously purchased a wonderful computer system and Braille display for me to use at home. I was able to communicate with Joe's and Ben's teachers and other contacts using e-mail. Ben's Braille teacher provided us with several print/Braille books which I read to the boys while Ben touched the tactile pictures. I made friends in the deaf and deaf-blind community and our family attended social events. Besides the social benefits of a deaf community, Pittsburgh offered a wonderful interpreting service and I was able to take Ben to doctor appointments knowing an interpreter would meet me at the hospital to assist with communication. I also found people who were willing to help me as volunteer SSPs (support Service Providers), persons whose role is to assist a deaf-blind person in any way, such as shopping, going to the bank, etc. Thus, I was able to function quite independently while Bill worked. Perhaps Bill and I were a bit crazy; after all, we had enough on our plate with a deaf-blind son and a deaf-blind mom, but love is a mysterious thing. In October 2003, Tim was born and our family was complete. Having two school-aged children and a baby on my hands was too much for me to handle alone. Bill was working and busy with culinary arts school. We realized we needed more help with the children, plus the high cost of living in the city was a struggle for us. We decided for the family's best interest, it would be better to move back to Poplar Bluff. After Joe and Ben were out of school in June, my mom flew out to Pittsburgh to escort them back to her home while Bill finished his externship for his culinary arts degree and in the late summer of 2004, we packed up our apartment, said good-bye to Pittsburgh, and drove to Missouri. The move was a good decision in many ways. Poplar Bluff, a rural town in south-eastern Missouri, has been my hometown since I was 10 years old. My extended family live there and the boys are thriving growing up among their cousins. Ben is receiving Braille and sign language services at public school and reads Braille faster than me!While both Bill and I are deeply satisfied knowing our children are happy, we have made personal sacrifices. Bill has given up his career satisfaction as a professional cook, needing to help look after the children and house. I have given up the benefits of city life such as interpreting and SSP services, not to mention the social benefits of a deaf community. But the children's well-being comes first, and I have found ways to fulfil my needs by getting involved with on-line groups for deaf-blind people, including writers and poets. I have taken a great interest in writing, especially children's stories and hope to establish a career as a writer. While I work on my computer, Bill keeps busy engaging the boys in various projects. They have built a screened-in tree house in the backyard where Ben and Tim like to sleep during warm summer nights.“It's almost 5 o'clock," Bill signed into my hand, rousing me from my thoughts. Time to prepare for our homeward journey the next day to Poplar Bluff, Missouri.Christy and Family

Briefs and Hot Brown Honey are two Brisbane based companies producing genre-bending work combining different mixes of circus, burlesque, hiphop, dance, boylesque, performance art, rap and drag. The two companies produce provocative performance that is entertaining and draws critical acclaim. However, what is particularly distinctive about these two companies is that they are both founded and directed by performers from Samoan cultural backgrounds who have leap-frogged over the normative whiteness of much contemporary Australian performance. Both companies have a radical political agenda. This essay argues that through the presentation of diverse alternative bodies, not only through the performing bodies presented on stage but also in the corporate bodies of the companies they have set up, they profoundly challenge the structure of the Australian performance industry and contribute a radical re-envisaging of the potential of circus to act as a vital political force.Briefs was co-founded by Creative Director, Samoan, Fez Fa’anana with his brother Natano Fa’anana in 2008. An experienced dancer and physical theatre performer, Fa’anana describes the company’s performances as the “dysfunctional marriage of theatre, circus, dance, drag and burlesque with the simplicity of a variety show format” (“On the Couch”). As Fa’anana’s alter ego, “the beautiful bearded Samoan ringmistress Shivannah says, describing The Second Coming, the Briefs show at the Sydney Festival 2017, the show is ‘A little bit butch with a f*** load of camp’” (Lavers). The show involves “extreme costume changes, extravagant birdbath boylesque, too close for comfort yo-yo tricks and more than one highly inappropriate banana” (“Briefs: The Second Coming”).Briefs is an all-male company with gender-bending forming an integral part of the ethos. In The Second Coming the accepted sinuous image of the female performer entwining herself around the aerial hoop or lyra is subverted with the act featuring instead a male contortionist performing the same seductive moves with silky smooth sensuousness. Another example of gender bending in the show is the Dita Von Teese number performed by a male performer in a birdbath filled with water with a trapeze suspended over the top of it. Perhaps the most sensational example of alternative bodies in the show is “the moment when performer Dallas Dellaforce, wearing a nude body stocking with a female body drawn onto it, and an enormously long, curly white-blond wig blown by a wind machine, stands like a high camp Botticelli Venus rising up out of the stage” (Lavers). The highly visible body of Fez Fa’anana as the gender-bending Samoan ringmistress challenges the pervasive whiteness in contemporary circus. Although there has been some discourse on the issue of whiteness within the context of Australian theatre, for example Lee Lewis arguing for an aggressive approach to cross-racial casting to combat the whiteness of Australian theatre and TV (Lewis), there has however been very little discussion of this issue within Australian contemporary circus. Mark St Leon’s discussion of historical attitudes to Aboriginal performers in Australian circus is a notable exception (St Leon).This issue remains widely unacknowledged, an aspect of whiteness that social geographers Audrey Kobashi and Linda Peake identify in their writing, whiteness is indicated less by its explicit racism than by the fact that it ignores, or even denies, racist indications. It occupies central ground by deracializing and normalizing common events and beliefs, giving them legitimacy as part of a moral system depicted as natural and universal. (Kobayashi and Peake 394)As film studies scholar, Richard Dyer writes,the invisibility of whiteness as a racial position in white (which is to say dominant) discourse is of a piece with its ubiquity … In fact for most of the time white people speak about nothing but white people, it’s just that we couch it in terms of ‘people’ in general. Research – into books, museums, the press, advertising, films, television, software – repeatedly shows that in Western representation whites are overwhelmingly and disproportionately predominant, have the central and elaborated roles, and above all, are placed as the norm, the ordinary, the standard. Whites are everywhere in representation … At the level of racial representation, in other words, whites are not of a certain race, they’re just the human race. (3)Dyer writes in conclusion that “white people need to learn to see themselves as white, to see their particularity. In other words whiteness needs to be made strange” (541). This applies in particular to contemporary circus. In a recent interview with the authors, ex-Circus Oz Artistic Director and CEO, Mike Finch, commented, “You could make an all-round entertaining family circus show with [racial] diversity represented and I believe that would be a deeply subversive act in a way in contemporary Australia” (Finch).Today in contemporary Australian circus very few racially diverse bodies can be seen and almost no Indigenous performers and this fact goes largely unremarked upon. In spite of there being Indigenous cultures within Australia that celebrate physical achievement, clowning and performance, there seem to be few pathways into professional circus for Indigenous athletes or artists. Although a considerable spread of social circus programs exists across Australia working with Indigenous youth at risk, there seem to be few structures in place to facilitate the transitioning between these social circus classes and entry into circus training programs or professional companies. Since 2012 Circus Oz has set up the program Blakflip to mentor and support young Indigenous performers to try and redress this problem. This has led to two graduates of the program moving on to perform with the company, namely Dale Woodbridge Brown and Ghenoa Gella, and also led to the mentorship and support of several students in gaining entry into the National Institute of Circus Arts in Melbourne. Circus Oz has also now appointed an Aboriginal and Torres Straight Islander Program Officer, Davey Thomson, who is working to develop networks between past and present participants in the Blakflip program and to strengthen links with Indigenous Communities. However, it could be argued that Fez Fa’anana with Briefs has in fact leapfrogged over these programs aimed at addressing the whiteness in contemporary circus. As a Samoan Australian performer he has not only co-founded his own contemporary performance company in which he takes the central performing role, but has now also established another company called Briefs Factory, which is a creative production house that develops, presents, produces and manages artists and productions, and now at any one time employs around 20 people. In terms of his performative physical presence on stage, in an interview in 2015, Fa’anana described his performance alter ego, Shivannah, as the “love child of the bearded lady and ring master.” In the same interview he also described himself tellingly as “a Samoan (who is not a security guard, football player nor a KFC cashier),” and as “an Australian … a legal immigrant” (“On the Couch”). The radical racial difference that the alternative body of Shivannah the ringmistress presents in performance is also constantly reinforced by Fa’anana’s repartee. At the beginning of the show he urges the audience “to put their feet flat on the floor and acknowledge the earth and how lucky we are to be in this beautiful country that for 200 years now has been called Australia” (Fa’anana). Comments about his Samoan ancestry are sprinkled throughout the show and are delivered with a light touch, constantly making the audience laugh. At one point in the show resplendent in a sequined costume, Fa’anana stands downstage in front of two performers on their knees cleaning up the mess left on the stage from the act before, and he says, “Finally, I’ve made it! I’ve got a couple of white boys cleaning up after me” (Fa’anana). In another part of the show, alluding to white stereotypes of Indigenous performers, Fa’anana thanks the drag artist who taught him how to put his drag make-up on, saying “I used to put my make-up on with a burnt stick before he showed me how to do it” (Fa’anana).In his book on critical pedagogy, political activist and scholar Peter McLaren writes on approaches to developing the means to resist and subvert pervasive whiteness, saying, “To resist whiteness means developing a politics of difference […] we need to re-think difference and identity outside a set of binary oppositions. We need to view identity as coalitional, as collective, as processual, as grounded in the struggle for social justice” (213). One example of how identity outside binary oppositions was explored in The Second Coming was in an act by drag artist Dallas Dellaforce, who dressedin a sumptuous fifties evening dress with pink balloon breasts rising out of the top of his low cut evening dress and wearing a Marilyn Monroe blonde wig, camped it up as a fifties coquette, flipping from sultry into a totally scary horror tantrum, before returning to coquette mode with the husky phrase, ‘I love you.’ When at the end of the song, stripped naked, sporting a shaved bald head and wearing only a suggestive long thin pink balloon, the full potential of camp to reveal different layers of artifice and constructed identity was revealed. (Lavers)Fez Fa’anana comments at the end of the show that The Second Coming was not aimed at any particular group of people, but instead aimed to “celebrate being human.” However, if this is the case, Fa’anana is demanding an extended definition of being human that through the inclusion of diverse alternative bodies pushes for a new understandings of what constitutes being human and how human identity can be construed. His work demands an understanding that is not oppositional nor grounded in binary opposition to normative whiteness but instead forms part of a re-thinking of human identity through alternative bodies that are presented as processual, and deeply grounded in the struggle for the social justice issue of acceptance of difference and alternatives.Hot Brown Honey is another Brisbane based company working with circus in conjunction with other forms such as burlesque, hip hop, and cabaret. The all-female company was recently awarded the UK 2016 Total Theatre Award for Innovation, Experimentation and Playing with Form. The company was co-founded by dancer and choreographer Lisa Fa’alafi, who is from the same Samoan family as Fez and Natano Fa’anana, with sound designer Kim “Busty Beatz” Bowers, a successful hip hop artist, poet and record producer. From the beginning Hot Brown Honey was envisaged as providing a performance space for women of colour. Lisa Fa’alafi says the company was formed to address the lack of performance opportunities available, “It’s plain knowledge that there are limited roles for people of colour, let alone women of colour” (quoted in Northover).Lyn Gardner, arts critic for The Guardian in the UK, describing Hot Brown Honey’s performance, writes that the company fights “gender and racial stereotypes with a raucous glee, while giving a feminist makeover to circus, hip-hop and burlesque” (Gardner). The company includes women mainly “of Indigenous, Pacific Islander and Indonesian heritage taking on colonialism, sexism, gender stereotypes and racism through often confronting performance and humour; their tagline is ‘fighting the power never tasted so sweet’” (Northover).In their show Hot Brown Honey present a straps act. Straps is a physically demanding aerial circus act that requires great upper body strength and is usually performed by male aerialists. However, in the Hot Brown Honey show gender expectations are subverted with the straps act performed by a female aerialist. Gardner writes of the performance of this straps act at the 2016 Edinburgh Festival Fringe as a “sequence that conjures the twisted moves of a woman trying to escape domestic violence,” and “One of the best circus sequences I’ve seen at this festival” (Gardner). Hula hoops, a traditionally female act, is also subverted and used to explore the stereotypes of the “exotic notion of Pacific culture” (Northover). Gardner writes of this act that the hoola hoops “are called into service to explore western tourists’ culture of entitlement”. Company co-founder Kim “Busty Beatz” Bowers, talks about the group’s approach to flipping perceptions of women of colour through investigating the power dynamics in gender relations, “We have a lot of flips around sexuality,” says Bowers. “Especially around the way people expect a black woman to be. We like to shift the exploitation and the power” (quoted in Northover).Another pressing issue that Hot Brown Honey address is a strange phenomenon apparent in much contemporary circus. In addition to the pervasive whiteness in contemporary circus, relatively few women are visible in many contemporary circus companies. Suzie Williams from Acrobatic Conundrum, the Seattle-based circus company, writes in her blog, “there are a lot of shows that feature many young, fit, exuberant guys and one flexible girl who performs a sensual/sentimental/romantic solo act” (Williams). Writing about Complètement Cirque, Montreal’s international circus festival which took place in July 2016, Williams says, “this year at the festival, my least favorite trend was … out of the 9 ticketed productions only one had more than one woman in it” (Williams, emphasis in original).Circus scholars have started to research this trend of lack of female representation both in contemporary circus schools and performance companies. “Gender in Circus Education: the institutionalization of stereotypes” was the title of a paper presented at the Circus and Its Others Conference in Montreal in July 2016 by Alisan Funk, a circus choreographer, teacher and director and an MA candidate at Concordia University in Montreal. Funk cited research from France showing that the educational programs and the industry are 70% male dominated. Although recreational programs in France have majority female populations, there appears to be a bottleneck at the level of entrance exams to superior schools. The few female students accepted to those schools are then frequently pushed towards solo aerial work (Funk). This push to solo aerial work means that the group floor work and acrobatics are often performed by men who create acrobatic groups that often then go on to form the basis for companies. (In this context the work of Circus Oz in this area needs to be acknowledged with the company having had a consistent policy over its 39 year existence of employing 50% female performers, however in the context of international contemporary circus this is increasingly rare).Williams writes in her blog about contemporary circus performance, “I want to see more women. I want to see women who look different from each other. I want to see so many women that no single women has to stand as a symbol of what all women can be” (Williams).Hot Brown Honey tackle the issue Williams raises head on, and they do it in the form of internationally award winning circus/cabaret that is all-female, where the bodies of the performers offer a radical alternative to the norms of contemporary circus and performance generally. The work shows women, a range of women performing circus-women of colour, with a wide range of bodies of varying shapes and sizes on stage. In Hot Brown Honey no single women in the show has to stand as a symbol of what all women can be. Briefs and Hot Brown Honey, through accessible yet political circus/cabaret, subvert the norms and institutionalized racial and gender-based biases inherent in contemporary circus both in Australia and internationally. By doing so these two companies have leap-frogged the normative presentation of performers in contemporary circus by speaking directly to a celebration of difference and diversity through the presentation of radical alternative bodies.ReferencesAlthusser, L. For Marx. Trans. Ben Brewster. London: Verso, 1965/2005.Beeby, J. “Briefs: The Second Coming – Jack Beeby Chats with Creative Director Fez Faanana.” Aussie Theatre 2015. <http://aussietheatre.com.au/features/briefs-the-second-coming-jack-beeby-chats-with-creative-director-fez-faanana>.“Briefs: The Second Coming.” Sydney Festival 2016. <http://www.sydneyfestival.org.au/2017/briefs>.Dyer, R. White: Essays on Race and Culture. New York: Routledge, 1997. Fa’anana, F. Repartee as Shivannah in The Second Coming by Briefs. Magic Mirrors Spiegeltent, Sydney Festival, 7 Jan. 2017. Performance.Finch, M. Personal communication. 13 Dec. 2016.Funk, A. “Gender in Circus Education: The Institutionalization of Stereotypes.” Paper presented at Circus and Its Others, July 2016.Gardner, L. “Shameless and Subversive: The Feminist Revolution Hits the Edinburgh Fringe.” The Guardian Theatre Blog 14 Aug. 2016. <https://www.theguardian.com/stage/theatreblog/2016/aug/14/feminist-revolution-edinburgh-stage-fringe-2016-burlesque>.Kyobashi A., and L. Peake. “Racism Out of Place: Thoughts on Whiteness and an Antiracist Geography in the New Millennium.” Annals of American Geographers 90.2 (2000): 392-403.Lavers, K. “Briefs: The Second Coming.” ArtsHub Reviews 2017. <http://performing.artshub.com.au/news-article/reviews/performing-arts/katie-lavers/briefs-the-second-coming-252936>.Lewis, L. Cross-Racial Casting: Changing the Face of Australian Theatre. Platform Papers No. 13. Strawberry Hills, NSW: Currency House, 2007. McLaren, P. Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education. 6th ed. New York: Routledge, 2016. McLaren, P., and R. Torres. “Racism and Multicultural Education: Rethinking ‘Race’ and ‘Whiteness’ in Late Capitalism.” Critical Multiculturalism: Rethinking Multicultural and Antiracist Education. Ed. S. May. Philadelphia, PA: Falmer Press, 1999. 42-76. Northover, K. “Melbourne International Comedy Festival: A Mix of Politically Infused Hip Hop and Cabaret.” Sydney Morning Herald 3 Apr. 2016. <http://www.smh.com.au/entertainment/comedy/melbourne-international-comedy-festival-hot-brown-honey-a-mix-of-politicallyinfused-hiphop-and-cabaret-20160403-gnxazn.html>.“On the Couch with Fez Fa’anana.” Arts Review 2015. <http://artsreview.com.au/on-the-couch-with-fez-faanana/>.“Outrageous Boys’ Circus Briefs Is No Drag.” Daily Telegraph 2016. <http://www.dailytelegraph.com.au/archive/specials/outrageous-boys-circus-briefs-is-no-drag/news-story/7d24aee1560666b4eca65af81ad19ff3>.St Leon, M. “Celebrated at First, Then Implied and Finally Denied.” The Routledge Circus Studies Reader. Eds. Katie Lavers and Peta Tait. London: Routledge, 2008/2016. 209-33. Williams, S. “Gender in Circus.” Acrobatic Conundrum 3 Aug. 2016. <http://www.acrobaticconundrum.com/blog/2016/8/3/gender-in-circus>.

Mobile In many countries, more people have mobile phones than they do fixed-line phones. Mobile phones are one of the fastest growing technologies ever, outstripping even the internet in many respects. With the advent and widespread deployment of digital systems, mobile phones were used by an estimated 1, 158, 254, 300 people worldwide in 2002 (up from approximately 91 million in 1995), 51. 4% of total telephone subscribers (ITU). One of the reasons for this is mobility itself: the ability for people to talk on the phone wherever they are. The communicative possibilities opened up by mobile phones have produced new uses and new discourses (see Katz and Aakhus; Brown, Green, and Harper; and Plant). Contemporary soundscapes now feature not only voice calls in previously quiet public spaces such as buses or restaurants but also the aural irruptions of customised polyphonic ringtones identifying whose phone is ringing by the tune downloaded. The mobile phone plays an important role in contemporary visual and material culture as fashion item and status symbol. Most tragically one might point to the tableau of people in the twin towers of the World Trade Centre, or aboard a plane about to crash, calling their loved ones to say good-bye (Galvin). By contrast, one can look on at the bathos of Australian cricketer Shane Warne’s predilection for pressing his mobile phone into service to arrange wanted and unwanted assignations while on tour. In this article, I wish to consider another important and so far also under-theorised aspect of mobile phones: text. Of contemporary textual and semiotic systems, mobile text is only a recent addition. Yet it is already produces millions of inscriptions each day, and promises to be of far-reaching significance. Txt Txt msg ws an acidnt. no 1 expcted it. Whn the 1st txt msg ws sent, in 1993 by Nokia eng stdnt Riku Pihkonen, the telcom cpnies thought it ws nt important. SMS – Short Message Service – ws nt considrd a majr pt of GSM. Like mny teks, the *pwr* of txt — indeed, the *pwr* of the fon — wz discvrd by users. In the case of txt mssng, the usrs were the yng or poor in the W and E. (Agar 105) As Jon Agar suggests in Constant Touch, textual communication through mobile phone was an after-thought. Mobile phones use radio waves, operating on a cellular system. The first such mobile service went live in Chicago in December 1978, in Sweden in 1981, in January 1985 in the United Kingdom (Agar), and in the mid-1980s in Australia. Mobile cellular systems allowed efficient sharing of scarce spectrum, improvements in handsets and quality, drawing on advances in science and engineering. In the first instance, technology designers, manufacturers, and mobile phone companies had been preoccupied with transferring telephone capabilities and culture to the mobile phone platform. With the growth in data communications from the 1960s onwards, consideration had been given to data capabilities of mobile phone. One difficulty, however, had been the poor quality and slow transfer rates of data communications over mobile networks, especially with first-generation analogue and early second-generation digital mobile phones. As the internet was widely and wildly adopted in the early to mid-1990s, mobile phone proponents looked at mimicking internet and online data services possibilities on their hand-held devices. What could work on a computer screen, it was thought, could be reinvented in miniature for the mobile phone — and hence much money was invested into the wireless access protocol (or WAP), which spectacularly flopped. The future of mobiles as a material support for text culture was not to lie, at first at least, in aping the world-wide web for the phone. It came from an unexpected direction: cheap, simple letters, spelling out short messages with strange new ellipses. SMS was built into the European Global System for Mobile (GSM) standard as an insignificant, additional capability. A number of telecommunications manufacturers thought so little of the SMS as not to not design or even offer the equipment needed (the servers, for instance) for the distribution of the messages. The character sets were limited, the keyboards small, the typeface displays rudimentary, and there was no acknowledgement that messages were actually received by the recipient. Yet SMS was cheap, and it offered one-to-one, or one-to-many, text communications that could be read at leisure, or more often, immediately. SMS was avidly taken up by young people, forming a new culture of media use. Sending a text message offered a relatively cheap and affordable alternative to the still expensive timed calls of voice mobile. In its early beginnings, mobile text can be seen as a subcultural activity. The text culture featured compressed, cryptic messages, with users devising their own abbreviations and grammar. One of the reasons young people took to texting was a tactic of consolidating and shaping their own shared culture, in distinction from the general culture dominated by their parents and other adults. Mobile texting become involved in a wider reworking of youth culture, involving other new media forms and technologies, and cultural developments (Butcher and Thomas). Another subculture that also was in the vanguard of SMS was the Deaf ‘community’. Though the Alexander Graham Bell, celebrated as the inventor of the telephone, very much had his hearing-impaired wife in mind in devising a new form of communication, Deaf people have been systematically left off the telecommunications network since this time. Deaf people pioneered an earlier form of text communications based on the Baudot standard, used for telex communications. Known as teletypewriter (TTY), or telecommunications device for the Deaf (TDD) in the US, this technology allowed Deaf people to communicate with each other by connecting such devices to the phone network. The addition of a relay service (established in Australia in the mid-1990s after much government resistance) allows Deaf people to communicate with hearing people without TTYs (Goggin & Newell). Connecting TTYs to mobile phones have been a vexed issue, however, because the digital phone network in Australia does not allow compatibility. For this reason, and because of other features, Deaf people have become avid users of SMS (Harper). An especially favoured device in Europe has been the Nokia Communicator, with its hinged keyboard. The move from a ‘restricted’, ‘subcultural’ economy to a ‘general’ economy sees mobile texting become incorporated in the semiotic texture and prosaic practices of everyday life. Many users were already familiar with the new conventions already developed around electronic mail, with shorter, crisper messages sent and received — more conversation-like than other correspondence. Unlike phone calls, email is asynchronous. The sender can respond immediately, and the reply will be received with seconds. However, they can also choose to reply at their leisure. Similarly, for the adept user, SMS offers considerable advantages over voice communications, because it makes textual production mobile. Writing and reading can take place wherever a mobile phone can be turned on: in the street, on the train, in the club, in the lecture theatre, in bed. The body writes differently too. Writing with a pen takes a finger and thumb. Typing on a keyboard requires between two and ten fingers. The mobile phone uses the ‘fifth finger’ — the thumb. Always too early, and too late, to speculate on contemporary culture (Morris), it is worth analyzing the textuality of mobile text. Theorists of media, especially television, have insisted on understanding the specific textual modes of different cultural forms. We are familiar with this imperative, and other methods of making visible and decentring structures of text, and the institutions which animate and frame them (whether author or producer; reader or audience; the cultural expectations encoded in genre; the inscriptions in technology). In formal terms, mobile text can be described as involving elision, great compression, and open-endedness. Its channels of communication physically constrain the composition of a very long single text message. Imagine sending James Joyce’s Finnegan’s Wake in one text message. How long would it take to key in this exemplar of the disintegration of the cultural form of the novel? How long would it take to read? How would one navigate the text? Imagine sending the Courier-Mail or Financial Review newspaper over a series of text messages? The concept of the ‘news’, with all its cultural baggage, is being reconfigured by mobile text — more along the lines of the older technology of the telegraph, perhaps: a few words suffices to signify what is important. Mobile textuality, then, involves a radical fragmentation and unpredictable seriality of text lexia (Barthes). Sometimes a mobile text looks singular: saying ‘yes’ or ‘no’, or sending your name and ID number to obtain your high school or university results. Yet, like a telephone conversation, or any text perhaps, its structure is always predicated upon, and haunted by, the other. Its imagined reader always has a mobile phone too, little time, no fixed address (except that hailed by the network’s radio transmitter), and a finger poised to respond. Mobile text has structure and channels. Yet, like all text, our reading and writing of it reworks those fixities and makes destabilizes our ‘clear’ communication. After all, mobile textuality has a set of new pre-conditions and fragilities. It introduces new sorts of ‘noise’ to signal problems to annoy those theorists cleaving to the Shannon and Weaver linear model of communication; signals often drop out; there is a network confirmation (and message displayed) that text messages have been sent, but no system guarantee that they have been received. Our friend or service provider might text us back, but how do we know that they got our text message? Commodity We are familiar now with the pleasures of mobile text, the smile of alerting a friend to our arrival, celebrating good news, jilting a lover, making a threat, firing a worker, flirting and picking-up. Text culture has a new vector of mobility, invented by its users, but now coveted and commodified by businesses who did not see it coming in the first place. Nimble in its keystrokes, rich in expressivity and cultural invention, but relatively rudimentary in its technical characteristics, mobile text culture has finally registered in the boardrooms of communications companies. Not only is SMS the preferred medium of mobile phone users to keep in touch with each other, SMS has insinuated itself into previously separate communication industries arenas. In 2002-2003 SMS became firmly established in television broadcasting. Finally, interactive television had arrived after many years of prototyping and being heralded. The keenly awaited back-channel for television arrives courtesy not of cable or satellite television, nor an extra fixed-phone line. It’s the mobile phone, stupid! Big Brother was not only a watershed in reality television, but also in convergent media. Less obvious perhaps than supplementary viewing, or biographies, or chat on Big Brother websites around the world was the use of SMS for voting. SMS is now routinely used by mainstream television channels for viewer feedback, contest entry, and program information. As well as its widespread deployment in broadcasting, mobile text culture has been the language of prosaic, everyday transactions. Slipping into a café at Bronte Beach in Sydney, why not pay your parking meter via SMS? You’ll even receive a warning when your time is up. The mobile is becoming the ‘electronic purse’, with SMS providing its syntax and sentences. The belated ingenuity of those fascinated by the economics of mobile text has also coincided with a technological reworking of its possibilities, with new implications for its semiotic possibilities. Multimedia messaging (MMS) has now been deployed, on capable digital phones (an instance of what has been called 2.5 generation [G] digital phones) and third-generation networks. MMS allows images, video, and audio to be communicated. At one level, this sort of capability can be user-generated, as in the popularity of mobiles that take pictures and send these to other users. Television broadcasters are also interested in the capability to send video clips of favourite programs to viewers. Not content with the revenues raised from millions of standard-priced SMS, and now MMS transactions, commercial participants along the value chain are keenly awaiting the deployment of what is called ‘premium rate’ SMS and MMS services. These services will involve the delivery of desirable content via SMS and MMS, and be priced at a premium. Products and services are likely to include: one-to-one textchat; subscription services (content delivered on handset); multi-party text chat (such as chat rooms); adult entertainment services; multi-part messages (such as text communications plus downloads); download of video or ringtones. In August 2003, one text-chat service charged $4.40 for a pair of SMS. Pwr At the end of 2003, we have scarcely registered the textual practices and systems in mobile text, a culture that sprang up in the interstices of telecommunications. It may be urgent that we do think about the stakes here, as SMS is being extended and commodified. There are obvious and serious policy issues in premium rate SMS and MMS services, and questions concerning the political economy in which these are embedded. Yet there are cultural questions too, with intricate ramifications. How do we understand the effects of mobile textuality, rewriting the telephone book for this new cultural form (Ronell). What are the new genres emerging? And what are the implications for cultural practice and policy? Does it matter, for instance, that new MMS and 3rd generation mobile platforms are not being designed or offered with any-to-any capabilities in mind: allowing any user to upload and send multimedia communications to other any. True, as the example of SMS shows, the inventiveness of users is difficult to foresee and predict, and so new forms of mobile text may have all sorts of relationships with content and communication. However, there are worrying signs of these developing mobile circuits being programmed for narrow channels of retail purchase of cultural products rather than open-source, open-architecture, publicly usable nodes of connection. Works Cited Agar, Jon. Constant Touch: A Global History of the Mobile Phone. Cambridge: Icon, 2003. Barthes, Roland. S/Z. Trans. Richard Miller. New York: Hill & Wang, 1974. Brown, Barry, Green, Nicola, and Harper, Richard, eds. Wireless World: Social, Cultural, and Interactional Aspects of the Mobile Age. London: Springer Verlag, 2001. Butcher, Melissa, and Thomas, Mandy, eds. Ingenious: Emerging youth cultures in urban Australia. Melbourne: Pluto, 2003. Galvin, Michael. ‘September 11 and the Logistics of Communication.’ Continuum: Journal of Media and Cultural Studies 17.3 (2003): 303-13. Goggin, Gerard, and Newell, Christopher. Digital Disability: The Social Construction of Digital in New Media. Lanham, MA: Rowman & Littlefield, 2003. Harper, Phil. ‘Networking the Deaf Nation.’ Australian Journal of Communication 30. 3 (2003), in press. International Telecommunications Union (ITU). ‘Mobile Cellular, subscribers per 100 people.’ World Telecommunication Indicators <http://www.itu.int/ITU-D/ict/statistics/> accessed 13 October 2003. Katz, James E., and Aakhus, Mark, eds. Perpetual Contact: Mobile Communication, Private Talk, Public Performance. Cambridge: Cambridge U P, 2002. Morris, Meaghan. Too Soon, Too Late: History in Popular Culture. Bloomington and Indianapolis: U of Indiana P, 1998. Plant, Sadie. On the Mobile: The Effects of Mobile Telephones on Social and Individual Life. < http://www.motorola.com/mot/documents/0,1028,296,00.pdf> accessed 5 October 2003. Ronell, Avital. The Telephone Book: Technology—schizophrenia—electric speech. Lincoln: U of Nebraska P, 1989. Citation reference for this article MLA Style Goggin, Gerard. "‘mobile text’" M/C: A Journal of Media and Culture <http://www.media-culture.org.au/0401/03-goggin.php>. APA Style Goggin, G. (2004, Jan 12). ‘mobile text’. M/C: A Journal of Media and Culture, 7, <http://www.media-culture.org.au/0401/03-goggin.php>