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<mask> ( ; September 27, 1809 – August 30, 1877) was an officer in the Confederate Navy during the American Civil War. Until then, he had been a serving officer in the US Navy from 1826 to 1860. During the American Civil War, Semmes was captain of the cruiser , the most successful commerce raider in maritime history, taking 65 prizes. Late in the war, he was promoted to rear admiral and also acted briefly as a brigadier general in the Confederate States Army. His appointment or arrangement to act as a temporary brigadier general from April 5 to April 26, 1865, was never submitted to or officially confirmed by the Confederate Senate. Early life and education
<mask> was born in Charles County, Maryland on Tayloe's Neck, a cousin of future Confederate general <mask> and of future Union Navy Captain <mask>. He graduated from Charlotte Hall Military Academy
and entered the U.S. Navy as a midshipman in 1826.Semmes then studied law and was admitted to the bar. He was promoted to lieutenant in February 1837. Career
During the Mexican–American War, he commanded the  in the Gulf of Mexico. In December 1846 a squall hit the ship while under full sail in pursuit of a vessel off Veracruz. Somers capsized and was lost along with 37 sailors. Semmes then served as first lieutenant on the , accompanied the landing force at Veracruz, and was dispatched inland to catch up with the army proceeding to Mexico City. Following the war, <mask> went on extended leave at Mobile, Alabama, where he practiced law and wrote Service Afloat and Ashore During the Mexican War.He became extremely popular, and the nearby town of Semmes, Alabama was named after him. Semmes also maintained a home in Josephine, Alabama on Perdido Bay. He was promoted to the rank of commander in 1855 and was assigned to lighthouse duties until 1860. Following Alabama's secession from the Union, Semmes was offered a Confederate naval appointment by the provisional government; he resigned from the U.S. Navy the next day, February 15, 1861. Confederate service

After appointment to the Confederate Navy as a commander and a futile assignment to purchase arms in the North, Semmes was sent to New Orleans to convert the steamer Habana into the cruiser/commerce raider . In June 1861, Semmes, in Sumter, outran the , breaching the Union blockade of New Orleans, and then launched a brilliant career as one of the greatest commerce raider captains in naval history. Semmes's command of CSS Sumter lasted only six months, but during that time he ranged wide, raiding U.S. commercial shipping in both the Caribbean Sea and Atlantic Ocean; his actions accounted for the loss of 18 merchant vessels, while always eluding pursuit by Union warships.By January 1862, Sumter required a major overhaul. Semmes's crew surveyed the vessel while in neutral Gibraltar and determined that the repairs to her boilers were too extensive to be completed there. Semmes paid off the crew and laid up the vessel. U.S. Navy vessels maintained a vigil outside the harbor until she was disarmed and sold at auction in December 1862, eventually being renamed and converted to a blockade runner. Semmes and several of his officers traveled to England where he was promoted to captain. He then was ordered to the Azores to take up command and oversee the coaling and outfitting with cannon of the newly built British steamer Enrica as a sloop-of-war, which thereafter became the Confederate commerce raider . Semmes sailed on Alabama from August 1862 to June 1864.His operations carried him from the Atlantic to the Gulf of Mexico, around Africa's Cape of Good Hope, and into the Pacific to the East Indies. During this cruise, Alabama captured 65 U.S. merchantmen and quickly destroyed the , off Galveston. Alabama finally sailed back to the Atlantic and made port in Cherbourg, France, for a much-needed overhaul; she was soon blockaded by the pursuing Union steam sloop-of-war, . Captain Semmes took Alabama out on June 19, 1864, and met the similar Kearsarge in one of the most famous naval engagements of the Civil War. The commander of Kearsarge had, while in port at the Azores the year before, turned his warship into a makeshift partial ironclad;  of the ship's port and starboard midsection were stepped-up-and-down to the waterline with overlapping rows of heavy chain armor, hidden behind black-painted wooden deal board covers. Alabamas much-too-rapid gunnery and misplaced aim, combined with the deteriorated state of her gunpowder and shell fuses, enabled a victory for both of Kearsarges  Dahlgren smoothbore cannon. While Alabama opened fire at long range, Kearsarge steamed straight at her, exposing the Union sloop-of-war to potentially devastating raking fire.In their haste, however, Alabama's gunners fired many shells too high. At , Kearsarge turned broadside to engage and opened fire. Soon the heavy  Dahlgren cannon began to find their mark. After receiving a fatal shell to the starboard waterline, which tore open a portion of Alabamas hull, causing her steam engine to explode from the shell's impact, <mask> was forced to order the striking of his ship's Stainless Banner battle ensign and later to display a hand-held white flag of surrender to finally halt the engagement. As the commerce raider was going down by the stern, Kearsarge stood off at a distance and observed at the orders of her captain (John Ancrum Winslow); Winslow eventually sent rescue boats for survivors after taking aboard Alabama survivors from one of the raider's two surviving longboats. As his command sank, the wounded Semmes threw his sword into the sea, depriving Kearsarges Captain Winslow of the traditional surrender ceremony of having it handed over to him as victor. Semmes was eventually rescued, along with forty-one of his crewmen, by the British yacht Deerhound and three French pilot boats.He and his forty-one men were taken to England where all but one recovered; while there they were hailed as naval heroes, despite the loss of Alabama

From England, Semmes made his way back to America via Cuba and from there a safe shore landing on the Texas gulf coast. It took his small party many weeks of journeying through the war-devastated South before he was finally able to make his way to the Confederate capital. He was promoted to rear admiral in February 1865, and during the last months of the war he commanded the James River Squadron from his flagship, the heavily armored ironclad . With the fall of Richmond, in April 1865, Semmes supervised the destruction of all the squadron's nearby warships and thereafter acted as a brigadier general in the Confederate States Army, the implication being that he was appointed to that grade. Historians John and David Eicher show Semmes as appointed to the grade of temporary brigadier general (unconfirmed) on April 5, 1865. Semmes's appointment as a brigadier general was at most an informal arrangement made four days before General Robert E. Lee's surrender of the Army of Northern Virginia at the Battle of Appomattox Courthouse on April 9, 1865. That appointment was not and could not have been submitted to or confirmed by the Confederate Senate, since the Second Confederate Congress adjourned for the last time on March 18, 1865.Historian Bruce Allardice notes that Semmes was vague about this appointment in his memoirs and considered his naval rank of rear admiral to be the equivalent of a brigadier general. After the destruction of the naval squadron, Semmes's sailors were turned into an infantry unit and dubbed the "Naval Brigade"; Semmes was then placed in command. His intention for the brigade was to join Lee's army after burning their vessels. Lee's army, however, was already cut off from Richmond, so most of Semmes's men boarded a train and escaped to join General Joseph E. Johnston's army in North Carolina. A few men of the Naval Brigade were able to join with Lee's rear guard and fought at the Battle of Sailor's Creek. Semmes and the Naval Brigade were surrendered to Union Major General William T. Sherman with Johnston's army at Bennett Place near Durham Station, North Carolina; he was subsequently paroled on May 1, 1865. Semmes's parole notes that he held commissions as both a brigadier general and rear admiral in the Confederate service when he surrendered with General Johnston's army.He insisted on his parole being written to include the brigadier general commission in anticipation of being charged with piracy by the United States government. After the war

The U.S. briefly held Semmes as a prisoner after the war, but released him on parole, then later arrested him for treason on December 15, 1865. After a good deal of behind-the-scenes political machinations, all charges were eventually dropped, and he was finally released on April 7, 1866. After his release, Semmes worked as a professor of philosophy and literature at Louisiana State Seminary (now Louisiana State University), as a county judge, and then as a newspaper editor; his traitorous military service always played a part in forcing his job changes. Semmes later returned to Mobile and resumed his legal career. In October 1866 the Louisiana State Seminary offered Semmes a position as Professor of Moral Philosophy and English Literature. The position paid $3,000 per year.<mask> assumed this role on January 1, 1867. His fellow faculty-members described him as "dignified and easy to talk with". His teaching method in classes incorporated mainly formal lectures, with very little discussion. In May 1867 <mask> resigned from academia to take over as editor of a newspaper, the Memphis Bulletin. He defended both his actions at sea and the political actions of the southern states in his 1869 Memoirs of Service Afloat During The War Between the States. The book was viewed by some, including Putnam's Magazine, as one of the most cogent but bitter defenses written about the South's "Lost Cause". <mask> is credited with helping to popularize the phrase “War Between the States" to refer to the American Civil War.In 1871 the citizens of Mobile presented Semmes with what became known as the <mask> Semmes House, and it remained his residence until his untimely death in 1877 from complications that followed food poisoning from eating contaminated shrimp. Semmes was then interred in Mobile's Old Catholic Cemetery. Legacy

Semmes is a member of the Alabama Hall of Fame. One of the streets on the current Louisiana State University campus once carried his full name in his honor, as does Semmes Avenue in Richmond, Virginia. A life-sized statue of Admiral Semmes was removed by the city of Mobile early on the morning of June 5, 2020. A suburban area of western Mobile County is named for him, as well as a hotel in downtown Mobile named The Admiral Hotel. When Semmes returned to the South from England, he brought a ceremonial Stainless Banner (the second national flag of the Confederacy) with him.It was inherited by his grandchildren, <mask> III and Mrs. Eunice <mask> Thorington. After his sister's death, <mask> III donated the ensign to the state of Alabama on September 19, 1929. Today, the battle ensign resides in the collection of the Alabama Department of Archives and History among its Confederate Naval collection, listed as "Admiral Semmes' Flag, Catalogue No. 86.1893.1 (PN10149-10150)". Their provenance reconstruction shows that it was presented to Semmes in England sometime after the sinking of the Alabama by "Lady Dehogton and other English ladies". Dates of rank
 Midshipman, USN – April 1, 1826
 Passed midshipman, USN – April 26, 1832
 Lieutenant, USN – February 9, 1837
 Commander, USN – September 14, 1855
 Resigned from USN – February 15, 1861
 Commander, CSN – March 26, 1861
 Captain, CSN – July 15, 1862
 Rear admiral, CSN – February 10, 1865

References

Citations

Sources

 Allardice, Bruce S. More Generals in Gray. Baton Rouge: Louisiana State University Press, 1995. .
 Delaney, Norman C. 'Old Beeswax': <mask> of the Alabama.Harrisburg, PA, Vol. 12, #8, December 1973 issue, Civil War Times Illustrated. No ISSN. Eicher, John H., and David J. Eicher, Civil War High Commands. Stanford: Stanford University Press, 2001. .
 Fox, Stephen. Wolf of the Deep: <mask> and the Notorious Confederate Raider CSS Alabama . Vintage Books, 2007. .
 Gindlesperger, James.Fire on the Water: The USS Kearsarge and the CSS Alabama . Burd Street Press, 2005. .
 Luraghi, Raimondo. A History of the Confederate Navy. Naval Institute Press, 1996. .
 Madaus, H. Michael. Rebel Flags Afloat: A Survey of the Surviving Flags of the Confederate States Navy, Revenue Service, and Merchant Marine. Winchester, MA, Flag Research Center, 1986. . (An 80-page special edition of The Flag Bulletin magazine, #115, devoted entirely to Confederate naval flags.) <mask>, R., CSS, Commander.The Cruise of the Alabama and the Sumter (two volumes in one), Carlton, Publisher, New York, 1864. Secretary of the Navy. Sinking of the Alabama: Destruction of the Alabama by the Kearsarge . Washington, D.C., Navy Yard, 1864. (Annual report in the library of the Naval Historical Center.) Silverstone, Paul H. Civil War Navies, 1855–1883. Naval Institute Press, 2001. .

Further reading
 Semmes, <mask>.The Cruise of the Alabama and the Sumter, 2001. .
 Taylor, John M. Confederate Raider, Raphel <mask> of the Alabama, 1994. . External links

 <mask>s article, Encyclopedia of Alabama

1809 births
1877 deaths
American pirates
Burials at the Catholic Cemetery (Mobile, Alabama)
Catholics from Alabama
Charlotte Hall Military Academy alumni
Confederate States Army generals
Confederate States Navy admirals
CSS Alabama
Military personnel from Mobile, Alabama
People of Alabama in the American Civil War
People of Maryland in the American Civil War
United States Navy officers
United States Navy personnel of the Mexican–American War
People from Charles County, Maryland
Military personnel from Maryland
Catholics from Maryland

masks:
Raphael Semmes
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Alexander Alderman Semmes
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<mask> (November 27, 1908 – September 7, 1980) was an American comic book editor and sometime writer and artist for DC Comics during the period known to historians and fans as the Golden Age of Comic Books. He was also DC's "movie studio contact", becoming both a producer and story editor on the TV series The Adventures of Superman. Biography
<mask> "Whit<mask> was born in Brooklyn, New York. He took a cartooning course at the YMCA in Brooklyn and worked on the syndicated features Dumb Dora (for Newspaper Feature Service), Embarrassing Moments (providing plots, pencils and inks for both) and Just Kids (assisting with pencils and inks, for the King Features Syndicate) between 1927 and 1929. In the early 1930s, he began working on another syndicated feature, Tillie the Toiler, for King, as well as writing gag cartoons, articles and features for the Newark Star-Eagle/Ledger newspaper (1931–1934), also finding time to work on a number of pulp magazine stories throughout the 1930s. National Allied Publications (DC)
In late 1934, he became associated with Major Malcolm Wheeler-Nicholson's fledgling company National Allied Publications, later known as DC Comics. Initially an assistant editor, before becoming associate editor (1936–38), <mask> worked on such titles as Billy the Kid, Little Linda and More Fun Comics, as well as producing cover roughs for several years.<mask> left the company in c. 1937-38 for a brief hiatus in California before returning to DC a couple of years later. He subsequently served as editorial director until c. 1951–1953, in particular on such titles as the flagship titles Action Comics, Adventure Comics, Batman, Detective Comics and Superman between 1940 and 1951, and later on such diverse titles as The Adventures of Alan Ladd, All-Star Comics, Green Lantern, Mr. District Attorney, Real Fact Comics, Real Screen Comics, Scribbly, Superboy and Wonder Woman (among others) between 1948 and 1951. In 1945, he licensed The Fox and the Crow and other animated characters from their distributor, Columbia Pictures. Pulps
<mask> also wrote short stories for the pulp titles Black Bat, G-Man (including the Dan Fowler novel "Spotlight on Murder" in September 1942) and The Phantom Detective (for which title he certainly ghosted two pulps – #76 Murder at the World's Fair and #77 The Forty Thieves in June and July 1939), among others. Comics, including Batman
Acting as DC's major creative guide and editor during the company's early years, <mask> oversaw editorially both scripts and art for several diverse comics (including Batman, World's Best Comics,  World's Finest Comics, et al. ), developed a number of projects (including creating Congo Bill in 1941) and wrote several more, including Hollywood Screen Shots (1936) (which, like some others, he also pencilled and inked), Slam Bradley, Genius Jones, Laughing at Life, Speed Saunders and Starman, among many other characters and comics. He also sketched "rough cover layouts for DC's top titles," including notably some for "Batman and Detective Comics until about 1946."Newspaper strip

<mask> was also the first writer on the Batman & Robin newspaper strip, which appeared first on Sundays and later on weekdays. Featuring artwork primarily from Sheldon Moldoff and Joe Giella, <mask> wrote the strip between 1966 and 1970, whereupon E. Nelson Bridwell took over for a couple of years. TV and film
In addition to his extensive comics work, <mask> "was DC's movie studio contact" on a number of projects, keeping his "editorial director" title, but working mainly on "DC properties in Hollywood" between c. 1951–1959. The Superman serials
<mask> was the representative from National Comics during the production of the 1948 serial Superman, a position which gave him absolute control of the script and production. He initially objected to casting of Kirk Alyn as the lead, whom producer Sam Katzman had found by looking through studio photographs. This was made even worse when Alyn came in for a screen test, during filming on a historical film, with a goatee and moustache. These initial reservations were eventually overcome and Alyn got the part.Columbia's advertising claimed that they could not get an actor to fill the role so they had hired Superman himself. Kirk Alyn was merely playing Clark Kent. The Adventures of Superman
Most notably, <mask> was a consultant on the serial sequel Atom Man Vs. Superman (1950) (also with Kirk Alyn), and co-wrote the feature film Superman and the Mole Men (1951) before becoming a producer, episode writer, and script editor on the subsequent live-action TV series The Adventures of Superman (both starring George Reeves as the Man of Steel). In 1958, he created a pilot titled Superpup, which attempted to capitalise on that series' success by recasting the Superman mythos in a fictional universe populated by dogs instead of people. Three years later, <mask> helped produce another, ultimately aborted pilot for another spin-off series called The Adventures of Superboy. Other
According to noted comics historian Jerry Bails, <mask> was also a consultant on the two Batman serials in 1943 and 1949; the Superman serial starring Kirk Alyn that was a precursor to the later live-action Superman features, and the Congo Bill serial (1949). He is listed as having been – for "one week only" – a consultant on the 1966 Batman TV series (with Adam West), and a writer for the Superman radio show during the war years.In addition, he wrote the Off-Broadway production Maiden Voyage (1935), for the TV series The Millionaire1 (1955) between c. 1954–56 and produced another pilot in 1961, this time for a "comedy-detective series starring Sheree North" to be called Here's O'Hare (ABC did not pursue the show). <mask> is also said by Bails to have helped co-write The Godfather. Later life
<mask> left DC (shortly after leaving the Batman newspaper strip) in 1970/1971. He died on September 7, 1980, in North Hollywood. In 1985, he was posthumously named as one of the honorees by DC Comics in the company's 50th anniversary publication Fifty Who Made DC Great. References in popular culture
The actor/film historian Jim Beaver, preparing a biography of Adventures of Superman star George Reeves, played a character called "<mask>" in the TV series Deadwood (2004). At his request, producer David Milch okayed the character being given the first name "<mask>" in homage to Reeves's Adventures of Superman producer.The actor Eric Johnson played the character <mask> in the Superman TV series Smallville (2001–2011). The name <mask> was a clear homage to <mask>, the producer (after Robert Maxwell) of the original Superman TV series. References

External links

1908 births
1980 deaths
Comic book editors
American comics writers
American comics artists
People from Brooklyn
DC Comics people
Golden Age comics creators
Television producers from New York City
Silver Age comics creators
20th-century American businesspeople
20th-century American screenwriters

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Frederick Whitney Ellsworth
Whitney
" Ellsworth
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<mask> (born <mask>; 15 June 1902 – 12 May 1994) was a Danish-German-American developmental psychologist and psychoanalyst known for his theory on psychological development of human beings. He coined the phrase identity crisis. Despite lacking a bachelor's degree, <mask> served as a professor at prominent institutions, including Harvard, University of California, Berkeley, and Yale. A Review of General Psychology survey, published in 2002, ranked <mask> as the 12th most eminent psychologist of the 20th century. Early life
<mask>'s mother, Karla Abrahamsen, came from a prominent Jewish family in Copenhagen, Denmark. She was married to Jewish stockbroker Valdemar Isidor Salomonsen, but had been estranged from him for several months at the time <mask> was conceived. Little is known about <mask>'s biological father except that he was a non-Jewish Dane.On discovering her pregnancy, Karla fled to Frankfurt am Main in Germany where <mask> was born on 15 June 1902 and was given the surname Salomonsen. She fled due to conceiving <mask> out of wedlock, and the identity of <mask>'s birth father was never made clear. Following <mask>'s birth, Karla trained to be a nurse and moved to Karlsruhe. In 1905 she married <mask>'s Jewish pediatrician, Theodor Homburger. In 1908, <mask>'s name was changed to <mask>, and in 1911 he was officially adopted by his stepfather. Karla and Theodor told <mask> that Theodor was his real father, only revealing the truth to him in late childhood; he remained bitter about the deception all his life. The development of identity seems to have been one of <mask>'s greatest concerns in his own life as well as being central to his theoretical work.As an older adult, he wrote about his adolescent "identity confusion" in his European days. "My identity confusion", he wrote "[was at times on] the borderline between neurosis and adolescent psychosis." <mask>'s daughter wrote that her father's "real psychoanalytic identity" was not established until he "replaced his stepfather's surname [Homburger] with a name of his own invention [<mask>]." The decision to change his last name came about as he started his job at Yale, and the "<mask>" name was accepted by <mask>'s family when they became American citizens. It is said his children enjoyed the fact they would not be called "Hamburger" any longer. <mask> was a tall, blond, blue-eyed boy who was raised in the Jewish religion. Due to these mixed identities, he was a target of bigotry by both Jewish and gentile children.At temple school, his peers teased him for being Nordic; while at grammar school, he was teased for being Jewish. At Das Humanistische Gymnasium his main interests were art, history and languages, but he lacked a general interest in school and graduated without academic distinction. After graduation, instead of attending medical school as his stepfather had desired, he attended art school in Munich, much to the liking of his mother and her friends. Uncertain about his vocation and his fit in society, <mask> dropped out of school and began a lengthy period of roaming about Germany and Italy as a wandering artist with his childhood friend Peter Blos and others. For children from prominent German families, taking a "wandering year" was not uncommon. During his travels he often sold or traded his sketches to people he met. Eventually, <mask> realized he would never become a full-time artist and returned to Karlsruhe and became an art teacher.During the time he worked at his teaching job, <mask> was hired by an heiress to sketch and eventually tutor her children. <mask> worked very well with these children and was eventually hired by many other families that were close to Anna and Sigmund Freud. During this period, which lasted until he was 25 years old, he continued to contend with questions about his father and competing ideas of ethnic, religious, and national identity. Psychoanalytic experience and training
When <mask> was twenty-five, his friend Peter Blos invited him to Vienna to tutor art  at the small Burlingham-Rosenfeld School for children whose affluent parents were undergoing psychoanalysis by Sigmund Freud's daughter, Anna Freud. Anna noticed <mask>'s sensitivity to children at the school and encouraged him to study psychoanalysis at the Vienna Psychoanalytic Institute, where prominent analysts August Aichhorn, Heinz Hartmann, and Paul Federn were among those who supervised his theoretical studies. He specialized in child analysis and underwent a training analysis with Anna Freud. Helene Deutsch and Edward Bibring supervised his initial treatment of an adult.Simultaneously he studied the Montessori method of education, which focused on child development and sexual stages. In 1933 he received his diploma from the Vienna Psychoanalytic Institute. This and his Montessori diploma were to be <mask>'s only earned academic credentials for his life's work. United States
In 1930 <mask> married Joan Mowat Serson, a Canadian dancer and artist whom <mask> had met at a dress ball. During their marriage, <mask> converted to Christianity. In 1933, with Adolf Hitler's rise to power in Germany, the burning of Freud's books in Berlin and the potential Nazi threat to Austria, the family left an impoverished Vienna with their two young sons and emigrated to Copenhagen. Unable to regain Danish citizenship because of residence requirements, the family left for the United States, where citizenship would not be an issue.In the United States, <mask> became the first child psychoanalyst in Boston and held positions at Massachusetts General Hospital, the Judge Baker Guidance Center, and at Harvard Medical School and Psychological Clinic, establishing a singular reputation as a clinician. In 1936, <mask> left Harvard and joined the staff at Yale University, where he worked at the Institute of Social Relations and taught at the medical school. <mask> continued to deepen his interest in areas beyond psychoanalysis and to explore connections between psychology and anthropology. He made important contacts with anthropologists such as Margaret Mead, Gregory Bateson, and Ruth Benedict. <mask> said his theory of the development of thought derived from his social and cultural studies. In 1938, he left Yale to study the Sioux tribe in South Dakota on their reservation. After his studies in South Dakota, he traveled to California to study the Yurok tribe.<mask> discovered differences between the children of the Sioux and Yurok tribes. This marked the beginning of <mask>'s life passion of showing the importance of events in childhood and how society affects them. In 1939 he left Yale, and the <mask>sons moved to California, where <mask> had been invited to join a team engaged in a longitudinal study of child development for the University of California at Berkeley's Institute of Child Welfare. In addition, in San Francisco, he opened a private practice in child psychoanalysis. While in California he was able to make his second study of American Indian children when he joined anthropologist Alfred Kroeber on a field trip to Northern California to study the Yurok. In 1950, after publishing the book, Childhood and Society, for which he is best known, <mask> left the University of California when California's Levering Act required professors there to sign loyalty oaths. From 1951 to 1960 he worked and taught at the Austen Riggs Center, a prominent psychiatric treatment facility in Stockbridge, Massachusetts, where he worked with emotionally troubled young people.Another famous Stockbridge resident, Norman Rockwell, became <mask>'s patient and friend. During this time he also served as a visiting professor at the University of Pittsburgh where he worked with Benjamin Spock and Fred Rogers at Arsenal Nursery School of the Western Psychiatric Institute. He returned to Harvard in the 1960s as a professor of human development and remained there until his retirement in 1970. In 1973 the National Endowment for the Humanities selected <mask> for the Jefferson Lecture, the United States' highest honor for achievement in the humanities. <mask>'s lecture was titled Dimensions of a New Identity. Theories of development and the ego

<mask> is credited with being one of the originators of ego psychology, which emphasized the role of the ego as being more than a servant of the id. Although <mask> accepted Freud's theory, he did not focus on the parent-child relationship and gave more importance to the role of the ego, particularly the person's progression as self.According to <mask>, the environment in which a child lived was crucial to providing growth, adjustment, a source of self-awareness and identity. <mask> won a Pulitzer Prize and a US National Book Award in category Philosophy and Religion for Gandhi's Truth (1969), which focused more on his theory as applied to later phases in the life cycle. In <mask>'s discussion of development, he rarely mentioned a stage of development by age. In fact he referred to it as a prolonged adolescence which has led to further investigation into a period of development between adolescence and young adulthood called emerging adulthood. <mask>'s theory of development includes various psychosocial crises where each conflict builds off of the previous stages. The result of each conflict can have negative or positive impacts on a person's development, however, a negative outcome can be revisited and readdressed throughout the life span. On ego identity versus role confusion: ego identity enables each person to have a sense of individuality, or as <mask>son would say, "Ego identity, then, in its subjective aspect, is the awareness of the fact that there is a self-sameness and continuity to the ego's synthesizing methods and a continuity of one's meaning for others".Role confusion, however, is, according to Barbara Engler, "the inability to conceive of oneself as a productive member of one's own society." This inability to conceive of oneself as a productive member is a great danger; it can occur during adolescence, when looking for an occupation. <mask>son's theory of personality

The <mask> life-stages, in order of the eight stages in which they may be acquired, are listed below, as well as the "virtues" that <mask>son has attached to these stages, (these virtues are underlined). Hope, Basic trust vs. basic mistrust-This stage covers the period of infancy, 0–1½ years old, which is the most fundamental stage of life, as this is the stage that all other ones build off of. Whether the baby develops basic trust or basic mistrust is not merely a matter of nurture. It is multi-faceted and has strong social components. It depends on the quality of the maternal relationship.The mother carries out and reflects her inner perceptions of trustworthiness, a sense of personal meaning, etc. on the child. An important part of this stage is providing stable and constant care of the infant. This helps the child develop trust that can transition into relationships other than parental. Additionally, children develop trust in others to support them. If successful in this, the baby develops a sense of trust, which "forms the basis in the child for a sense of identity." Failure to develop this trust will result in a feeling of fear and a sense that the world is inconsistent and unpredictable.Will, Autonomy vs. shame—This stage covers early childhood around 1½–3 years old and introduces the concept of autonomy vs. shame and doubt. The child begins to discover the beginnings of his or her independence, and parents must facilitate the child's sense of doing basic tasks "all by himself/herself." Discouragement can lead to the child doubting his or her efficacy. During this stage the child is usually trying to master toilet training. Additionally, the child discovers their talents or abilities, and it is important to ensure the child is able to explore those activities. <mask> states it is essential to allow the children freedom in exploration but also create an environment welcoming of failures. Therefore, the parent should not punish or reprimand the child for failing at the task.Shame and doubt occurs when the child feels incompetent in ability to complete tasks and survive. Will is achieved with success of this stage.

masks:
Erik Homburger Erikson
Erik Salomonsen
Erikson
Erikson
Erikson
Erik
Erik
Erik
Erik
Erik
Erik
Erik
Erik Salomonsen
Erik Homburger
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Erik
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Erikson
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Erikson
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texts:
 Children successful in this stage will have "self-control without a loss of self-esteem." Purpose, Initiative vs. guilt—This stage covers preschool children from ages three to five. Does the child have the ability to do things on her own, such as dress herself? Children in this stage are interacting with peers, and creating their own games and activities. Children in this stage practice independence and start to make their own decisions.If allowed to make these decisions, the child will develop confidence in her ability to lead others. If the child is not allowed to make certain decisions, then a sense of guilt develops. Guilt in this stage is characterized by a sense of being a burden to others, and the child will therefore usually present themselves as a follower as they lack the confidence to do otherwise. Additionally, the child is asking many questions to build knowledge of the world. If the questions earn responses that are critical and condescending, the child will also develop feelings of guilt. Success in this stage leads to the virtue of purpose, which is the normal balance between the two extremes. Competence, Industry vs. inferiority.This area covers school age children from five to twelve. Children compare their self worth to others around them. Friends can have a significant impact on the growth of the child. The child can recognize major disparities in personal abilities relative to other children. <mask>son places some emphasis on the teacher, who should ensure that children do not feel inferior. During this stage the child's friend group increases in importance in his life. Often during this stage the child will try to prove competency with things rewarded in society, and also develop satisfaction with his abilities.Encouraging the child increases feelings of adequacy and competency in ability to reach goals. Restriction from teachers or parents leads to doubt, questioning, and reluctance in abilities and therefore may not reach full capabilities. Competence, the virtue of this stage, is developed when a healthy balance between the two extremes is reached. Fidelity, Identity vs. role confusion—This section deals with adolescence, meaning those between twelve and eighteen years old. This occurs when we start to question ourselves and ask questions relevant to who we are and what we want to accomplish. Who am I, how do I fit in? Where am I going in life?The adolescent is exploring and seeking for her own unique identity. This is done by looking at personal beliefs, goals, and values. The morality of the individual is also explored and developed. <mask>son believes that if the parents allow the child to explore, she will determine her own identity. If, however, the parents continually push her to conform to their views, the teen will face identity confusion. The teen is also looking towards the future in terms of employment, relationships, and families. Learning the roles she provides in society is essential since the teen begins to develop the desire to fit in to society.Fidelity is characterized by the ability to commit to others and acceptance of others even with differences. Identity crisis is the result of role confusion and can cause the adolescent to try out different lifestyles. Love, Intimacy vs. isolation—This is the first stage of adult development. This development usually happens during young adulthood, which is between the ages of 18 to 40. This stage marks a transition from just thinking about ourselves to thinking about other people in the world. We are social creatures and as a result need to be with other people and form relationships with them. Dating, marriage, family and friendships are important during this stage in their life.This is due to the increase in the growth of intimate relationships with others. It is important to note that ego development earlier in life (middle adolescence) is a strong predictor of how well intimacy for romantic relationships will transpire in emerging adulthood. By successfully forming loving relationships with other people, individuals are able to experience love and intimacy. They also feel safety, care, and commitment in these relationships. Furthermore, if individuals are able to successfully resolve the crisis of intimacy versus isolation, they are able to achieve the virtue of love. Those who fail to form lasting relationships may feel isolated and alone. Care, Generativity vs. stagnation—The second stage of adulthood happens between the ages of 40–65.During this time people are normally settled in their lives and know what is important to them. A person is either making progress in his career or treading lightly in his career and unsure if this is what he wants to do for the rest of his working life. Also during this time, a person may be raising their children. If they are a parent, then they are reevaluating their life roles. This is one way of contributing to society along with productivity at work and involvement in community activities and organizations. Individuals that exercise the concept of generativity believe in the next generation and seek to nurture them in creative ways through practices such as parenting, teaching, and mentoring. Having a sense of generativity can be considered significant for both the individual and the society, exemplifying their roles as effective parents, leaders for organizations, etc.If a person is not comfortable with the way his life is progressing, he's usually regretful about the decisions that he has made in the past and feels a sense of uselessness. Wisdom, Ego integrity vs. despair—This stage affects the age group of 65 and on. During this time an individual has reached the last chapter in her life and retirement is approaching or has already taken place. Individuals in this stage must learn to accept the course of their life or they will look back on it with despair. Ego-integrity means the acceptance of life in its fullness: the victories and the defeats, what was accomplished and what was not accomplished. Wisdom is the result of successfully accomplishing this final developmental task. Wisdom is defined as "informed and detached concern for life itself in the face of death itself."Having a guilty conscience about the past or failing to accomplish important goals will eventually lead to depression and hopelessness. Achieving the virtue of the stage involves the feeling of living a successful life. For the Ninth Stage see <mask>'s stages of psychosocial development § Ninth Stage. Favorable outcomes of each stage are sometimes known as virtues, a term used in the context of <mask>son's work as it is applied to medicine, meaning "potencies". These virtues are also interpreted to be the same as "strengths", which are considered inherent in the individual life cycle and in the sequence of generations. <mask>'s research suggests that each individual must learn how to hold both extremes of each specific life-stage challenge in tension with one another, not rejecting one end of the tension or the other. Only when both extremes in a life-stage challenge are understood and accepted as both required and useful, can the optimal virtue for that stage surface.Thus, 'trust' and 'mis-trust' must both be understood and accepted, in order for realistic 'hope' to emerge as a viable solution at the first stage. Similarly, 'integrity' and 'despair' must both be understood and embraced, in order for actionable 'wisdom' to emerge as a viable solution at the last stage. <mask>'s psychology of religion
Psychoanalytic writers have always engaged in nonclinical interpretation of cultural phenomena such as art, religion, and historical movements. <mask> gave such a strong contribution that his work was well received by students of religion and spurred various secondary literature. <mask>’s psychology of religion begins with an acknowledgement of how religious tradition can have an interplay with a child’s basic sense of trust or mistrust. With regard to <mask>’s theory of personality as expressed in his eight stages of the life cycle, each with their different tasks to master, each also included a corresponding virtue, as mentioned above, which form a taxonomy for religious and ethical life. <mask> extends this construct by emphasizing that human individual and social life is characterized by ritualization, “an agreed-upon interplay between at least two persons who repeat it at meaningful intervals an in recurring contexts.” Such ritualization involves careful attentiveness to what can be called ceremonial forms and details, higher symbolic meanings, active engagement of participants, and a feeling of absolute necessity.Each life cycle stage includes its own ritualization with a corresponding ritualism: numinous vs. idolism, judicious vs. legalism, dramatic vs. impersonation, formal vs. formalism, ideological vs. totalism, affiliative vs. elitism, generational vs. authoritism, and integral vs. dogmatism. Perhaps <mask>’s best-known contributions to the psychology of religion were his book length psychobiographies, Young Man Luther: A Study in Psychoanalysis and History, on Martin Luther, and Gandhi’s Truth, on Mohandas K. Gandhi, for which he remarkably won the Pulitzer Prize and the National Book Award. Both books attempt to show how childhood development and parental influence, social and cultural context, even political crises form a confluence with personal identity. These studies demonstrate how each influential person discovered mastery, both individually and socially, in what <mask>son would call the historical moment. Individuals like Luther or Gandhi were what <mask>son called a Homo Religiosus, individuals for whom the final life cycle challenge of integrity vs. despair is a lifelong crisis, and they become gifted innovators whose own psychological cure becomes an ideological breakthrough for their time. Personal life
<mask> married Canadian-born American dancer and artist <mask> (née Sarah Lucretia Serson) in 1930 and they remained together until his death. The <mask>sons had four children: Kai T<mask>, <mask>, <mask> Bloland, and <mask>.His eldest son, Kai T<mask>, is an American sociologist. Their daughter, Sue, "an integrative psychotherapist and psychoanalyst", described her father as plagued by "lifelong feelings of personal inadequacy". He thought that by combining resources with his wife, he could "achieve the recognition" that might produce a feeling of adequacy. <mask> died on 12 May 1994 in Harwich, Massachusetts. He is buried in the First Congregational Church Cemetery in Harwich. Bibliography

Major works
 Childhood and Society (1950)
 Young Man Luther: A Study in Psychoanalysis and History (1958)
 Insight and Responsibility (1966)
 Identity: Youth and Crisis (1968)
 Gandhi's Truth: On the Origins of Militant Nonviolence (1969)
 Life History and the Historical Moment (1975)
 Toys and Reasons: Stages in the Ritualization of Experience (1977)
 Adulthood (edited book, 1978)
 Vital Involvement in Old Age (with J. M<mask> and H. Kivnick, 1986)
 The Life Cycle Completed (with J. M. <mask>, 1987)

Collections
 Identity and the Life Cycle. Selected Papers (1959)
 "A Way of Looking at Things – Selected Papers from 1930 to 1980, <mask><mask>" ed.by S. Schlein, W. W. Norton & Co, New York, (1995)

See also
 Erikson Institute

References

Citations

Works cited

Further reading

External links

1902 births
1994 deaths
20th-century American male writers
20th-century German male writers
20th-century psychologists
Analysands of Anna Freud
Converts to Christianity from Judaism
Developmental psychologists
Ego psychology
German Christians
Jewish emigrants from Nazi Germany to the United States
American people of Danish descent
German people of Danish-Jewish descent
German psychoanalysts
Jewish psychoanalysts
Jewish philosophers
Harvard Medical School faculty
Jewish American social scientists
National Book Award winners
Writers from Frankfurt
People from Stockbridge, Massachusetts
Psychologists of religion
Pulitzer Prize for General Non-Fiction winners
University of Pittsburgh faculty
American Christians
American psychoanalysts
People with acquired American citizenship
20th-century American writers
Austen Riggs Center physicians
20th-century American

masks:
Erik
Erik
Erikson
Erik
Erikson
Erikson
Erik Erikson
Erikson
Erikson
Erikson
Erikson
Erik
Erik
Erikson
Joan Erikson
Erik
. Erikson
Jon Erikson
Sue Erikson
Neil Erikson
. Erikson
Erikson
. Erikson
Erikson
Erik H
. Erikson


texts:
Baroness <mask> (born <mask>; 8 August 1871 – 6 January 1931) was a British-born artists' model, socialite, patron of the arts, writer, and fashion figure of the early 20th century. She was best known as the wife of photographer <mask> and was rumoured to be the natural or god-daughter of King Edward VII of the United Kingdom. After 1916, she preferred to be known as "Mahrah <mask>". Background

Of Portuguese, Italian, French, and American descent, she was born <mask> in London, England. Her father was Neapolitan nobleman Gennaro Caracciolo Pinelli, Duke Caracciolo (1849–? ), eldest son of the 4th Duke of Castelluccio, while her mother was the former Marie Blanche Sampayo (1849–1890), a daughter of Antoine François Oscar Sampayo, a French diplomat who served as that country's minister to Portugal, and his American wife, Virginia Timberlake. Her great-grandmother Margaret O'Neill Eaton was the central figure in the Petticoat affair, a scandal that plagued President Andrew Jackson.Another great-grandparent was a Marshal of France, Count Auguste Regnaud <mask> Saint-Jean d'Angély. <mask> was born at 14 William Street, Lowndes Square, Chelsea, on 8 August 1871 and her father registered the birth in Chelsea North-East Sub-District on 5 September 1871, '<mask>' being the third and 'Alberta' the fifth of her seven forenames. The 1871 Census, taken on 3 April 1871, showed the couple with her mother at Thomas's Hotel and Lord Carrington's diary shows them together at Marlborough House on 4 July 1871 when the Duchess was heavily pregnant and the Duke was unwell.<ref>Anthony Camp, Royal Mistresses and Bastards: Fact and Fictions: 1714-1936 (2007) 357-59.</ref> Jane Ridley says that the Duchess 'scandalised London society that winter, going out shooting in a kilt and smoking cigarettes'. Later gossip purveyed by Jacques Emile Blanche (who knew <mask> and her mother at Dieppe in the 1880s) said that the couple had separated 'at the church door' and that <mask> was the daughter or god-daughter of the Prince of Wales, later King Edward VII, but Ridley considers it most unlikely that she was his child. As a Catholic <mask> was certainly not the Prince's god-daughter. In the 1870s when staying at Sandringham 'an Italian Duchess, who is an Englishwoman, and her daughter, brought up as a Roman Catholic and now turning Protestant', presumably the Duchess and <mask>, are mentioned by a visiting bishop. According to the writer Philippe Jullian the Prince believed that <mask> was his child and supported her, but others assumed that her mother's friend Stanislaus Augustus, 3rd Prince Poniatowski (1835–1908), a married former equerry of Napoleon III, was her father.Immediately after the death of her mother in 1891, <mask> went to Naples and married in 1892, Prince Marino Brancaccio, a member of another Catholic family, but they were divorced at Hamburg in June 1899. When <mask> married Adolph <mask> the following month in London she did so in a Protestant ceremony. <mask> <mask> attended the King's coronation in Westminster Abbey in 1902 when her presence was described as "conspicuous". According to an article entitled "Coronation of King Edward VII: Splendid Scene in Westminster Abbey", The New York Times, 10 August 1902, <mask> sat in the front row of the King's box along with several of his intimate friends, including Mary Cornwallis-West, Minnie Paget and the king's mistress Alice Keppel. In 1916, <mask> <mask> took the forename "Mahrah" upon the advice of an astrologer. Marriages
<mask> was married to:
 Nobile Marino Brancaccio (1852–1920), a Neapolitan nobleman who was a son of Carlo Brancaccio, Prince of Triggiano and Duke of Lustra. They married in Naples, Italy, on 9 May 1892 (civil) and 11 May 1892 (religious), and divorced on 7 June 1899, in Hamburg, Germany.Artist Jacques-Émile Blanche, a family friend, called it "a short and most dramatic union".' Adolph <mask> (1868–1946), a celebrated artist dubbed by Cecil Beaton "the Debussy of photography." They married on 25 July 1899 at Holy Trinity Church, Sloane Street, Cadogan Square, in London. This was a marriage of convenience, as the groom was homosexual and the bride was bisexual; some sources identify her as a lesbian.Lesbian identification cited in Philip Hoare, Noel Coward: A Biography, (University of Chicago Press, 1998), page 32. The <mask>s were characterised by Violet Trefusis—who counted <mask> among her lovers and whose mother, Alice Keppel, was Edward VII's best known mistress—as "Pederaste and Médisante" (a pun on Pelleas and Melisande, from the French for 'pederast' and 'woman who criticises/maligns [médire]') because, as Trefusis observed "He looked so queer and she had such a vicious tongue. "Trefusis-<mask> liaison cited in Henriette Sharpe, A Solitary Woman: A Life of Violet Trefusis (Constable, 1981. Among her affairs was one with Princess (Edmond<mask> Polignac, an heiress of Singer sewing machines and arts patron, in the years 1901 to 1905.Muse and writer

Known for "her elusive combination of childlike innocence and soigné charm" and described as "tall and slender, with Venetian red hair", <mask> <mask> was muse and model to many artists, among them Jacques-Émile Blanche, James McNeill Whistler, James Jebusa Shannon, Giovanni Boldini, Walter Sickert, John Singer Sargent, and Paul César Helleu.Ann Galbally, <mask>: The Last Bohemian (Melbourne University Press, 2003), pages 187–188. Another of her artist admirers was <mask>, who was infatuated by <mask> and painted her portrait; Aubrey Beardsley was part of her youthful circle as well. <mask> <mask> also inspired characters in novels by Elinor Glyn and Ada Leverson. Of <mask>'s beauty, British novelist George Moore was unimpressed. As he commented to an admiring artist friend, "By Jove, you're all after the girl, a fine Mélisande for the stage, with her beautiful hair down to her heels. She's paintable, I admit, but as to one's daily use, I should rather have the mother than the child. Too slender for me ... you know my tastes."She worked briefly as a society columnist for La Galoise, a Paris newspaper, in the 1890s. As Mahrah <mask>, a name she adopted in 1916, she wrote one novel, the autobiographical Nadine Narska (Wilmarth Publishing, 1916). The New York Times condemned the novel as "morbid, exaggerated, ... [and] guilty of many carelessly written sentences","Latest Works of Fiction", The New York Times, 20 May 1917 while The Dial called <mask>'s book "a miscellaneous mixture of paganism, diluted Nietzsche, worldly morals, and the
doctrine of reincarnation". One of <mask>'s short stories, Clothes and Treachery, was made into The Devil's Pass Key, a 1919 silent movie by director Erich von Stroheim. Sportswoman
Known as the "woman [amateur fencing] champion of Europe", Baroness <mask> competed at tournaments in Europe and the United States in the early 1900s. At the Colony Club in New York City on 6 January 1913, she participated in an exhibition match with California champion fencer Sibyl Marston. "Women May Fence Again", The New York Times, 12 January 1913.Death
An observer wrote "Nervous, drugged, surrounded by ambiguous friends and accompanied by a too-conspicuous husband, <mask> had become frankly spiteful. Her scandal-mongering had eliminated the last of her respectable friends, and people visited her only because they could be sure to find a pipe of opium or a sniff of cocaine." <mask> <mask> is said to have died of a heart attack in a detoxification clinic in Austria in 1930 or 1931,Death from heart attack and location of death cited in Ann Galbally's Charles Conder: The Last Bohemian (Melbourne University Press, 2003), page 247. but she was reported as being at St. Moritz with her husband in January 1931. She died on 6 January 1931, aged 59. She was interred two days later at Freiburg, Baden, Germany. References

Sources
Profile of <mask> <mask>, broadway.cas.sc.edu
<mask>, A. <mask>. Of Passions and Tenderness: Portraits of <mask> by <mask> <mask>''.Marina del Rey: Graystone Books, 1992

External links

Biography and portraits of <mask>
Portrait by Jacques Emile Blanche
Photograph of <mask> <mask>
Photograph of <mask> <mask>

English artists' models
English people of Italian descent
LGBT writers from England
1871 births
1930s deaths
Date of death unknown
Edward VII
Illegitimate children of British monarchs
Bisexual women

masks: Donna Maria Beatrice Olga Alberta Caracciolo


texts:
<mask> Hamlet <mask> (; 14 September 1920 – 17 May 2009), was a Uruguayan journalist, novelist, and poet and an integral member of the Generación del 45. Despite publishing more than 80 books and being published in twenty languages he was not well known in the English-speaking world. In the Spanish-speaking world he is considered one of Latin America's most important writers of the latter half of the 20th century<mask> was born in Paso de los Toros in the department of  Tacuarembó to <mask> (a pharmaceutical and chemical winemaker) and Matilde Farrugia (a family of Italian descent). Two years later, they moved to Tacuarembó, the capital city of the province, and shortly after that, his father tried to buy a chemist’s but was swindled and went into bankruptcy, so, they moved and settled in Montevideo, the capital city of the country, where they lived in difficult economic conditions. <mask> completed six years of primary school at the Deutsche Schule in Montevideo, where he also learned German, which later allowed him to be the first translator of Kafka in Uruguay. His father immediately removed him from the school when Nazi ideology started featuring in the classroom.For two years afterwards he studied at Liceo Miranda, but for the rest of his high school years he did not attend an educational institution. In those years he learned shorthand, which was his livelihood for a long time. At age 14 he began working, first as a stenographer and then as a seller, public officer, accountant, journalist, broadcaster and translator. He trained as a journalist with Carlos Quijano, in the weekly Marcha. Between 1938 and 1941 he lived in Buenos Aires, Argentina. He worked in different professions on both banks of the Río de la Plata river, for example, as a stenographer. In 1946 he married Luz López Alegre.He was a member of the 'Generation of 45', a Uruguayan intellectual and literary movement which included Carlos Maggi, Manuel Flores Mora, Ángel Rama, Emir Rodríguez Monegal, Idea Vilariño, Carlos Real de Azúa, José Pedro Díaz, Amanda Berenguer,  Ida Vitale, Líber Falco, Juan Carlos Onetti, among others. He also wrote for the famous weekly Uruguayan newspaper Marcha from 1945 until it was forcibly closed by the military government in 1973, and was its literary director from 1954. In 1957 he traveled to Europe and visited nine countries as a correspondent for Marcha weekly magazine and El Diario newspaper. Exile
For 12 years, from 1973 to 1985, when a civic-military dictatorship ruled Uruguay, <mask> lived in exile. He first went to Buenos Aires, and then to Lima in Peru where he was detained, deported and then given amnesty. He went to Cuba in 1976 and the following year to Madrid, Spain. His exile was made particularly trying by the fact that his wife had to remain in Uruguay to look after both of their mothers.In 1980 he moved to Palma, Majorca. Return to Uruguay

<mask> returned to Uruguay in March 1985 following the restoration of democracy, and thereafter divided his time between Montevideo and Madrid. He has been granted Honoris Causa doctorates by the Universidad de la República, Uruguay, the Universidad de Alicante, Spain and the Universidad de Valladolid, Spain. In 1986 he was awarded Laureate Of The International Botev Prize. On 7 June 2005, he was named the recipient of the Menéndez Pelayo International Prize. His poetry was also used in the 1992 Argentine movie The Dark Side of the Heart (El lado oscuro del corazón) in which he read some of his poems in German. In 2006, <mask> signed a petition in support of the independence of Puerto Rico from the United States.Illness and death
In the last ten years of his life he suffered from asthma and spent his winters in Madrid (where it was summer) in order to avoid the cold, though as his health deteriorated he eventually remained in Montevideo. In 2006 his wife Luz López died, ending more than six decades of matrimony. He died in Montevideo on 17 May 2009. He had suffered from respiratory and intestinal problems for more than a year. His remains are buried at the National Pantheon in the Central Cemetery of Montevideo. Before dying he dictated to his personal secretary, Ariel Silva, what would become his last poem:

Work
For his poetry and novels Benedetti won numerous international awards. La Tregua, first published in 1960, has since been translated into over 20 languages (into English by Harry Morales) and inspired the 1974 film The Truce.Each year below links to either the corresponding "[year] in literature" or "[year] in poetry" article:

Poetry
 1945: La víspera indeleble ("Indelible Eve"), his first published book
 1956: Poemas de oficina ("Office Poems")
 1963:
 Inventario, Poesía 1950–1958 ("Inventory, Poems 1950–1958")
 Poemas del hoy por hoy ("Poems of Today")
 1977: La casa y el ladrillo ("The House and the Brick")
 1981: Viento del exilio ("Wind of the exile")
 1986: Preguntas al azar ("Random Questions")
 1988: Yesterday y mañana ("Yesterday and Tomorrow")
 1991: Las soledades de Babel ("The Loneliness of Babel")
 1994: Inventario dos (1985-1994) ("Inventory Two (1985-1994)"), published in Madrid
 1995: ("The Exercise of Discretion: Oblivion Is Full of Memory"), published in Spain
 1996: El amor, las mujeres y la vida. Poemas de amor.

masks:
Mario Orlando Hardy
Brenno Benedetti Farrugia
. Benedetti
Brenno Benedetti
Mario
Benedetti
Benedetti
Mario Benedetti


texts:
<mask>'Brien (born November 16, 1964) is an American artist who works in a realistic style. His illustrations have appeared on the covers and interior pages of magazines such as Time, Rolling Stone, GQ, Esquire, National Geographic, Der Spiegel, and others. His illustrations are also used by the US Postal Service for postage stamps. Early life and education
O'Brien's paternal grandparents came from Ireland, and his maternal grandparents from Norwich, Connecticut, arriving in the United States from Quebec. His grandfather became a caretaker at Yale University. O'Brien was the second of three sons in his family. O'Brien began training as a boxer in high school, going on to box as a middleweight amateur in the Police Athletic League.At age 18, O'Brien gave up boxing. That same year he received a Pell Grant which he used to enroll in the Paier College of Art in New Haven, Connecticut. He graduated in 1987 with a Bachelor of Fine Arts degree. His instructors at Paier included Leonard Everett Fisher, Ken Davies and Robert Zappalorti. While attending Paier, O'Brien painted trompe-l'œil images, which his instructors Davies and Zappalorti were also known to do, in which the viewer of the paintings are deceived into thinking they were seeing an actual object. In one such case, students attempted to use electrical outlets that O'Brien had painted on the wall. Artistic influences
In grade school, O'Brien often visited the Yale University Art Gallery.O'Brien's favorite art works at the Yale Gallery were by Thomas Eakins and Paul Cadmus. Other early influences for O'Brien were the 19th-century Russian painter Ivan Shishkin, and British painter Lord Leighton. Later influences for O'Brien include various contemporary artists such as Gottfried Helnwein, George Tooker and Mark Tansey, as well as illustrators such as Guy Billout and David Suter. Career
Before graduating from Paier in 1987, O'Brien entered into what became a long relationship with his representative Peter Lott. Lott had seen O'Brien's work at the Society of Illustrators Student Show. O'Brien started his illustration career primarily as a book cover artist and continues to work for book publishing houses. He has created covers for books by Ray Bradbury, Thomas Hardy, Walter Dean Myers and others.O'Brien credits his first big break as a Time magazine cover done in 1989, painting a small teardrop overlaid on a Gilbert Stuart portrait of George Washington. O'Brien was called on again in 2008 to paint another teardrop on the cover of Time, for the cover story "The Price Of Greed" following the onset of a global financial recession. Notable works

Book covers

Between 2008 and 2010, O'Brien was commissioned by Scholastic Publishing to illustrate each cover of The Hunger Games trilogy by Suzanne Collins, including the Hunger Games "mockingjay" logo. The images were then used again for promotional posters when the film distributor Lionsgate turned the books into a film franchise. O'Brien closely collaborated on the designs with his wife, Elizabeth Parisi, creative director for Scholastic. Time covers
O'Brien's Time magazine covers are in the National Portrait Gallery of the Smithsonian Institution. Starting in 1989, O'Brien worked with art director Arthur Hochstein, and created over a dozen covers for Time with him.O'Brien's "The End of Bin Laden" cover, which the artist created in 2002 when editors at Time believed the al-Qaeda leader was trapped and was or would soon be dead in Afghanistan, was not published until nine years later in the May 20, 2011, issue. O'Brien used a similar approach for an earlier Time cover, "The Death of Abu Mousab al-Zarqawi", for the June 19, 2006, issue of the magazine. , O'Brien has had over 30 Time covers published, including:

September 4, 1996 The Choice
December 28, 1998 Men of the Year, Kenneth Star and Bill Clinton
March 10, 2003 Life After Saddam
November 10, 2008 The Choice

June 7, 2010 Why Being Pope Means Never Having to Say You're Sorry
December 20, 2010 Palin in Progress
May 20, 2011 The End of Bin Laden
September 5, 2011 The World After Gaddafi

Rolling Stone
O'Brien illustrated portraits of the Police, Michael Jackson, Nirvana, and Little Richard in Rolling Stones 100 Greatest Artists of All Time. In 2012, O'Brien said the work he was most proud of was his 2008 cover illustration for Rolling Stone in which the magazine endorsed candidate Barack Obama for president. The cover, which depicted the future president with a halo-like glow around him, created a mild controversy, with critics of the image saying it deified the candidate. Covers
March 2008 cover, Barack Obama, A New Hope
January 2009 cover, Bush Apologizes
February 2012 cover, The Rise and Fall of Ziggy Stardust

Page illustrations
Al Gore: The Revolution is Beginning, June 28, 2007
Beck, March 2014

Mother Jones
For the December 2012 release, Mother Jones printed double covers, in which one cover was sent to subscribers of the magazine and the alternate cover was shown on newsstands. O'Brien illustrated both covers in different styles.For the cover that went to newsstands, titled Sugar Kills, O'Brien created a surreal vignette of a glass pitcher as a human skull. For the version delivered to subscribers, titled Solitary in Iran, O'Brien painted a lonely jail cell with a single occupant. Covers
February 2008 The Last Empire
September 2010, The BP Coverup
March 2011, The Vampire Economy
July 2013, Gagged by Big Ag

Page illustrations
Harpy, Hero, Heretic: Hillary, January 2007

Other magazines
O'Brien's magazine covers have received awards and citations, including Cover of the Day by the Society of Publication Designers. The Atlantic, April 2001, The Next Ruling Class
Smithsonian, March 2012, 100th Anniversary of The Titantic
Sports Illustrated, March 2011, Roger Goodell Throne of Games

Sports Illustrated, May 16, 2016, Vin Scully
GQ, July 2015, Who is Mitt Romney? GQ, January 2016, What Would Cool Jesus Do? Postage stamps
O'Brien's work first appeared on U.S. postage stamps in 2006. He was commissioned to portray Hattie McDaniel as part of the U.S.Postal Services Black Heritage stamp series. O'Brien also designed postage stamps of Judy Garland in 2006; Danny Thomas in 2012; Shirley Temple in 2016; and Father Theodore Hesburgh in 2017. Honors and service
On April 26, 2016, O'Brien spoke at the United Nations in New York City at the invitation of the World Intellectual Property Organization, during which his artwork was shown. He discussed commercial art and intellectual property rights in a digital world and how technology is having both advantageous and troubling consequences on both. Honors
 Hamilton King Award, Society of Illustrators (2009)
Honorary doctorate degree, 2013, Lyme Academy College of Fine Arts
Commencement speech at Paier College of Art, 1996 and 2002
 O'Brien's Time magazine covers are in the collection of the National Gallery of Art, Washington, DC
Chosen by Irish American Magazine as one of their 100 top Irish Americans, 1999 and 2000
Awards from Society of Illustrators in New York and Los Angeles: Graphis Inc.; Print Magazine; Communication Arts Magazine; the Society of Publication Designers; American Illustration; Art Director's Club
In 2019, <mask>'Brien was awarded all three top illustration awards; bronze, silver and gold, for covers of Donald Trump for Time. Service
Chairman of the Education Committee, Society of Illustrators, New York (1996–2006). Member of the Executive Committee, Society of Illustrators, New York
Served on the Board of the Illustration Conference in 2003
President of the Society of Illustrators, New York
Chairman of 'Illustrators 49' at the Society of Illustrators
Chairman of the Scholarship Committee at the Society of Illustrators

Exhibitions
Lyme Academy of Fine Arts, Portraits and Illustrations: A Retrospective, 2013
Norman Rockwell Museum, Rockwell and Realism in an Abstract World, 2016
Corpo Gallery

Teaching
O'Brien lectures frequently across the country.His speaking engagements have included the Norman Rockwell Museum, the Society of Illustrators, Syracuse University, School of Visual Arts, Pratt Institute, Rhode Island School of Design, and California College of the Arts. He was a distinguished adjunct professor of illustration at the University of the Arts from 1990–2016. He also taught as an adjunct professor at Pratt Institute (2009–present) and Paier College of Art (1994–1996). Personal life
Up until 2004, O'Brien stayed active in the boxing world of his youth as a trainer. Since 2006, O'Brien has run the New York City Marathon, raising money for the Children's IBD Center at Mount Sinai Hospital. O'Brien lives with his wife Elizabeth Parisi and son in Brooklyn, New York. References

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1964 births
Living people
American magazine illustrators
Artists from New Haven, Connecticut
20th-century American painters
21st-century American painters
21st-century male artists
People from North Haven, Connecticut

masks:
Tim O
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<mask> ( Jennison; born November 30, 1933) is an American diversity educator. As a schoolteacher, she became known for her "Blue eyes/Brown eyes" exercise, which she first conducted with her third-grade class on April 5, 1968, the day after the assassination of Martin Luther King Jr. Publication in the local newspaper of compositions the children had written about the experience led to much broader media interest. The classroom exercise was filmed in 1970, becoming the documentary The Eye of the Storm. PBS series Frontline featured a reunion of the 1970 class, as well as <mask>'s work with adults, in its 1985 episode "A Class Divided". Invitations to speak and to conduct her exercise eventually led <mask> to give up school teaching and to become a full-time public speaker against discrimination. She has directed the exercise and lectured on its effects in many places throughout the world.She also has conducted the exercise with college students, as seen in the 2001 documentary The Angry Eye. Early life and career
<mask> was born in 1933 to Lloyd and Margaret (Benson) Jennison on her family's farm in or near Riceville, Iowa. Her father, who delivered her, was Irish-American. She was the fourth of several children. In 1952, after graduating from high school, <mask> attended the Iowa State Teachers College (now the University of Northern Iowa), where she attained an emergency elementary teaching certificate in five quarters. In 1953, she began her teaching career in a one-room school in Randall. Motivation to teach about racism's effects
On the evening of April 4, 1968, <mask> turned on her television and learned of the assassination of Martin Luther King Jr. She says that she vividly remembers a scene in which a white reporter pointed his microphone toward a local black leader and asked things like "When our leader [John F. Kennedy] was killed several years ago, his widow held us together.Who's going to control your people?" <mask> then decided to combine a lesson that she had planned about Native Americans with a lesson that she had planned about Martin Luther King Jr. for February's Hero of the Month project. At the moment she was watching the news of King's death, <mask> says she was ironing a teepee for use in a lesson unit about Native Americans. To tie the two lessons together, she used the Sioux prayer "Oh great spirit, keep me from ever judging a man until I have walked in his moccasins." She wanted to give her small-town, all-white students the experience of walking in a "colored child's moccasins for a day". First exercise involving eye color
Steven Armstrong was the first child to arrive in <mask>'s classroom. Referring to Martin Luther King Jr., he asked, "Why'd they shoot that King?"After the rest of the class arrived, <mask> asked them how they think it feels to be a black boy or girl. She suggested to the class that it would be hard for them to understand discrimination without experiencing it themselves and then asked the children if they would like to find out. The children agreed with a chorus of "yeah". She decided to base the exercise on eye color rather than skin color to show the children what racial segregation would be like. At first, there was resistance among the students in the minority group to the idea that brown-eyed children were better than blue-eyed children. To counter this, <mask> lied to the children by stating that melanin was linked to their higher intelligence and learning ability. Shortly thereafter, this initial resistance fell away.Those who were deemed "superior" became arrogant, bossy, and otherwise unpleasant to their "inferior" classmates. Their grades on simple tests were better, and they completed mathematical and reading tasks that had seemed outside their ability before. The "inferior" classmates also transformed – into timid and subservient children who scored more poorly on tests, and even during recess isolated themselves, including those who had previously been dominant in the class. These children's academic performance suffered, even with tasks that had been simple before. The next Monday, <mask> reversed the exercise, making the blue-eyed children superior. While the blue-eyed children did taunt the brown-eyed children in ways similar to what had occurred the previous day, <mask> reports it was much less intense. To reflect on the experience, she asked the children to write down what they had learned.Reactions and public attention
The compositions that the children wrote about the experience were printed in the Riceville Recorder on page 4 on April 18, 1968, under the headline "How Discrimination Feels", and the story was picked up by the Associated Press. As a result of the Associated Press article, <mask> was invited to appear on The Tonight Show Starring Johnny Carson. After she spoke about her exercise in a short interview segment,  the audience reaction was instant as hundreds of calls came into the show's telephone switchboard, much of it negative. An often-quoted letter stated, "How dare you try this cruel experiment out on white children? Black children grow up accustomed to such behavior, but white children, there's no way they could possibly understand it. It's cruel to white children and will cause them great psychological damage." The publicity that <mask> was getting did not make her popular in Riceville.When she walked into the teachers' lounge the day after her Tonight Show appearance, several other teachers walked out. When she went downtown to do errands, she heard whispers. When her oldest daughter went to the girls' bathroom in junior high, she came out of a stall to see a hateful message scrawled in red lipstick for her on the mirror. Of all her coworkers, <mask> states that only one of them, Ruth Setka, continued to speak to her after her exercise went public. Setka said that she realized she was the only one who kept speaking to her. Setka believed that the reason Eliott's exercise got so much backlash was because the students were very young and that the exercise should have been done on at least junior high school-aged students. In a 2003 interview, Elliot said that about 20% of the Riceville community were still furious with her over what she did that day in 1968, and some still called her "n-word lover", but she was grateful for the other 80%.However, as news of her exercise spread, she appeared on more television shows and started to repeat the exercise in professional training days for adults. On December 15, 1970, <mask> staged the experience to adult educators at a White House Conference on Children and Youth. In 1970, ABC produced a documentary about <mask> called The Eye of the Storm, which made her even more nationally known. Subsequently, William Peters wrote two books—A Class Divided and A Class Divided: Then and Now—about her and the exercise. A Class Divided was turned into a PBS Frontline documentary in 1985 and included a reunion of the schoolchildren featured in The Eye of the Storm, for which <mask> received The Hillman Prize. A televised edition of the exercise was shown on Channel 4 on October 29, 2009, entitled The Event: How Racist Are You? This documentary was intended, according to the producers in their agreement with <mask>, to create an awareness of the effects of racist behavior.After the exercise, <mask> said that the result "wasn't as successful as I am accustomed to being", leaving  journalist Andrew Anthony with the "nagging suspicion that she's more excited by white fear than she is by black success." <mask> was featured by Peter Jennings on ABC as "Person of the Week" on April 24, 1992. She is listed on the timeline of 30 notable educators by textbook editor McGraw-Hill along with Confucius, Plato, Booker T. Washington, and Maria Montessori. She has been invited to speak at 350 colleges and universities and has appeared on The Oprah Winfrey Show five times. In November 2016, <mask>'s name was added to the BBC's annual list of 100 Women. Origin of workplace diversity training
<mask> is considered to be the forerunner of diversity training, with the "Blue Eyes/Brown Eyes" exercise as the basis of much of what is now called diversity training. She has done such training for corporations such as General Electric, Exxon, AT&T, and IBM, as well as lectured to the FBI, IRS, US Navy, US Department of Education, and US Postal Service.The Riceville school system granted <mask> unpaid leave to conduct workshops and training that were based on her exercise to organizations outside of her school system. However, the increasing demands to be away from the classroom eventually caused problems with her public school teaching career. <mask> left teaching in the mid-1980s to devote herself full-time to diversity training, redeveloping her classroom exercise for the corporate world. This was promoted positively as a way to promote teamwork, profits, and a "winning together" atmosphere. For this corporate exercise, <mask> divides a multiracial group based on the color of their eyes and then subjects the blue-eyed individuals to a withering regime of humiliation and contempt. In only a few hours, <mask>'s treatment makes the blue-eyed workers become distracted and despondent, stumbling over the simplest commands. Companies found the idea of offering such training attractive, not only because in the 1970s and 1980s there were increasing numbers of people of color in their organizations, but also because of U.S. court rulings and federal policies to promote multiculturalism brought about by pressure from civil rights groups during the same two decades.Many companies at that time came to see diversity training as a way to ward off negative legal action and publicity. <mask> said, "If you can't think of any other reason for getting rid of racism, think of it as a real money saver." Elliott-inspired diversity training has been used outside the United States. When the Race Relations Amendment Act 2000 passed in the United Kingdom, it listed 100 diversity training firms in the Diversity Directory. According to a survey by the Chartered Institute of Personnel and Development, 70% of those firms have diversity policies in which diversity training plays a major role. Many of these courses follow <mask>'s model in regards to understanding the issues presented. Legacy of the original exercise
Dean Weaver, who was superintendent of Riceville schools from 1972 to 1979, thought <mask> was an outstanding teacher who did things differently and made other teachers envious of her success.Ex-principal Steve Harnack commented that she was excellent at teaching academics and suggested she would have had fewer problems with the community if she had involved parents. <mask>'s former colleague Ruth Setka, the one who had maintained a relationship with <mask>, also had enough. Commenting on Riceville's attitude on <mask>, Setka said:
"I think third grade was too young for what she did. Junior high, maybe. Little children don't like uproar in the classroom. And what she did caused an uproar. Everyone's tired of her.I'm tired of hearing about her and her experiment and how everyone here is a racist. That's not true. Let's just move on." Academic research
Academic research into <mask>'s exercise shows moderate results in reducing long-term prejudice but is inconclusive on the question of whether the possible psychological harm outweighs the potential benefits. Two professors of education in England, Ivor Goodson and Pat Sikes, argue that what <mask> did was unethical, calling the exercise psychologically and emotionally damaging. They also stated ethical concerns pertaining to the fact that the children were not told of the purpose of the exercise beforehand. Measured results of the diversity training for adults are moderate.The outcomes of a 1990 research study by the Utah State University were that virtually all the subjects reported that the experience was meaningful for them. However, the statistical evidence supporting the effectiveness of the activity for prejudice reduction was moderate; and virtually all the participants, as well as the simulation facilitator, reported stress from the simulation. Another program evaluation in 2003, conducted by Tracie Stewart at the University of Georgia, showed that white college students had significantly more positive attitudes toward Asian-American and Latino individuals, but only marginally more positive attitudes toward African-American individuals. In some courses, participants can feel frustrated about "their inability to change" and instead begin to feel anger against the very groups to which they are supposed to be more sensitive. It can also lead to anxiety because people become hyper-sensitive about being offensive or being offended. There are not very good measures of effects on long-term outcomes of these training initiatives. In a 2003 study, Murdoch University included the "Blue Eyes/Brown Eyes" exercise in their list of "both successful and unsuccessful" strategies to reduce racism, as opposed to, among others, more successful strategies like dialogues about race, and the debunking of false myths.dialogues and de

Personal life
<mask> was married to Darald <mask> (1934–2013) from 1955 until his death, and has four children. They maintained residences in Osage, Iowa and Sun City, California. On May 24, 2019, <mask> was awarded the honorary degree Doctor of Humane Letters by CSU Bakersfield. See also
 Blue Eyed – a 1996 German film based on the "Blue Eyes/Brown Eyes" exercise

References

External links

Schoolteachers from Iowa
American women educators
American anti-racism activists
Anti-racism in the United States
1933 births
Living people
People from Riceville, Iowa
University of Northern Iowa alumni
Activists from Iowa
People from Osage, Iowa
People from Menifee, California
BBC 100 Women
Eye color
21st-century American women

masks:
Jane Elliott
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texts:
<mask><mask> (born 1958) is currently Co-Director of the Centre for Political Youth Culture and Communication (CPAC) at the University of York, UK. <mask> joined the Department of Sociology at York in January 2006 to pursue his scholarly interests into digital media communication and democratic governance. His overarching interest is in new media communications technologies, and the social, political and economic factors shaping their development and diffusion, and their implications for social, economic, political and cultural change. He has published widely in these areas and is the founding Editor of the international journal Information, Communication and Society whose aim and scope is to critically explore these issues in depth. <mask>'s interest  in the transforming capacities of Internet began in the mid-1990s primarily as a critical response to two discourses that continue to frame discussions about the socio-political influence of new media technologies to this day. The first, addressed in his book The Governance of Cyberspace (1997), highlighted and criticised the ‘cyber-libertarian’ portrayals of the Internet as emancipatory spaces divorced from the ‘real world’ of power, place, history and political economy. The second, and related concern, outlined in The Cyberspace Divide (1998) was the crucial issue of what impact the Internet would have upon different social groups.These two themes have continued to shape his research interest in how social relations of power are increasingly mediated through information and communication technologies. Community informatics

In 1996 he was responsible for establishing and directing the Community Informatics Research and Applications Unit (CIRA) which attempted to explore the potential of new media for shaping the development, sustainability and even regeneration of community relations. What he described as community informatics was from the outset concerned with the relationship between geographical places where people lived, worked and socialized and the networked spaces provided by the Internet. Publications such as Community Informatics: Shaping Computer-Mediated Social Networks (2001) and Challenging the Digital Divide? A literature Review of Community Informatics Initiatives (2004) documented both the potential of new media for community development and also the wider role it played in the fragmentation and individualization of local social relations. Active research projects, including Trimdon Digital Village informed UK policy debates about bridging the digital divide. <mask> continues to be a member of the editorial board for the Journal of Community Informatics.During his time at CIRA <mask> together with colleagues at Teesside and worldwide attempted to explore the potential of new media for shaping the development, sustainability and even regeneration of community relations. What they described as community informatics was from the outset concerned with the relationship between geographical places where people lived, worked and socialized and the networked spaces provided by the Internet. Young citizens

On arriving at York <mask> focused upon the potential of social media to influence  the political and civic engagement of young citizens. First, by hosting a small symposium which was later published in an edited collection as Young Citizens In the Digital Age (2007) and then by establishing in partnership with Lance Bennett a study group called Networking Young Citizens under the auspices of the World Universities Network. Together with Ariadne Vromen and Mike Xenos, he is undertaking a three country comparative study of the potential influence of social media upon the participatory culture of young citizens entitled The Civic Network which is funded by the Spencer Foundation. Recent work

Research interest in the broader impact of new media upon democratic governance began with the publication of Digital Democracy: Discourse and Decision-Making in the Information Age (1999) following the first of several conferences devoted to this issue. The use of new media by social movements was first explored in Cyberprotest: New Media, Citizens and Social Movements (2004) with other European colleagues collaborating on a COST programme.Most recently, it was the focus of a conference on Networking Democracy held in Cluj, Romania where these themes were further developed in Social Media and Democracy: social media innovations in participatory politics (2012). The potential for new media to shape practices of social care both organisationally and individually has been a longstanding research area. He has been particularly interested in the use of ICTs in re-structuring health and social care organizations and professional practices. With colleagues on an ESRC funded project on Virtual Community Care the use of the Internet as a potential means of online social support revealed the effectiveness of social networking amongst informed participants for facilitating social support. It further foregrounded how such technologies could transform relations between professionals and clients. Digital Welfare for the Third Age (2009) developed these ideas on the basis of a UK Department of Health funded project into electronic service delivery for older people. <mask>’s wider interest in social media and the Internet is facilitated through his editorship of the international journal Information, Communication & Society (iCS).Included in the prestigious Thompson Reuters Social Science Citation Index iCS is published in twelve issues annually. This comprises several special issues including the best papers from both the annual conference of the Association of Internet Researchers and the American Sociological Association section on Communication and Information Technologies. Under <mask>’s editorship iCS also hosts regular conferences around the world on a range of topics related to the social, cultural, political and economic influence of new media communications technologies. The most recent were A Decade in Internet Time at Balliol College, Oxford, and at York on The Co-Production of Knowledge. Books

The Networked Young Citizen: social media, political participation and civic engagement, (edited with Ariadne Vromen and Mike Xenos), New York: Routledge. (2014)

Social Media and Democracy:  social media innovations in participatory politics, (edited with Dan Mercea) London: Routledge. (2012)

Digital Welfare for the Third Age: Health and Social Care Informatics for Older People, (edited with Mike Hardey and Leigh Keeble) London: Routledge.(2009)

Young Citizens in the Digital Age: Political Engagement, Young People and New Media, London: Routledge. (ed.) (2007)

Articles

Manning, N, Penfold-Mounce, R., <mask>, B.D., Vromen, A. and Xenos, M. ‘Politicians, Celebrities and Social Media: A case of informalization?’, Journal of Youth Studies, published online 25 July 2016. Mercea, D., Iannelli, L. and <mask>, B.D. (2016) ‘Protest Communication Ecologies’, Information, Communication & Society, DOI: 10.1080/1369118X.2015.1109701

Qiu, J. and <mask>, B.D. (2016) ‘Understanding Digital Cultures’, Information, Communication & Society, 19:1, DOI: 10.1080/1369118X.2015.1094114

Vromen, A., <mask>, B.D., Xenos, M. and Bailo, F. (2016) ‘Everyday-making through Facebook engagement: Young citizens’ political interactions in Australia, UK and USA’, Political Studies, 64:3, pp. 513-533.Vromen, A., <mask>, B.D. & Xenos, M. ‘Beyond Lifestyle Politics in a time of crisis? : comparing young people’s issue agendas and views on inequality’, (2016) Policy Studies, 36:6, https://dx.doi.org/10.1080/01442872.2015.1095283

<mask>, B.D., Vromen, A., & Xenos, M. (2016) ‘Performing for the young networked citizen? : celebrity politics, social networking and the political engagement of young people. (with Vromen, A. and Xenos, M.) Media, Culture & Society, 28:3, 400-419. DOI: 101177/0163443715608261

‘Campus politics, student societies and social media’ (with Vromen, A., Xenos, M.A., Steel, H. & Bergum, S.) (2015) The Sociological Review 63:4, 820-839, DOI: 10.1111/1467-954X.00251

References

1958 births
Living people
Academics of the University of York

masks:
Brian D
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