Balancing Cultural, Literary and Financial Capital in Trade Publishing

New York Yankees are the most successful franchise in American sports. They have won twenty-seven world championships, ten more than the next closest franchise, the Boston Celtics of the National Basketball Association (NBA), and sixteen more than the next closest baseball franchise, the St. Louis Cardinals. A list of famous Yankees players reads like a miniature Hall of Fame, featuring icons like Babe Ruth, Lou Gehrig, Joe DiMaggio, Mickey Mantle, Reggie Jackson, Don Mattingly, and Derek Jeter. Being the marquee franchise in the nation's largest city and having unrivaled on-the-field success have provided the New York Yankees with a tremendous amount of cultural capital. In his essay, The Forms of Capital Pierre Bourdieu famously describes how various aspects of culture, such as education and art, are acquired and exchanged in a similar economy to that of financial capital. Bourdieu writes, the social conditions of its transmission and acquisition are more disguised than those of economic capital, it [cultural capital] is predisposed to function as symbolic capital, i.e. to be unrecognized as capital and recognized as legitimate competence. (1) Much could be written about how and why the Yankees have been able to become such a dominant force within Major League Baseball (MLB), but in the interest of brevity, this paper will simply acknowledge the cultural capital that has been amassed by the Yankees franchise in order to examine how it was spent to procure a lavish new stadium for the team. (2) New York Yankees exploited their cultural capital over the South Bronx (which has very little cultural capital), and this power dynamic allowed the Yankees to build the monumental stadium they wanted while avoiding any substantial concessions to the people of the Bronx. New York Yankees' cultural capital is directly related to their financial capital. team is the richest in baseball, with annual revenues over $300 million. With the advertising revenue of their own cable TV network, $117 million in gate receipts, and $30 million in licensed merchandise, the Yankees are able to afford the highest payroll in MLB. (3) This means they can afford to outpay any other team for the best players in the game. star players and continuous championship expectations acquired with their financial capital add to the treasure chest of cultural capital the New York Yankees have been building upon for over one hundred years. Discussing the interplay between economic capital and the other forms of capital, such as cultural capital, Bourdieu observes, It has to be posited simultaneously that economic capital is at the root of all the other types of capital and that these transformed, disguised forms of economic capital, never entirely reducible to that definition, produce their most specific effects only to the extent that they conceal ... the fact that economic capital is at their root. (4) New York Yankees have an extraordinary amount of economic capital with which to do business, but their ability to attract star players and lucrative media contracts cannot be simply reduced to their cash flow. Though the Yankees' cultural capital is rooted in their economic capital, it produces its most specific effects by concealing that the mystique of star players, championship trophies, and Hollywood screenplays is rooted in economic capital. original Yankee Stadium embodies the team's cultural capital. On the surface, it is simply a building where the successful franchise has won many games, but it has developed its own cultural cache over time, concealing the enormous amounts of economic capital invested into the team and the stadium itself. Yankee Stadium was opened in 1923, during the prime of Babe Ruth's career. It has since been commonly referred to as the House That Ruth Built, because the incredible number of fans who would pay to see Ruth play provided the franchise with much of the capital needed to build the new stadium. …

中文摘要 近年來臺灣女性之婚姻及生育年齡普遍提高，許多適婚年齡之男性轉而迎娶大陸港澳或是東南亞地區之女性，新移民及其子女人口節節上升，也導致臺灣人口結構改變，從文獻中可以發現影響學習之家庭因素為家庭資源充分與否，家庭資源包含：財務資本、人力資本、文化資本及社會資本。 本研究訪談桃園縣一所國小的8位新移民，旨在暸解新移民家庭資源之流動及對子女學習的影響。本研究以質性研究取徑，採用深度訪談法、半結構式問題及基本資料調查蒐集資料，並進行分析詮釋。研究發現： 一、 財務資本尚稱足夠且可補充其他資本不足處，新移民子女是否上安親班與家庭收入關係不大。 二、 新移民的人力資本透過社會資本影響課後托育選擇，而缺乏人力資本者以財務資本補充。 三、 文化資本之投入受到財務資本影響，且文化資本略顯不足。 四、 社會資本之教育期望高，且受到財務資本擁有多寡程度之影響。 根據以上發現，研究者對學校教師、教育及政府行政單位、新移民家長及未來研究者提出建議如下： 一、 學校老師可主動至新移民家中訪問，以瞭解學生生活狀況，並獲得家長的支持。 二、 政府行政單位可多辦理識字班或親職教育課程，並輔導新移民就業；而教育單位可尋求附近大學的資源，讓大學生做服務學習，指導新移民子女的課業；學校也可加強藝術文化方面的課程。 三、 新移民家長可多參加識字班及成長學習的課程，充實家中的學習資源如書報，並應主動作親師聯繫，以瞭解子女在校狀況。 四、 未來研究者可以訪談更具異質性的研究對象，以得到更豐富資料，並追蹤家庭文化資本及財務資本對其他教育階段的影響。

Increasing diversity in cardiothoracic surgery: First-generation medical students

In recent years, community‐based conservation approaches have gained popularity as essential tools for enhancing biodiversity conservation while improving community livelihoods. These approaches emphasize the vital role of communities in preserving and sustainably managing natural resources. However, their contribution to strengthening community capacity for conservation and development remains underexplored. This study applies the Community Capital Framework (CCF) to examine how Wildlife Management Areas (WMAs), a community‐based conservation initiative in Tanzania, enhance community capacity for conservation and development. Using a multiple case study design, data were collected randomly from selected respondents in two WMAs: Ikona (northern Tanzania) and MBOMIPA (southern Tanzania). Qualitative and quantitative data were triangulated through household surveys and key informant interviews, and analyzed using expert‐driven and data‐driven techniques (Betti & Verma double‐weighting scheme) to generate weights of each community capital. Results indicate that natural and financial capitals are the most important for enhancing community capacity for conservation and development. No significant differences were found between the two WMAs in the contribution of community capital overall. However, the development of financial capital in Ikona WMA has stimulated improvements in physical capital, which in turn have strengthened human capital and supported the development of political, cultural, and social capital. In contrast, MBOMIPA WMA has invested less in financial capital, limiting development of physical capital and subsequent progress in human, political, cultural, and social capitals. The overall Community Capacity Index shows contributions ranging from low (natural and cultural capitals) to moderate (social, physical, human, political, and financial capitals) across WMAs. These findings suggest that WMAs have moderately enhanced community capacity for conservation and development. This study recommends that WMAs invest more evenly across all capitals to significantly strengthen community capacity for conservation and development.

Research has shown that student achievement is influenced by their access to, or possession of, various forms of capital. These forms of capital include financial capital, academic capital (prior academic preparation and access to academic support services), cultural capital (the attitudes, knowledge, and behaviors related to education which students are exposed to by members of their family or community), and social capital (the resources students have access to as a result of being members of groups or networks). For community college students, many with high financial need and the first in their families to go to college (especially those from underrepresented minority groups), developing programs to increase access to these various forms of capital is critical to their success. This paper describes how a small federally designated Hispanic-serving community college has developed a scholarship program for financially needy community college students intending to transfer to a four-year institution to pursue a bachelor’s degree in a STEM field. Developed through a National Science Foundation Scholarships in Science, Technology, Engineering, and Mathematics (S-STEM) grant, the program involves a collaboration among STEM faculty, college staff, administrators, student organizations, and partners in industry, four-year institutions, local high schools, and professional organizations. In addition to providing financial support through the scholarships, student access to academic capital is increased through an intensive math review program, tutoring, study groups, supplemental instruction, and research internship opportunities. Access to cultural and social capital is increased by providing scholars with faculty mentors; engaging students with STEM faculty, university researchers, and industry professionals through field trips, summer internships, professional organizations, and student clubs; supporting student and faculty participation at professional conferences, and providing opportunities for students and their families to interact with faculty and staff. The paper details the development of the program, and its impact over the last five years on enhancing the success of STEM students as determined from data on student participation in various program activities, student attitudinal and self-efficacy surveys, and academic performance including persistence, retention, transfer and graduation.

On Pierre Bourdieu<i>Reproduction in Education, Society and Culture.</i>Pierre Bourdieu , Jean-Claude Passeron , Richard Nice<i>Outline of a Theory of Practice.</i>Pierre Bourdieu , Richard Nice

This article assesses the socio-economic coping and adaptation mechanisms employed by sub-Saharan African migrant women in South Africa using a survey and multi-attribute contingent ratings. The socio-economic and adaptation mechanisms were identified using a sustainable livelihood framework, which included political and cultural capital. This study focused on the rarely investigated South-South migration flows. The results found that the demographic and socio-economic characteristics of migrant women played a significant role in the coping and adaptation mechanisms they employed. Human capital ranked the highest, followed by physical, cultural, social, economic and political capitals. This implies that the livelihood capital has an implication: the migrant women need to have education and health services to survive in day-to-day activities of their life as human capital. They need also to sustain economically at least to cover house rent, food, communicate with family and assist the family as economic and physical capitals. Furthermore, they need to adapt, respect and live with the culture of the host nation in harmony and conducive environment as social, cultural and political capitals.

Research into South African students' digitally mediated learning and social practices revealed a subgroup termed “digital strangers,” students lacking both experience and opportunities, who had barely used a computer and who did not have easy access to technology off campus. Using a Bourdieun framework, this group's technological habitus and access to capital were considered within the field of higher education. There was a focus on two forms of cultural capital: embodied cultural capital, specifically disposition and values; and objectified cultural capital especially computers and cell phones. Social capital—in terms of personal connections and the values of those close to the students—was also considered. The investigation showed a complex technological habitus, with a paucity of access and limited practices in relation to computers, while computers and their associated practices are highly valued within higher education Simultaneously, diverse practices and widespread indications of astute use of cell phones were described even though these remained under‐acknowledged both by the students and the institutions in which they operated. Students recognised what the field of higher education valued, but they also used what they had available in order to best operate within the field. The findings point to a contradiction between students' practices and the field of higher education yet also show how student practices with an alternative form of objectified capital are pushing the boundaries of the field itself.Practitioner NotesWhat is already known about this topic There is increasing agreement in the literature that the concept of students as “digital natives” with good access to and “innate” understanding of technology is a myth. Students across a range of contexts have varied skills, experience and interest in using technology. There is some research on the non‐use of computers, but it does not tend to relate to mobile use. There is a great deal of recent literature on mobile use in education both in the UK and in South Africa. This is of special interest in developing country contexts where access to computers is still limited but access to the cell phone is widespread. What the paper adds The paper makes the link between computer use and mobile use. By unpacking the complexities of technological habitus. it shows how students who lack computer experience and opportunities navigate the complexities of using information and communication technologies (ICTs) at university. The paper shows how Bourdieu's theory of capital and habitus provides a useful lens for examining the challenges of ICT practices within the field of higher education. Through the concepts of cultural capital and social capital, the paper shows how students who would traditionally be considered non‐users have access to forms of capital which they leverage, thus demonstrating student agency. The findings point to a contradiction between students' practices and the field of higher education in that cell phones are widely used as a core ICT resource yet under‐acknowledged as a medium of learning by universities. The paper does this by providing empirical examples of cases of complex access and use rarely studied. Implications for practice and/or policy The findings for institutions imply that universities should take student access to and use of cell phones much more seriously, exploiting the cultural and social capitals student are able to draw on. This provides a way of focusing on existing literacies which is preferable to the deficit model which currently prevails. There are implications for curriculum, courses and resource designers in terms of designing learning interventions which utilise mobile technology affordances.

Purpose – The existing theoretical and empirical research on cultural impact is rather inconsistent. The purpose of this paper is to deal with the reasons for this inconsistency by debating the adequate inclusion of the cultural factor in the growth model and the way to properly measure cultural capital (CC) for this purpose. Design/methodology/approach – The paper starts with analyzing the limitations of growth theory (in particular Paul Romer ' s endogenous growth model) when CC is not taken into consideration. The amelioration is suggested through involvement of the Weberian mechanism of cultural impact. The difference between Weber ' s mechanism and using religion as a measurement proxy for cultural attitudes is enlightened. The improvement of Weber ' s measurement of CC by elevating Pierre Bourdieu ' s approach to CC from individual to aggregate regional level is suggested. Real data from five EU countries on NUTS II level is addressed for illustrating the above reasoning. Findings – The evidence shows that the suggested by the paper measurement strategy for CC allows for treating culture indeed as a single factor both in theoretical and econometrical sense of the term factor, but without loss of information, which is otherwise inevitable if the author try to approximate culture with a single mono-dimensional variable such as religion. Originality/value – Through discussion on Rome ' s endogenous growth model and Weber ' s cultural mechanisms of impact, the amelioration of growth theory by inclusion of CC is explained, operationalized and applied on a real data example.

In the Pacific region, youth sexual and reproductive health and rights (SRHR) are strongly influenced by sociocultural and structural factors, which limit access to SRHR information and services for youth. As climate-related disasters intensify in the Pacific, existing challenges to youth SRHR may increase the risk of worse SRHR experiences and outcomes for youth before, during and after disasters. Community-based models of SRHR service provision models increase accessibility for youth in non-disaster times, but there is limited evidence of how community organisations address youth SRHR in disaster contexts. We conducted qualitative interviews with 16 participants from community organisations and networks in Fiji, Vanuatu, and Tonga following the 2020 Tropical Cyclone (TC) Harold. Guided by the Recovery Capitals Framework (natural, built, political, cultural, human, social, and financial capitals), we explored how community organisations addressed challenges to facilitate access to youth SRHR information and services. Social capital in the form of peer networks and virtual safe spaces was used to navigate challenges in political, financial, and natural capitals. Existing relationships and trusted collaborations were crucial to address cultural taboos related to youth SRHR. Previous experiences of disasters and knowledge of contexts enabled participants to provide sustainable solutions to identified SRHR needs. The work conducted by community organisations and networks pre-disaster made it easier to identify and address youth SRHR risks following disasters. Our research offers a unique perspective into how social capitals were used to mitigate challenges to youth SRHR across natural, human, financial, cultural, built, and political capitals. Findings offer important opportunities to invest in existing community strengths, for transformative action to advance the SRHR of Pacific youth.

In the Pacific region, youth sexual and reproductive health and rights (SRHR) are strongly influenced by sociocultural and structural factors, which limit access to SRHR information and services for youth. As climate-related disasters intensify in the Pacific, existing challenges to youth SRHR may increase the risk of worse SRHR experiences and outcomes for youth before, during and after disasters. Community-based models of SRHR service provision models increase accessibility for youth in non-disaster times, but there is limited evidence of how community organisations address youth SRHR in disaster contexts. We conducted qualitative interviews with 16 participants from community organisations and networks in Fiji, Vanuatu, and Tonga following the 2020 Tropical Cyclone (TC) Harold. Guided by the Recovery Capitals Framework (natural, built, political, cultural, human, social, and financial capitals), we explored how community organisations addressed challenges to facilitate access to youth SRHR information and services. Social capital in the form of peer networks and virtual safe spaces was used to navigate challenges in political, financial, and natural capitals. Existing relationships and trusted collaborations were crucial to address cultural taboos related to youth SRHR. Previous experiences of disasters and knowledge of contexts enabled participants to provide sustainable solutions to identified SRHR needs. The work conducted by community organisations and networks pre-disaster made it easier to identify and address youth SRHR risks following disasters. Our research offers a unique perspective into how social capitals were used to mitigate challenges to youth SRHR across natural, human, financial, cultural, built, and political capitals. Findings offer important opportunities to invest in existing community strengths, for transformative action to advance the SRHR of Pacific youth.

“Africa's First Woman Press Photographer”: Mabel Cetu's Photographs in <i>Zonk!</i>

“How does my family affect me?” The family cultural capital impact on Chinese junior high school students’ academic achievement

New Capitols of Capital

Cultural capital has been defined as one of the basic aspects and means that enables human society to survive and develop civilizations. At the same time, studies show that the development of human civilization cannot overlook the issue of sustainability. Accordingly, this understanding emphasizes the importance of cultural capital in sustainable development. In academic literature, there is a high level of discussions that address the issue of sustainability in relation to the five capitals, namely natural, human, physical, social, and financial capital. However, the existing research on sustainable development shows that the significance of cultural capital and sustainable behavior is not addressed. This theoretical study aims to investigate the relationship between cultural capital and sustainable behavior in carrying out sustainable development. The result proposes a conceptual framework that shows cultural capital as the basis of understanding in shaping sustainable behavior and managing the five capitals towards sustainable development.