Child Sexual Abuse by Religious Authority Figures in Germany and Israel: The Experiences and Perceptions of Adult Survivors

The current study is based on an in-depth thematic analysis of 20 interviews with German and Israeli adult survivors of child sexual abuse (CSA) by religious authority figures (RAF). This paper aims to explore survivors’ experiences within the Jewish ultra-Orthodox and Christian communities, as well as to draw comparisons between the abusive structures and disclosure in these two contexts. The results point to the complexity of CSA by RAF, which is embedded in the survivors’ perceptions of themselves as emotionally and cognitively captured by the perpetrators who are a symbol of a parent or God and faith. The participants expressed great concern regarding disclosing the abuse against the backdrop of familial, cultural, and community inhibitors, such as fear of social stigmatization, inability to recognize the abuse, and the taboo of sexuality discourse. The survivors’ traumatic experiences were intensified in light of negative social responses to disclosure and encounters with insensitive officials. A comparison of the cultures revealed differences regarding the nature of community life and educational institutions, which may have shaped the disclosure and recognition of the abuse. The study highlights the importance of comparative follow-up studies related to this phenomenon in order to examine its universal and unique cultural contexts.

Trump, memes and the Alt-right: Emotive and affective criticism and praise

Internet memes are the most pervasive and malleable form of digital popular culture (Wiggins 2019: vii). They are a way a society expresses and thinks of itself (Denisova 2019: 2) used for the purpose of satire, parody, critique to posit an argument (Wiggins 2019, see also Ponton 2021, this issue). The acts of viewing, creating, sharing and commenting on memes that criticise or troll authority figures have become central to our political processes becom[ing] one of the most important forms of political participation and activism today (Merrin 2019: 201). However, memes do not communicate to us in logical arguments, but emotionally and affectively through short quips and images that entertain. Memes are part of a new politics of affectivity, identification, emotion and humour (Merrin 2019: 222). In this paper, we examine not only what politics memes communicate to us, but how this is done. We analyse memes, some in mainstream social media circulation, that praise and criticise the authoritarian tendencies of former US President Donald Trump, taken from 4Chan, a home of many alt-right ideas. Through a Multimodal Critical Discourse Studies approach, we demonstrate how images and lexical choices in memes do not communicate to us in logical, well-structured arguments, but lean on affective and emotional discourses of racism, nationalism and power. As such, though memes have the potential to emotionally engage with their intended audiences, this is done at the expense of communicating nuanced and detailed information on political players and issues. This works against the ideal of a public sphere where debate and discussion inform political decisions in a population, essential pillars of a democratic society (Habermas 1991).

Children and parents’ perspectives of the impact of the COVID-19 pandemic on Ontario children’s physical activity, play, and sport behaviours

Background The COVID-19 pandemic and associated public health measures have resulted in the closure of many physical activity-supporting facilities. This study examined Ontario parents’ and children’s perspectives of COVID-19’s impact on children’s physical activity behaviours, return to play/sport during COVID-19, as well as barriers/facilitators to getting active amid extended closures of physical activity venues. Methods Parents/guardians of children aged 12 years and under living in Ontario, Canada were invited to participate in an interview. 12 parent/guardian and 9 child interviews were conducted via Zoom between December 2020 – January 2021, were audio-recorded, and transcribed verbatim. Thematic content analysis was undertaken to identify pronounced themes. Results Themes for both parent and child interviews fell into one of three categories: 1) barriers and facilitators for getting children active amid COVID-19 closures of physical activity-supporting facilities; 2) changes in children’s activity levels; and, 3) perspectives on return to play/sport during and post-pandemic. Various subthemes were identified and varied between parents and children. The most common facilitator for dealing with children’s inactivity voiced by parents/guardians was getting active outdoors. Parents/guardians noted their willingness to have their children return to play/sport in the community once deemed safe by public health guidelines, and children’s willingness to return stemmed primarily from missing their friends and other important authority figures (e.g., coaches) and sporting events (e.g., tournaments). Conclusions Findings from this study could inform families of feasible and realistic strategies for increasing children’s physical activity during community closures, while also providing public health experts with information regarding what supports, or infrastructure might be needed during future lockdown periods and/or pandemics.

Discrimination and Sleep in Chinese American Older Adults

Since the start of COVID-19, reports of discrimination in the US against Asian Americans have increased approximately 150%. Prior research has demonstrated that victims of discrimination are more likely to experience physiological health concerns, possibly linked to sleep. The objective of this study was to determine if there was a relationship between disordered sleep and discrimination among Chinese older adults using data collected from the Population Study of ChINese Elderly (N=3124, 59% female). To assess, the experience of discrimination in nine settings (school, hiring, work, housing, medical, service, finance, public, and authority) and four indicators of sleep quality (duration, trouble falling asleep, insomnia, and self-reported sleep quality) were evaluated using logistic- and multinomial logistic regression. With an average age of 75 years, discrimination was experienced by 7.2% of participants. Experiencing any discrimination was associated with lower odds of longer sleep durations (>8 hours) compared to those sleeping 6-8 hours. Experiences of discrimination in housing (OR: 5.51 (95%CI:1.08-27.98)) and with authority figures (OR: 6.02 (95%CI:1.16-31.31)) were significantly associated with shorter sleep durations (<6 hours), compared to those sleeping 6-8 hours. Those who experienced discrimination in a school setting were less likely to have trouble falling asleep (OR: 0.28 (95%CI:0.09-0.88)), while discrimination in medical settings were more likely to experience insomnia (OR: 2.29 (95%CI:1.13-4.63)). All other relationships between discrimination and sleep measures were non-significant. Given mixed evidence and the increased relevancy of discrimination against Asian Americans, further research on how discrimination may impact health outcomes and sleep quality is warranted.

Female Authority Figures in Dorothea Tanning’s Chasm: A Weekend

Little girls and young women are Dorothea Tanning’s recurrent archetypes, defining and structuring her conceptual archive concerning gender and the feminine. A celebrated painter and sculptor who shaped her artistic vision in the proximity of the historical avant-gardes, Tanning was also a writer who revealed the mystery and estrangement of family ties in Chasm: A weekend, a novel she started writing in 1943 and published six decades later, in 2004. This singular book offers a privileged dialogue between literature and art, as several episodes revisit and translate the high tension of some of her most representative paintings. From within a feminist framework, the article will discuss aspects of female authority and control in Tanning’s novel as dominant forms of female empowerment, present throughout her visual Surrealist oeuvre. I argue that examining these allegories reveals their role as connectors between the literary and the visual arts, between Dorothea Tanning’s fiction and her painting.

Ending and Wondering

Chapter 6 on endings discusses harmony and dissonance, and explores relevant Italian Renaissance comic practice and theories of comedy. The chapter leads into three final sections, the first (“Exclusion”) taking up the problem of how the “other” (here Shylock), seemingly excluded from the “harmonious” ending, can retain a ghostly presence; the second (“Delusion”) addressing the question of what protagonists and authority figures (and audiences) are left not knowing by the end, as seen in Much Ado About Nothing; and the third (“Forgiveness”) focusing on the special way that the comedies employ wonder to make forgiveness possible (as with Proteus, Claudio, Angelo, and Bertram), a process different from that of the late romances, where forgiveness precedes wonder. Here the problem of human and communal forgiveness moves beyond church strictures and takes illumination from present-day philosophical thinking.

Preschoolers Learn New Moral and Conventional Norms from Direct Experiences

By observing others, children can learn about different types of norms, including moral norms rooted in concerns for welfare and rights, and social conventions based on directives from authority figures or social consensus. Two studies examined how preschoolers and adults constructed and applied knowledge about novel moral and conventional norms from their direct social experiences. Participants watched a video of a novel prohibited action that caused pain to a victim (moral conditions) or a sound from a box (conventional conditions), and then saw a transgressor puppet, who had either watched the video alongside the participant or not, engage in the prohibited action. Preschoolers and adults rapidly constructed distinct moral and conventional evaluations about the novel actions. These distinctions were evident across several response modalities that have often been studied separately, including judgments, reasoning, and actions. However, children did not reliably track the puppet’s knowledge of the novel norms. These studies provide experimental support for the idea that children and adults construct distinct moral and conventional norms from social experiences, which in turn guide judgments, reasoning, and behavior.

Preschoolers Learn New Moral and Conventional Norms from Direct Experiences

By observing others, children can learn about different types of norms, including moral norms rooted in concerns for welfare and rights, and social conventions based on directives from authority figures or social consensus. Two studies examined how preschoolers and adults constructed and applied knowledge about novel moral and conventional norms from their direct social experiences. Participants watched a video of a novel prohibited action that caused pain to a victim (moral conditions) or a sound from a box (conventional conditions), and then saw a transgressor puppet, who had either watched the video alongside the participant or not, engage in the prohibited action. Preschoolers and adults rapidly constructed distinct moral and conventional evaluations about the novel actions. These distinctions were evident across several response modalities that have often been studied separately, including judgments, reasoning, and actions. However, children did not reliably track the puppet’s knowledge of the novel norms. These studies provide experimental support for the idea that children and adults construct distinct moral and conventional norms from social experiences, which in turn guide judgments, reasoning, and behavior.

Creativity in Seventeenth-Century Music

The early modern period witnessed important societal shifts that eventually affected both the employment status of professional musicians and their creative approaches. Throughout the seventeenth century, however, most composition continued to be carried out by musicians employed within the traditional patronage system according to long-established creative principles often unfamiliar to us today. Apprentice composers learned by modeling new pieces on preexisting works by esteemed authority figures and through improvisation techniques, using standard formulae as building blocks. Both this improvisatory foundation and the simple melody-plus-bass style of many genres meant that notation was frequently unnecessary in the initial creative stages—although erasable materials were sometimes used by inexperienced composers and for complex, erudite music—and there was no direct relationship between the creation of a notated source and stages in the compositional process. Creativity was also frequently a collaborative endeavor, involving numerous contributors: the named composer might compose only the core melody and bass, with inner parts either provided by musicians employed to “set” the composition for the required ensemble or filled in by a continuo player. It was also a graduated process, with works often being subjected to successive bouts of reworking by multiple musicians, not only revising and adapting the music to suit new performing contexts but also making changes as a matter of course, in a process of “serial recomposition.” The result was a creative culture in which works were in a constant state of flux, as they were perpetually renewed and reinvigorated by a multilayered creative community.