Academic literature on the topic 'Popular culture – United States – History'

For a country that prides itself on the freedoms it bestows on its citizens, the United States has a surprisingly extensive history of censorship. As Patricia L. Dooley’s Freedom of Speech: Reflections in Art and Popular Culture demonstrates, the arts and pop culture have long been favored targets of censors. Sometimes the censors are private citizens or organizations acting as self-appointed guardians of morality. More ominously, they sometimes are government entities intent on controlling the dissemination and consumption of creative products.

This article examines the role of popular culture products as a factor in changing the concept of patriotism in the United States. The discourse of patriotism is formed through a “sum” of images including an assessment of the political system, values and national history. According to American sociologist Jeffrey Alexander, “gaining power depends on the outcome of struggles for symbolic domination in the civil sphere”. The exacerbation in the last decade of problems related to race, gender and social justice led to a split in society and created the demand for a critical revision of the history of the United States, and as result the revision of the concept of patriotism. Nowadays, more and more graphic novels and media-shows based on patriotism are focusing on issues of social justice, and play an important role in the “culture wars” in the United States. An example of this is the popular series “Watchmen”, which has received various influential awards. Through the plot about superheroes, its authors construct a new narrative of civic patriotism. This narrative assumes that the racial issue has been a key factor in US history and that the country was founded on the principles of intolerance and oppression. In addition, it is suggested that the political system, in turn, is only formally democratic and the founding fathers created a state that is prone to authoritarianism and suppression, regardless of which political party is in power. Therefore, radical reforms are required for the United States to become a truly democratic and inclusive country.

What is the history behind the Dr. Who series? Which bands dominated the Britpop sound in the 1990s? Which fashion icons represent uniquely European pop culture in the twentieth century? Pop Culture in Europe, from ABC-CLIO’s Entertainment and Society around the World series, provides reliable content to patrons researching popular trends and entertainments across the pond. The title efficiently introduces residents of the United States to the stars and amusements primarily associated with Western Europe.

This essay uses the example of the long‐lived and popular Burma‐Shave advertising campaign to argue that literary critics should extend their attention to the vast amounts of poetry written for advertising purposes in the nineteenth and twentieth centuries. The Burma‐Shave campaign—which featured sequences of rhyming billboards erected along highways in the United States from 1926 to 1963—not only cultivated characteristics of literary and even avantgarde writing but effectively pressured that literariness into serving the commercial marketplace. At the same time, as the campaign's reception history shows, the spirit of linguistic play and innovation at the core of Burma‐Shave's poetry unintentionally distracted consumers' attention away from the commercial message and toward the creative forces of reading and writing poetry. A striking example of popular reading practices at work, this history shows how poetry created even in the most commercial contexts might resist the commodification that many twentieth‐century poets and critics feared. (MC)

Abstract This article discusses the important role that juvenile literature played in creating America’s frontier mythos. It argues that children were a crucial audience for adult authors seeking to justify and normalize settler colonial policies. But, more importantly, young people themselves were active participants in the perpetuation of a popular culture that glorified westward expansion and the eradication of Indigenous peoples. In acknowledging as much, we arrive at a richer understanding of the important intersections between western history and the history of childhood in the United States.

This study explores how the Japanese government endeavored to shape American public opinion through the promotion of Japanese aesthetics in the several years following the Manchurian crisis—and, importantly, how this “cultural diplomacy” was received by Americans. At the center of Japan’s state-sponsored cultural initiative was the Society for International Cultural Relations (Kokusai Bunka Shinkōkai, or KBS). By drawing attention to Japan’s historically esteemed cultural traditions, Japan’s leaders hoped to improve the nation’s image and leverage international power. Critical American reviews and general-interest articles on KBS programs proffered images of a society imbued with a profound sense of artistic sophistication. To this end, the KBS’s cultural diplomacy tended to reinforce a popular assumption among Americans that Japan’s body politic in the 1930s was meaningfully divided between “moderates” and “militarists.” Japan’s cultural diplomacy, however, was undermined from the start by an irreconcilable tension: to simultaneously legitimize regional expansionism and advance internationalist cooperation. After the outbreak of the Sino-Japanese War in the summer of 1937 and subsequent proclamations that presumed Japanese hegemony in Asia, naked aggression rendered any lighthearted cultural exchange increasingly irrelevant. Indeed, KBS activities in the United States dwindled—a point that made clear the limits of cultural diplomacy.

Since the historic uprisings sparked by the murder of George Floyd, growing calls to defund the police have upended mainstream political discourse in the United States. Outrage at appalling evidence of rampant police brutality and an entrenched culture of impunity have moved to the very center of public debate what were until recently dismissed as radical demands. This dramatic shift has, among other things, opened up space for discussion of the history of policing and the prison-industrial complex more broadly. In particular, abolitionists have urged examination of the deep roots of our contemporary situation. As the organizer and educator Mariame Kaba argued in an editorial published in The New York Times, “There is not a single era in United States history in which the police were not a force of violence against black people.”1 That a statement like this would appear in the paper of record reflects a paradigm shift in popular understandings of the history of the criminal legal system.

This paper discusses the emergence of vaudeville in California’s Inland Empire region of San Bernardino and Riverside counties. It will consider the social changes underway in late nineteenth-century America and their impact on attitudes towards popular entertainment. This paper will draw on Lawrence Levine’s observations of cultural hierarchies that emerged during the late nineteenth century and shaped American understandings of culture. Entertainment of the nineteenth century will be examined for the ways it was unable to match urban trends, and contrasted with vaudeville’s appeal to a diverse urban populace. The cities of San Bernardino, Redlands and Riverside were home to a number of opera houses and theaters to serve rapidly growing communities, and a review of the performances offered in these communities and at these venues will demonstrate these shifts in popular entertainment.

This research addresses an emerging scholarship examining relations between media, religion, and culture in contemporary society. Whilst it acknowledges the value of this growing body of work, the study is based on a recognition that an overwhelming concern with the contemporary scene has resulted in a neglect of the history responsible for the conditions of the present. Given the prominence of America as both a source and an object of this scholarship, moreover, the particular national context in which the institutions and practices of the US media have developed has been taken for granted somewhat. Oriented towards these perceived lacunae, this thesis examines the interaction between religion and film as an influence upon the development of American culture in the twentieth-century. The dissertation is divided into two main parts. The first of these is devoted to an extended discussion of the scholarly background to the research, and argues that the historical dimension of the interrelationship between religion and film in America is worthy of more attention than it has hitherto received. In particular, it stresses the fundamental importance of religion within the discourse of national identity in the United States, and posits the notion of a non-denominational American civil religion as a useful theoretical tool with which to examine Hollywood as a distinctively 'American' form of cinema. Part Two develops this position through a case study of The Birth of a Nation, directed by D.W. Griffith, and one of the most famous films of all time. Discussing the picture as a response to a crisis in American Protestantism, the study argues that the race controversy prompted by its Southern viewpoint was, to some extent, a function of Griffith's ambitions to revive the traditional religious bases of U.S. national identity via the medium of film. Furthermore, it suggests that the impact of Birth helped enact a broader transformation of American culture, wherein the cinema became instrumental in sustaining the belief that the United States was a nation uniquely favoured by Providence.

How people think about the end of the world greatly affects how they live in the present. This thesis examines how popular American thought about “the end of the world” has been greatly affected by Hal Lindsey’s 1970 popular prophecy book The Late, Great Planet Earth. LGPE sold more copies than any other non-fiction book in the 1970s and greatly aided the mainstreaming of “end-times” ideas like the Antichrist, nuclear holocaust, the Rapture, and various other concepts connected with popular end-times thought. These ideas stem from a specific strain of late-nineteenth century Biblical interpretation known as dispensational premillennialism, which has manifested in various schools of premillennial thought over the last 150 years. However, Lindsey translated this complicated system into modern language and connected it with contemporary geopolitics in powerful ways which helped make LGPE incredibly popular and influential in the 1970s and beyond. This paper includes an introduction to some essential concepts and terms related to popular premillennialism followed by a brief history of popular prophecy in America. The second half of this thesis examines the social, religious, and political climate of the 1970s and how Lindsey’s success connects to the culture of the Seventies, specifically conservative reactions to the various social movements of the 1960s. The last major section discusses Lindsey’s malleable theology and the power of interpreting the Bible “literally.” In the 1970s, conservative theologians and denominations won the battle to define certain concepts within Christianity including terms like “literal,” “inerrant,” and related terms, and Lindsey’s treatment of “the end times” reflects these definitions and how they affect Biblical interpretation. Finally, the conclusion fleshes out the appeal of popular premillennialism in the 1970s and into the present day.

This dissertation is an analysis of historical change within those cultural industries involved in the production and dissemination of popular music. Through an analysis of the relationship between the recording and radio industries within the United States, during the period 1976-1985, the manner in which crises within these industries arise and are resolved is traced. The emergence of such musical forms as "disco" and "New Wave", and the manner in which these forms have been integrated within the functioning of the music-related industries, are central concerns of the dissertation. At the same time, more general theoretical hypotheses concerning the role played by taste in the creation of audiences for different categories of popular music are elaborated and employed within the study of specific musical genres.

This project examines Dr. C. DeLores Tucker’s efforts to abolish the production and distribution of gangsta rap to the American youth. Though her efforts were courageous and daring, they were not sufficient. The thesis will trace Tucker’s crusade beginning in 1992 through the end of the 1990s. It brings together several themes in post-World War II American history, such as the issues of race, gender, popular culture, economics, and the role of government. The first chapter thematically explores Tucker’s crusade, detailing her methodology and highlighting pivotal events throughout the movement. The second chapter discusses how opposition from rap artists, and the music industry, media coverage of Tucker and her followers, and resistance from members of Congress contributed to the failure of her endeavor.

This thesis is about measuring social acceptance of the American public on the increasing trend of intermarriage in the United States. It outlines U.S. Census data in the areas of population, educational attainment, regional data, and marriage data. It analyzes popular and influential media from 1960 to 2011 including: marriage of Guy Smith and Peggy Rusk, Guess Who's Coming to Dinner, Star Trek, Jungle Fever, The Joy Luck Club, and modern television shows such as Grey's Anatomy, Scandal, Modern Family, and New Girl.

Recollecting the history of the United States, which is inextricably entangled with westward expansionism (Manifest Destiny) and the construction of borders, is also a complex and troubling reexamination of the American identity itself. This is evident in critical perspectives that analyze our violent past and the narratives that continue to govern not only contemporary culture but also the academic sphere as Native scholars have been proposing over the last twenty years. However, what remains vital to this conversation is how to better include the narratives and voices from both native peoples and Mexicans—especially in the southwest borderlands—which also counteract the dominant narratives mentioned above. However, these alternate narratives can be affirmed and authorized as crucial histories by utilizing Baudrillard’s notion of simulacra and at the same time, act as a form of resistance. By reevaluating three crucial moments in The Crossing, Baudrillard’s Simulacra and Simulation, and employing a heuristic I will call the rhetoric of violence, I hope to highlight the importance of such marginalized narratives and the voices that occupy them in American history.

The article deals with the problem of the options of studying American English by students using modern teaching methods. Particular attention is given to that English is the most popular language, namely the American version of English is the predominant language in the world. The analysis of the research highlighted the importance of distinctive features of grammar, context, pronunciation and the specifics of regional variants of American English. Versions of the subtleties of studying American English were put forward, which included humor, online resources and entertainment. In conclusion, the emphasis is placed on the fact that the use of modern teaching methods gives students the opportunity to be better acquainted with the culture and history of the United States. Furthermore, such methods also helps students to meet American reality and pronunciation. Keywords: American English, language, options fo r learning a foreign language.

Aim/Purpose: This paper provides the results of the preliminary analysis of the findings of an ongoing study that seeks to examine the social media use, cultural and political awareness, civic engagement, issue prioritization, and social activism of Gen Z students enrolled at four different institutional types located in the Mid-Atlantic region of the United States. The aim of this study is to look at the group as a whole as well as compare findings across populations. The institutional types under consideration include a mid-sized majority serving or otherwise referred to as a traditionally white institution (TWI) located in a small coastal city on the Atlantic Ocean, a small Historically Black University (HBCU) located in a rural area, a large community college located in a county that is a mixture of rural and suburban and which sits on the border of Maryland and Pennsylvania, and graduating high school students enrolled in career and technical education (CTE) programs in a large urban area. This exploration is purposed to examine the behaviors and expectations of Gen Z students within a representative American region during a time of tremendous turmoil and civil unrest in the United States. Background: Over 74 million strong, Gen Z makes up almost one-quarter of the U.S. population. They already outnumber any current living generation and are the first true digital natives. Born after 1996 and through 2012, they are known for their short attention spans and heightened ability to multi-task. Raised in the age of the smart phone, they have been tethered to digital devices from a young age with most having the preponderance of their childhood milestones commemorated online. Often called Zoomers, they are more racially and ethnically diverse than any previous generation and are on track to be the most well-educated generation in history. Gen Zers in the United States have been found in the research to be progressive and pro-government and viewing increasing racial and ethnic diversity as positive change. Finally, they are less likely to hold xenophobic beliefs such as the notion of American exceptionalism and superiority that have been popular with by prior generations. The United States has been in a period of social and civil unrest in recent years with concerns over systematic racism, rampant inequalities, political polarization, xenophobia, police violence, sexual assault and harassment, and the growing epidemic of gun violence. Anxieties stirred by the COVID-19 pandemic further compounded these issues resulting in a powder keg explosion occurring throughout the summer of 2020 and leading well into 2021. As a result, the United States has deteriorated significantly in the Civil Unrest Index falling from 91st to 34th. The vitriol, polarization, protests, murders, and shootings have all occurred during Gen Z’s formative years, and the limited research available indicates that it has shaped their values and political views. Methodology: The Mid-Atlantic region is a portion of the United States that exists as the overlap between the northeastern and southeastern portions of the country. It includes the nation’s capital, as well as large urban centers, small cities, suburbs, and rural enclaves. It is one of the most socially, economically, racially, and culturally diverse parts of the United States and is often referred to as the “typically American region.” An electronic survey was administered to students from 2019 through 2021 attending a high school dual enrollment program, a minority serving institution, a majority serving institution, and a community college all located within the larger mid-Atlantic region. The survey included a combination of multiple response, Likert scaled, dichotomous, open ended, and ordinal questions. It was developed in the Survey Monkey system and reviewed by several content and methodological experts in order to examine bias, vagueness, or potential semantic problems. Finally, the survey was pilot tested prior to implementation in order to explore the efficacy of the research methodology. It was then modified accordingly prior to widespread distribution to potential participants. The surveys were administered to students enrolled in classes taught by the authors all of whom are educators. Participation was voluntary, optional, and anonymous. Over 800 individuals completed the survey with just over 700 usable results, after partial completes and the responses of individuals outside of the 18-24 age range were removed. Findings: Participants in this study overwhelmingly were users of social media. In descending order, YouTube, Instagram, Snapchat, Twitter, Facebook, Pinterest, WhatsApp, LinkedIn and Tik Tok were the most popular social media services reported as being used. When volume of use was considered, Instagram, Snapchat, YouTube and Twitter were the most cited with most participants reporting using Instagram and Snapchat multiple times a day. When asked to select which social media service they would use if forced to choose just one, the number one choice was YouTube followed by Instagram and Snapchat. Additionally, more than half of participants responded that they have uploaded a video to a video sharing site such as YouTube or Tik Tok. When asked about their familiarity with different technologies, participants overwhelmingly responded that they are “very familiar” with smart phones, searching the Web, social media, and email. About half the respondents said that they were “very familiar” with common computer applications such as the Microsoft Office Suite or Google Suite with another third saying that they were “somewhat familiar.” When asked about Learning Management Systems (LMS) like Blackboard, Course Compass, Canvas, Edmodo, Moodle, Course Sites, Google Classroom, Mindtap, Schoology, Absorb, D2L, itslearning, Otus, PowerSchool, or WizIQ, only 43% said they were “very familiar” with 31% responding that they were “somewhat familiar.” Finally, about half the students were either “very” or “somewhat” familiar with operating systems such as Windows. A few preferences with respect to technology in the teaching and learning process were explored in the survey. Most students (85%) responded that they want course announcements and reminders sent to their phones, 76% expect their courses to incorporate the use of technology, 71% want their courses to have course websites, and 71% said that they would rather watch a video than read a book chapter. When asked to consider the future, over 81% or respondents reported that technology will play a major role in their future career. Most participants considered themselves “informed” or “well informed” about current events although few considered themselves “very informed” or “well informed” about politics. When asked how they get their news, the most common forum reported for getting news and information about current events and politics was social media with 81% of respondents reporting. Gen Z is known to be an engaged generation and the participants in this study were not an exception. As such, it came as no surprise to discover that, in the past year more than 78% of respondents had educated friends or family about an important social or political issue, about half (48%) had donated to a cause of importance to them, more than a quarter (26%) had participated in a march or rally, and a quarter (26%) had actively boycotted a product or company. Further, about 37% consider themselves to be a social activist with another 41% responding that aren’t sure if they would consider themselves an activist and only 22% saying that they would not consider themselves an activist. When asked what issues were important to them, the most frequently cited were Black Lives Matter (75%), human trafficking (68%), sexual assault/harassment/Me Too (66.49%), gun violence (65.82%), women’s rights (65.15%), climate change (55.4%), immigration reform/deferred action for childhood arrivals (DACA) (48.8%), and LGBTQ+ rights (47.39%). When the schools were compared, there were only minor differences in social media use with the high school students indicating slightly more use of Tik Tok than the other participants. All groups were virtually equal when it came to how informed they perceived themselves about current events and politics. Consensus among groups existed with respect to how they get their news, and the community college and high school students were slightly more likely to have participated in a march, protest, or rally in the last 12 months than the university students. The community college and high school students were also slightly more likely to consider themselves social activists than the participants from either of the universities. When the importance of the issues was considered, significant differences based on institutional type were noted. Black Lives Matter (BLM) was identified as important by the largest portion of students attending the HBCU followed by the community college students and high school students. Less than half of the students attending the TWI considered BLM an important issue. Human trafficking was cited as important by a higher percentage of students attending the HBCU and urban high school than at the suburban and rural community college or the TWI. Sexual assault was considered important by the majority of students at all the schools with the percentage a bit smaller from the majority serving institution. About two thirds of the students at the high school, community college, and HBCU considered gun violence important versus about half the students at the majority serving institution. Women’s rights were reported as being important by more of the high school and HBCU participants than the community college or TWI. Climate change was considered important by about half the students at all schools with a slightly smaller portion reporting out the HBCU. Immigration reform/DACA was reported as important by half the high school, community college, and HBCU participants with only a third of the students from the majority serving institution citing it as an important issue. With respect to LGBTQ rights approximately half of the high school and community college participants cited it as important, 44.53% of the HBCU students, and only about a quarter of the students attending the majority serving institution. Contribution and Conclusion: This paper provides a timely investigation into the mindset of generation Z students living in the United States during a period of heightened civic unrest. This insight is useful to educators who should be informed about the generation of students that is currently populating higher education. The findings of this study are consistent with public opinion polls by Pew Research Center. According to the findings, the Gen Z students participating in this study are heavy users of multiple social media, expect technology to be integrated into teaching and learning, anticipate a future career where technology will play an important role, informed about current and political events, use social media as their main source for getting news and information, and fairly engaged in social activism. When institutional type was compared the students from the university with the more affluent and less diverse population were less likely to find social justice issues important than the other groups. Recommendations for Practitioners: During disruptive and contentious times, it is negligent to think that the abounding issues plaguing society are not important to our students. Gauging the issues of importance and levels of civic engagement provides us crucial information towards understanding the attitudes of students. Further, knowing how our students gain information, their social media usage, as well as how informed they are about current events and political issues can be used to more effectively communicate and educate. Recommendations for Researchers: As social media continues to proliferate daily life and become a vital means of news and information gathering, additional studies such as the one presented here are needed. Additionally, in other countries facing similarly turbulent times, measuring student interest, awareness, and engagement is highly informative. Impact on Society: During a highly contentious period replete with a large volume of civil unrest and compounded by a global pandemic, understanding the behaviors and attitudes of students can help us as higher education faculty be more attuned when it comes to the design and delivery of curriculum. Future Research This presentation presents preliminary findings. Data is still being collected and much more extensive statistical analyses will be performed.

Defensive architecture is a heritage typology of great interest for society due to various reasons, such as its monumentality, history, beauty or ability to fascinate thanks to cinema, literature or television. Like other cultural assets, its management is based on research, preservation, restoration, didactics, dissemination and participation following current approaches. In this sense, heritage education plays a fundamental role since it is a tool that connects cultural heritage with people. This fact becomes a key aspect to guarantee its knowledge, preservation, use and enjoyment over time. This paper will analyse the actions on heritage education of the National Park Service (United States of America) and Parks Canada which are focused on defensive architecture. Both offices have been chosen because they manage examples of defensive architecture and are world leaders in heritage education. Therefore, the main purpose is to know their actions and make proposals for the Spanish context. This is an interesting fact because Spain has a rich and varied defensive architecture but heritage education still has little presence, which is surprising because heritage education favours society commitment when preserving cultural heritage. To this end, the qualitative work methodology will be used, specifically the analysis technique applied to the contents of the National Park Service and Parks Canada web pages.

In this article we selectively review Cambodia’s history through the lens of Prolung Khmer (ព្រលឹងខ្មែរ, meaning “Khmer Spirit” or “Khmer Soul”), a complex, multivalent ideological discourse that links symbols and social practices, such as Angkor, Buddhism, Khmer language (written and spoken), and classical dance, in an essentialized Khmer identity. When Cambodians began arriving in the United States in 1975, they immediately and self-consciously deployed Prolung Khmer as a means for asserting a unique cultural identity within the larger society. Through diachronic and ethnographic analyses of Prolung Khmer, we gain a holistic understanding of how it serves as an ideological metaphor for Khmer culture.

Los eventos culturales masivos son celebraciones multitudinarias organizadas que generan un impacto en la ciudad que los produce apropiándose del lugar donde se insertan. Estas festividades de expresión popular tradicional construyen parte de los modelos y la organización de estas ciudades. ICOMOS y UNESCO, acuerdan que el patrimonio material e inmaterial están unidos y el patrimonio intangible está constituido por aquella parte invisible que reside en el espíritu mismo de las culturas. Un sistema regional puede estimular la economía de ciudades, reafirmar sus rasgos identitarios y puede llegar a ser patrimonio de la cultura nacional. Las estrategias de intervención urbanística y regional contribuyen a una visión y un diseño integral de espacios urbanos, y propiciar un menor impacto para conservar la historia del lugar y del evento. Principales puntos: conformación del marco teórico, el análisis de casos existentes y la construcción de estrategias para lugares del análisis. Mass cultural events are organized mass celebrations that generate an impact in the city that produces them appropriating the place where are inserted. These festivities of traditional popular expression construct part of the models and the Organization of these cities. ICOMOS and UNESCO, say that the tangible and intangible heritages are united and intangible heritage is constituted by that invisible part that resides in the spirit of cultures itself. In a regional system they can stimulate the economy of urban centers, reaffirm their identity features and may be heritage of national culture. Urban and regional intervention strategies contribute to a vision and a comprehensive design of urban spaces, and lead to less impact to preserve the history of the place and the event. Main points: conformation of the theoretical framework, the analysis of previous cases and the construction of strategies for the target place.

<p>At the turn of the 20th century, terra cotta flat arches (TCFA’s) were a popular floor system in steel framed buildings for industrial and office construction in the United States. These arches were lighter but just as fireproof as standard brick arches, and were designed empirically using proprietary allowable load tables, which were based mostly on load testing.</p><p>In the 21st century, the proprietary nature of the TCFA makes evaluating these systems problematic for the modern engineer, architect, and contractor. Renovations of buildings with TCFA floor assemblies typically will have new penetrations as well as altered loading conditions from its original construction.</p><p>It is important for all parties involved in the design and construction process of a renovation to understand the history, mechanisms, and limitations of TCFAs in order to have a successful renovation from both a design and a cost perspective. Conversely, renovating a building without the proper knowledge or experience with the existing materials can lead to change orders, time overruns, and most importantly life safety risks.</p><p>This paper is a summary of a presentation given by the same author to the Association for Preservation Technology (APT) conference in September, 2018. A more in-depth paper by the same author and colleagues Derek Trelstad and Rebecca Buntrock will appear as an article in the APT Bulletin in 2019.</p>

Abstract As the world’s leading countries in nuclear power fields, China, the United States, and Japan have relatively sound nuclear power regulation and standard systems. The nuclear power standardization works have also been gradually improved and optimized with the iteration of good practices and the feedback of best experience. Nevertheless, it couldn’t be denied that the paths followed by these countries are not exactly same, due to diversities of state institutions and mechanisms, as well as inherently different national politics, history, technology, and culture. Making periodical revisions on development approach, each country establishes unique, well-applicable, self-consistent system framework and operating model. With a systematic review, this paper will summarize the current R&D of the countries’ nuclear power regulation & standard system, as well as the latest states on the development of standardization works on both domestic and abroad scales, following by some fruitful comparative analyses. Using the literature research method and Differentiation Competitive Strategy methodology, this paper will also critically analysis advantages and shortcomings respectively, which would be helpful to understand the regulation and system operations comprehensively and objectively, for each country. Additionally, inspirations would be brought to seek an opportunity deepening extensive collaborations for the forthcoming nuclear power international standardization works. This paper will make comments and put forward suggestions focusing on strengthening R&D cooperation among multilateral countries. Ultimately, to improve the diversification and interoperability of nuclear emerging technologies and industrial chain, also accelerate global promotion and common prosperity, via the nuclear field standardization approach.

Abstract The United States Environmental Protection Agency (U.S. EPA) supports a number of local community initiatives to encourage public involvement in decisions regarding environmental waste management and remediation. Native American tribal communities, in most cases, operate as sovereign nations, and thus have jurisdiction over environmental management on their lands. This paper provides examples of initiatives addressing Native American concerns about past radioactive waste management practices — one addresses uranium mining wastes in the Western United States and the other, environmental contamination in Alaska. These two projects involve the community in radioactive waste management decision-making by encouraging them to articulate their concerns and observations; soliciting their recommended solutions; and facilitating leadership within the community by involving local tribal governments, individuals, scientists and educators in the project. Frequently, a community organization, such as a local college or Native American organization, is selected to manage the project due to their cultural knowledge and acceptance within the community. It should be noted that U.S. EPA, consistent with Federal requirements, respects Indian tribal self-government and supports tribal sovereignty and self-determination. For this reason, in the projects and initiatives described in the presentation, the U.S. EPA is involved at the behest and approval of Native American tribal governments and community organizations. Objectives of the activities described in this presentation are to equip Native American communities with the skills and resources to assess and resolve environmental problems on their lands. Some of the key outcomes of these projects include: • Training teachers of Navajo Indian students to provide lessons about radiation and uranium mining in their communities. Teachers will use problem-based education, which allows students to connect the subject of learning with real-world issues and concerns of their community. Teachers are encouraged to utilize members of the community and to conduct field trips to make the material as relevant to the students. • Creating an interactive database that combines scientific and technical data from peer-reviewed literature along with complementary Native American community environmental observations. • Developing educational materials that meet the national science standards for education and also incorporate Native American culture, language, and history. The use of both Native American and Western (Euro-American) educational concepts serve to reinforce learning and support cultural identity. The two projects adopt approaches that are tailored to encourage the participation of, and leadership from, Native American communities to guide environmental waste management and remediation on their lands. These initiatives are consistent with the government-to-government relationship between Native American tribes and the U.S. government and support the principle that tribes are empowered to exercise their own decision-making authority with respect to their lands.