The document discusses media representation and stereotyping. It defines key concepts like representation, archetypes, and stereotypes. It explains that media representations are selective and inform our understanding of groups. Representations encode certain ideologies and can reinforce dominant views in society. Stereotypes serve as shortcuts but can overgeneralize. New media has led to more diverse representations as video equipment has become cheaper and distribution networks expanded.
In this lecture I try to establish a context for our discussion of theories of identity that make us of ideas now thought of as 'postmodern'. In particular, the lecture will set the scene for our reading of Stuart Hall's chapter 'Questions of Cultural Identity'.
In this lecture I try to establish a context for our discussion of theories of identity that make us of ideas now thought of as 'postmodern'. In particular, the lecture will set the scene for our reading of Stuart Hall's chapter 'Questions of Cultural Identity'.
Brief look at the nature of global communications and the ways it's changing how we can organise, share, cooperate and act collectively to change things.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
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Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
3. Identify/outline issues involved in thinking about
representation and media
Define the concepts of representation, stereotyping
and associated sub-categories
Use rhetorical, semiological, genre and narrative
analysis to analyse media representations
Examine debates around the depiction of individuals
and social groups
4. Questions
What kind of groups feature in your text?
How would you categorise the individuals and/or
groups depicted?
What kinds of ideas and feelings about them do you
have as a result of your media consumption?
5. Why Representation
Media forms have their own rhetoric and language
that position us as audience members for
entertainment purposes, they are not divorced from
the social, cultural, political and historical contexts
of their making.
Representation informs our understanding and
outlook on various groups and individuals – which
can affect how social relations are played out.
7. Representation
To represent something is to describe or depict
it, to call it up in the mind by description,
portrayal or imagination. To represent also
means to symbolise, to stand for, to be a
specimen of or substitute to.
8. All media forms contain only a
fraction of what could have been
presented – they are selective in
their portrayals and are thus
abstractions in the way they work at
emphasising or inflections limited
elements or characteristics of what
is on show or known.
9. Representation
How the media shows us things about society –
through a careful process of mediation – hence, re-
presentation.
For representation to be meaningful to audiences
there needs to be a shared recognition of people,
situations, ideas etc.
All representation therefore have ideologies behind
them. Certain paradigms are encoded into texts and
others left out in order to give a preferred meaning.
10. Representation
When analysing media representations in general it’s
useful to ask a few questions posed by Richard Dyer
(1983):
1. What sense of the world is it making?
2. What does it imply?
3. Is it typical of the world or deviant?
4. Who is it speaking to? For whom? To whom?
5. What does it represent to us and why? How do you respond?
11. Representation
1. What sense of the world
is it making?
2. What does it imply?
3. Is it typical of the world
or deviant?
4. Who is it speaking to?
For whom? To whom?
5. What does it represent to
us and why? How do you
respond?
12. Ideology and representation
A hegemonic view of society – fundamental
inequalities in power between different groups.
Groups in power exercise their influence culturally
rather than by force (‘soft’ power)
This concept has its origins in Marxist theory – it
explains how the ruling class can protect economic
interests.
Representations are therefore encoded into mass
media texts in order to do this – to reinforce
dominant ideologies in society.
14. Ideology and representation
Ideology refers to a set of ideas which produces a
partial and selective view of reality. The notion of
ideology entails widely held ideas or beliefs which
are seen as ‘common sense’ and become naturalised
(Tim O’Sullivan, 1998).
What is important is that the media’s role can be
seen as:
Circulating and reinforcing dominant ideologies
Undermining and challenging such ideologies (less often)
15. Ideology and representation
Ideologies are never simply ideas in people’s heads
but are actually myths that we live by and which
contribute to our self worth. (remember Barthes?)
Think about documentaries: how are our national,
regional and historical identities constructed
through the mediation of a text?
‘Identities are not ‘given’ but are constructed and
negotiated.’ (David Gauntlett, 20020)
16. Postmodernism and representation
Life becomes a soap opera. The trial’s
of OJ Simpson and Michael Jackson
are examples - neither real nor a
simulation
The Gulf war as hyper-real - it never
happened
Reality mixes with ‘art’, a supposed
reflection of postmodernism’s
‘slipperiness’ when it comes to truth.
Politics as entertainment - the
projection and consumption of hyper-
real images.
Collapse of boundaries between classes,
high and low culture, politics and news
and entertainment but ultimately
between reality and simulation.
This has led to a collapse of meaning.
The ‘real’ society that existed before the
takeoff of this latest stage of mass
consumer capitalism has disappeared
into a black hole - replaced by the
terminal of the hyperreal - the TV
screen.
18. Depicting individuals
Trevor MacDonald
TV Newsreader
Middle class
Man
What else does this
media figure ‘represent’?
19. Depicting individuals
George Michael
Pop star in concert
What other ideas does
the media figure
represent?
20. The campaign to find
Madeleine McCann
What do such images
come to represent
beyond the literal
identification of a lost
child?
21. Types
Types
A grouping based on shared characteristics; a class.
An individual that represents the ideal for its class; an embodiment.
Archetypes
A perfect or idealised person or thing that exhibits such core values
and identities that offer a model or pattern for the way in which a
culture is viewed
Stereotypes
Stereotyping is a process involving the expression of an exaggerated
belief about a group that serves to qualify or justify the conduct
towards that group of those who hold and express that belief.
22. The archetype
The wealth of music Curtis Jackson released
and his 2000 shooting conspired to turn 50
Cent the rapper into a local legend before his
debut album had even been released. In some
senses, he represents the latest incarnation of
an archetype that crops up time and again in
popular music. Early blues singers often
retold in song the story of a deadly
confrontation between Billy Lyons and a
pimp called Lee Shelton ( known variously as
Stagger Lee or Stagolee), two real-life
characters from the Deep South whose 1895
shoot-out resulted in Lyons's death.
In Stagolee Shot Billy, a book about the social
history of the myth, writer Cecil Brown
describes how Stagolee's persona as the 'bad
black hero' feeds into our perception of
characters as varied as Puff Daddy, OJ
Simpson, Malcolm X and Huey Newton.
23. Stereotypes
Stereotypes
Stereotyping is a process involving the expression of an
exaggerated belief about a group that serves to qualify or
justify the conduct towards that group of those who hold and
express that belief.
Stereotypes are a form of shorthand narrative
25. Functions of stereotypes in media texts
Functions for stereotypes in media texts relate them
to broader social and historical contexts
An ordering function – a short-cut to meaning in the face of
the messiness of reality
A metonymic function - an index of a wider reality and set of
values about the group (one person ‘stands for’ the group)
26. Stereotypes: difficulties
According to Tessa Perkins (1979):
Stereotypes aren’t always negative (French good cooks)
They aren’t always about minority groups or those less
powerful (upper class twits)
They are not always false – they may be supported by
empirical evidence
They are not always rigid and unchanging
27. (new) Media Representations
With the development of ubiquitous, cheap and easy
to use equipment and the electronic networks for
distribution, media representations have proliferated
over the last ten years.
The following are some experiments that are
harnessing those developments.