Misinformation teaching slides
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The document discusses misinformation from multiple perspectives: - Psychologically, misinformation can arise from memory errors, cognitive biases, and how information is processed differently based on our physical state. - Sociologically, misinformation spreads through conformity, compliance, identification, social contagion, and is exacerbated by bots, echo chambers and hyperpartisan environments online. - Semantically, misinformation thrives on ambiguity, vagueness, inaccuracy, and logical fallacies like false dilemmas or irrelevant expertise.
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G325 l9
This document provides an overview of concepts related to representations of youth in media and moral panics. It discusses Stanley Cohen's concept of moral panic, where exaggerated media coverage leads to politicians and police acting to return social values of normalcy. Youth are often portrayed as "folk devils" to reflect adult anxieties. Theories from Acland, Gerbner, and Galtung & Ruge are also summarized, explaining how media representations reinforce social order, influence perceptions of crime, and use selective gatekeeping to determine newsworthiness. Examples of past moral panics around various media are also briefly outlined.
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RICHARD E.
Miller
Richard E, Miller is professor of English and the executive director of the Plan-
gere Writing Center at Rutgers University. He received his BA from 51. John's
Un'iversity, his MA from the University of Massachusetts at Boston, and his PhD
from the University of Pittsburgh. He is the author of As If Learning Mattered:
Reforming Higher Education (1998), Writing atthe End of the World (2005), and,
with Kurt Spellmeyer, a textbook, The New Humanities Reader (third edition,
2008).
Throughout his career, Miller has looked at schooling in the United States
and, in particular, at the required curriculum in English - a literature course and
a composition course -and he has asked big questions. For example, in Writing
at the End of the World, he says:
In a secular society; education is the most powerful resource citizens have
to ensure. a brighter future for themselves. But what is one to do when the
future includes a radioactive wasteland in the northern Ukraine? The
smoldering ruins of the World Trade Center? Looted museums in a
bombed-out Baghdad? No meaningful discussion of the humanities can
proceed without confronting such examples of human depravity and in-
difference. Who, surveying the ruins at Chernobyl, would be persuaded
either by Matthew Arnold's argument that we are ennobled by studying
the best that has been thought and said in- our time or by those who
maintain that the work in the humaniti.es provides the· foundation for a
critical engagement with ~he world? (pp. ix-x)
Here is what Miller says about his own teaching. Since he is referring, in
part, to his teaching in first-year writing courses, a course occupying the same
curricular slot as the one you are taking, this is worth quoting at length.
When I am back in the classroom, I work at getting the shidents to use
their writing not just as a tool for making arguments, but also as a lens
for exploring complexity and a vehicle for arriving at nuanced under-
standings of a lived reality that is inescapably characterized by ambi-
guities, shades of meaning, contradictions, and gaps. That's a long
way to try to take undergraduates in one course in one semester, but
this is what I believe the fUnction of a secular public education
should be: to provide training in the arts of solving the problems of
this world, training that recognizes that people, who never leave be-
hind their embodied histories and their cherished beliefs, can't be
revised the way papers can. (pp. 196-97)
His goal, he says, for himself and for his students, is
learning how to speak in ways that others can hear, in finding a way to
move and be in more than one world at once. This isn't the only answer
and it isn't always the answer, but learning how to look for such answers
and finding out how to implement the evanescent solutions the search
itself suggests is the primary function of the humanities as
I.
Essay On The Concept Of Moral Panics
The document discusses the concept of moral panics. It defines a moral panic as occurring when the media mobilizes public opinion around the condemnation of deviance, or behavior that violates social norms. It notes that moral panics involve the media fueling public fear and denunciation of a perceived social problem in a way that is disproportionate to the actual threat. The document will examine the processes of news reporting and how it can encourage moral panics, using Stanley Cohen's case study of a 1964 event in England as an example. It also discusses how the media shapes perceptions of deviance and how moral crusaders can influence moral boundaries to target certain groups.
Moral Panic Essay
The document discusses the concept of moral panic as defined by sociologist Stanley Cohen. It describes how moral panics emerge when a group is defined as a threat to societal values and interests and is presented in a stylized, stereotypical way by the media. Moral panics tend to occur during periods of significant social change and reinforce societal boundaries. Examples discussed include panics over witchcraft, drugs, and the internet. The document then analyzes moral panics around eugenics and satanism and how elite groups manipulated society's views to target certain people.
Moral Panic Essay
The document discusses the concept of moral panic as proposed by Stanley Cohen. It provides Cohen's definition of moral panic as involving a threat to societal values that is presented in an exaggerated, stereotypical way by mass media. It also discusses how moral panics tend to emerge during times of significant social change and reinforce societal boundaries. The document uses examples like witchcraft, satanic rituals, and drugs to illustrate past moral panics and discusses how moral panics are not just about exaggerated problems but fears of losing control over marginalized groups.
Moral Panics and Games
This document discusses moral panics and games as a modern moral panic. It begins by providing background on early moral panics such as the Mods vs Rockers conflict in the 1960s. It then examines how moral panics are reported by sensationalizing events and stereotyping groups. Responses to moral panics involve creating awareness of threats and implementing social control measures. The document argues that games are currently the subject of a moral panic, with concerns focused on addiction, health issues, and links to violence. It presents a model for analyzing moral panics that involves emergence of the issue, media reporting, moral entrepreneurs, experts, solutions, and the fading of the panic.
Moral Panics Media Effects and Audience
The document discusses various models of media effects and debates around media violence. It outlines the hypodermic needle model and two-step flow hypothesis as early models of media effects. It then discusses moral panics around media violence, such as those sparked by the James Bulger murder case and concerns over new media technologies. It notes that evidence for direct harmful media effects is weak and inconclusive. The document advocates understanding media panics as socially constructed moral issues rather than proven behavioral effects and examines the role of interest groups in fueling such panics.
New Microsoft PowerPoint Presentation.pptx
The document discusses conspiracy theories related to COVID-19. It defines conspiracy theories and explains that they arise from epistemic, existential, and social motives to simplify reality and provide explanations for events perceived as unjust. Common risk groups for believing conspiracies are identified, but recent research found conspiracy thinking has become more mainstream during the pandemic. Dangers of conspiratorial thinking include increased risk of violence. The document examines similarities and differences between conspiracy theories and delusional beliefs, noting idiosyncratic experiences differentiate the two.
Recommended
G325 l9
This document provides an overview of concepts related to representations of youth in media and moral panics. It discusses Stanley Cohen's concept of moral panic, where exaggerated media coverage leads to politicians and police acting to return social values of normalcy. Youth are often portrayed as "folk devils" to reflect adult anxieties. Theories from Acland, Gerbner, and Galtung & Ruge are also summarized, explaining how media representations reinforce social order, influence perceptions of crime, and use selective gatekeeping to determine newsworthiness. Examples of past moral panics around various media are also briefly outlined.
i, . I I I I il. I it , , , RIC.docx
i, .
I
I
I
I
il.
'I
it
" ,
, ,
RICHARD E.
Miller
Richard E, Miller is professor of English and the executive director of the Plan-
gere Writing Center at Rutgers University. He received his BA from 51. John's
Un'iversity, his MA from the University of Massachusetts at Boston, and his PhD
from the University of Pittsburgh. He is the author of As If Learning Mattered:
Reforming Higher Education (1998), Writing atthe End of the World (2005), and,
with Kurt Spellmeyer, a textbook, The New Humanities Reader (third edition,
2008).
Throughout his career, Miller has looked at schooling in the United States
and, in particular, at the required curriculum in English - a literature course and
a composition course -and he has asked big questions. For example, in Writing
at the End of the World, he says:
In a secular society; education is the most powerful resource citizens have
to ensure. a brighter future for themselves. But what is one to do when the
future includes a radioactive wasteland in the northern Ukraine? The
smoldering ruins of the World Trade Center? Looted museums in a
bombed-out Baghdad? No meaningful discussion of the humanities can
proceed without confronting such examples of human depravity and in-
difference. Who, surveying the ruins at Chernobyl, would be persuaded
either by Matthew Arnold's argument that we are ennobled by studying
the best that has been thought and said in- our time or by those who
maintain that the work in the humaniti.es provides the· foundation for a
critical engagement with ~he world? (pp. ix-x)
Here is what Miller says about his own teaching. Since he is referring, in
part, to his teaching in first-year writing courses, a course occupying the same
curricular slot as the one you are taking, this is worth quoting at length.
When I am back in the classroom, I work at getting the shidents to use
their writing not just as a tool for making arguments, but also as a lens
for exploring complexity and a vehicle for arriving at nuanced under-
standings of a lived reality that is inescapably characterized by ambi-
guities, shades of meaning, contradictions, and gaps. That's a long
way to try to take undergraduates in one course in one semester, but
this is what I believe the fUnction of a secular public education
should be: to provide training in the arts of solving the problems of
this world, training that recognizes that people, who never leave be-
hind their embodied histories and their cherished beliefs, can't be
revised the way papers can. (pp. 196-97)
His goal, he says, for himself and for his students, is
learning how to speak in ways that others can hear, in finding a way to
move and be in more than one world at once. This isn't the only answer
and it isn't always the answer, but learning how to look for such answers
and finding out how to implement the evanescent solutions the search
itself suggests is the primary function of the humanities as
I.
Essay On The Concept Of Moral Panics
The document discusses the concept of moral panics. It defines a moral panic as occurring when the media mobilizes public opinion around the condemnation of deviance, or behavior that violates social norms. It notes that moral panics involve the media fueling public fear and denunciation of a perceived social problem in a way that is disproportionate to the actual threat. The document will examine the processes of news reporting and how it can encourage moral panics, using Stanley Cohen's case study of a 1964 event in England as an example. It also discusses how the media shapes perceptions of deviance and how moral crusaders can influence moral boundaries to target certain groups.
Moral Panic Essay
The document discusses the concept of moral panic as defined by sociologist Stanley Cohen. It describes how moral panics emerge when a group is defined as a threat to societal values and interests and is presented in a stylized, stereotypical way by the media. Moral panics tend to occur during periods of significant social change and reinforce societal boundaries. Examples discussed include panics over witchcraft, drugs, and the internet. The document then analyzes moral panics around eugenics and satanism and how elite groups manipulated society's views to target certain people.
Moral Panic Essay
The document discusses the concept of moral panic as proposed by Stanley Cohen. It provides Cohen's definition of moral panic as involving a threat to societal values that is presented in an exaggerated, stereotypical way by mass media. It also discusses how moral panics tend to emerge during times of significant social change and reinforce societal boundaries. The document uses examples like witchcraft, satanic rituals, and drugs to illustrate past moral panics and discusses how moral panics are not just about exaggerated problems but fears of losing control over marginalized groups.
Moral Panics and Games
This document discusses moral panics and games as a modern moral panic. It begins by providing background on early moral panics such as the Mods vs Rockers conflict in the 1960s. It then examines how moral panics are reported by sensationalizing events and stereotyping groups. Responses to moral panics involve creating awareness of threats and implementing social control measures. The document argues that games are currently the subject of a moral panic, with concerns focused on addiction, health issues, and links to violence. It presents a model for analyzing moral panics that involves emergence of the issue, media reporting, moral entrepreneurs, experts, solutions, and the fading of the panic.
Moral Panics Media Effects and Audience
The document discusses various models of media effects and debates around media violence. It outlines the hypodermic needle model and two-step flow hypothesis as early models of media effects. It then discusses moral panics around media violence, such as those sparked by the James Bulger murder case and concerns over new media technologies. It notes that evidence for direct harmful media effects is weak and inconclusive. The document advocates understanding media panics as socially constructed moral issues rather than proven behavioral effects and examines the role of interest groups in fueling such panics.
New Microsoft PowerPoint Presentation.pptx
The document discusses conspiracy theories related to COVID-19. It defines conspiracy theories and explains that they arise from epistemic, existential, and social motives to simplify reality and provide explanations for events perceived as unjust. Common risk groups for believing conspiracies are identified, but recent research found conspiracy thinking has become more mainstream during the pandemic. Dangers of conspiratorial thinking include increased risk of violence. The document examines similarities and differences between conspiracy theories and delusional beliefs, noting idiosyncratic experiences differentiate the two.
The Is An Internet Moral Panic Essay
The document discusses the concept of moral panics, particularly regarding teenagers and the internet. It introduces the idea of "catfishing", where teenagers create fake online profiles to deceive others. While catfishing fulfills teens' desire for acceptance, it can also harm them emotionally and mentally. The root cause of catfishing is argued to be inherent teenage behavior, not social media sites as commonly blamed. The summary discusses how catfishing became a new internet moral panic centered around teens.
The Failure of Skepticism: Rethinking Information Literacy and Political Pol...
Fake news has been shown to spread far faster than facts on social media platforms. Rampant fake news has led to deep political polarization and the undermining of basic democratic institutions. Skepticism is an important component of information literacy and has often been pointed to as the antidote to the fake news epidemic. Why are skepticism and information literacy failing so terrifically in this post-truth era?
The presenters will summarize research drawn from the fields of psychology and mass communication that shows just how hardwired people are to believe information from their own “tribes” and resist outside contrary information.
How we think about and teach skepticism and information literacy is in need of an overhaul for the twenty-first century. This webinar will introduce some ideas for that overhaul and will also provide practical classroom activities that do a better job of addressing the cognitive aspects of information literacy and skepticism.
Theory cads
The document summarizes research on children's use of the internet in the UK. It finds that 75% of 7-16 year olds have used the internet, double the rate of adults. Children value the internet for information and entertainment, especially for communicating through chat, email, and instant messaging. Studies also show children prefer online entertainment related to established media like music, celebrities, sports, and television programs.
IIt’s not only in newspaper headlines—it’s even on magazine .docx
I
It’s not only in newspaper headlines—it’s even on magazine covers.
TIME, U.S. News & World Report and even Scientific American
Mind have all run cover stories proclaiming that an incompletely
developed brain accounts for the emotional problems and irrespon-
sible behavior of teenagers. The assertion is driven by various stud-
ies of brain activity and anatomy in teens. Imaging studies some-
times show, for example, that teens and adults use their brains some-
what differently when performing certain tasks.
As a longtime researcher in psychology and a sometime teacher
of courses on research methods and statistics, I have become in-
creasingly concerned about how such studies are being interpreted.
Although imaging technology has shed interesting new light on
brain activity, it is dangerous to presume that snapshots of activity
in certain regions of the brain necessarily provide useful information
about the causes of thought, feeling and behavior.
w w w. s c i a m m i n d . c o m S C I E N T I F I C A M E R I C A N M I N D 57
MythThe of the
We blame
teen turmoil
on immature
brains. But
did the brains
cause the
turmoil, or did
the turmoil
shape the
brains?
Teen Brain
By Robert Epstein
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58 S C I E N T I F I C A M E R I C A N M I N D A p r i l / M a y 2 0 07
This fact is true in part because we know that
an individual’s genes and environmental histo-
ry—and even his or her own behavior—mold the
brain over time. There is clear evidence that any
unique features that may exist in the brains of
teens— to the limited extent that such features
exist— are the result of social influences rather
than the cause of teen turmoil. As you will see, a
careful look at relevant data shows that the teen
brain we read about in the headlines—the imma-
ture brain that supposedly causes teen prob-
lems—is nothing less than a myth.
Cultural Considerations
The teen brain fits conveniently into a larger
myth, namely, that teens are inherently incompe-
tent and irresponsible. Psychologist G. Stanley
Hall launched this myth in 1904 with the publi-
cation of his landmark two-volume book Ado-
lescence. Hall was misled both by the turmoil of
his times and by a popular theory from biology
that later proved faulty. He witnessed an explod-
ing industrial revolution and massive immigra-
tion that put hundreds of thousands of young
people onto the streets of America’s burgeoning
cities. Hall never looked beyond those streets in
formulating his theories about teens, in part be-
cause he believed in “recapitulation”— a theory
from biology that asserted that individual devel-
opment (ontogeny) mimicked evolutionary devel-
opment (phylogeny). To Hall, adolescence was
the necessary and inevitable reenactment of a
“savage, pigmoid” stage of human evolution. By
the 1930s the recapitulation theory was com-
pletely discredited in biology, but psychologists
and the .
We will make our own future Text.— Ishmael Reed, Mumbo Jumbo.docx
We will make our own future Text.
— Ishmael Reed, Mumbo Jumbo
and on to post now
post new
— Amiri Baraka, “Time Factor a Perfect Non-Gap”
In popular mythology, the early years of the late-1990s digital boom were
characterized by the rags-to-riches stories of dot-com millionaires and
the promise of a placeless, raceless, bodiless near future enabled by tech-
nological progress. As more pragmatic assessments of the industry sur-
faced, so too did talk of the myriad inequities that were exacerbated by the
information economy — most notably, the digital divide, a phrase that has
been used to describe gaps in technological access that fall along lines of
race, gender, region, and ability but has mostly become a code word for
the tech inequities that exist between blacks and whites. Forecasts of a
utopian (to some) race-free future and pronouncements of the dystopian
digital divide are the predominant discourses of blackness and technology
in the public sphere. What matters is less a choice between these two nar-
ratives, which fall into conventional libertarian and conservative frame-
works, and more what they have in common: namely, the assumption that
race is a liability in the twenty-first century — is either negligible or evi-
dence of negligence. In these politics of the future, supposedly novel para-
digms for understanding technology smack of old racial ideologies. In
each scenario, racial identity, and blackness in particular, is the anti-avatar
of digital life. Blackness gets constructed as always oppositional to tech-
nologically driven chronicles of progress.
That race (and gender) distinctions would be eliminated with tech-
nology was perhaps the founding fiction of the digital age. The raceless
future paradigm, an adjunct of Marshall McLuhan’s “global village”
metaphor, was widely supported by (and made strange bedfellows of )
pop visionaries, scholars, and corporations from Timothy Leary to Alluc-
quère Rosanne Stone to MCI. Spurred by “revolutions” in technoscience,
social and cultural theorists looked increasingly to information technology,
especially the Internet and the World Wide Web, for new paradigms. We
Alondra Nelson
Introduction
F U T U R E T E X T S
Social Text 71, Vol. 20, No. 2, Summer 2002. Copyright © 2002 by Duke University Press.
Downloaded from https://read.dukeupress.edu/social-text/article-pdf/20/2 (71)/1/513190/st71-01nelson.pdf
by guest
on 17 January 2018
might call this cadre of analysts and boosters of technoculture, who
stressed the unequivocal novelty of identity in the digital age, neocritics.
Seemingly working in tandem with corporate advertisers, neocritics
argued that the information age ushered in a new era of subjectivity and
insisted that in the future the body wouldn’t bother us any longer. There
was a peculiar capitalist logic to these claims, as if writers had taken up
the marketing argot of “new and improved.”
There was also much that was familiar in this rhetoric. As rapturous
procla.
New Evangelization and Social Communications
This document discusses the importance of communication and relationships. It notes that there is an intrinsic relationship between communicating God's word and Christian witness, and that one implies and leads to the other. It also discusses the need for the new evangelization in response to issues like drug abuse, secularism, materialism, and relativism in today's culture. It emphasizes using new means of communication to communicate the new evangelization in a spirit of humility, kindness, and poverty.
Violence Essay Ideas.pdf
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The philosophy of the x files
This document provides an overview and introduction to a book titled "The Philosophy of The X-Files". It discusses the goal of exploring philosophical themes and ideas found in popular culture works. It notes that the book contains chapters analyzing philosophical concepts in The X-Files through examples from the TV show. It also lists some other books in the series on the philosophy of works like Stanley Kubrick films, neo-noir, and Martin Scorsese films.
Media Moral Panic
This document discusses the concept of media moral panics, where media is perceived as threatening societal values and children's development. It provides the example of Harry Potter, which was frequently challenged by some religious parents who felt it could influence children's morals negatively. A media moral panic occurs when media is seen as threatening societal values, especially regarding children. Harry Potter is given as an example of a popular children's series that was nonetheless controversial and banned in some areas due to moral concerns over its perceived influence.
A CULTURE DIVIDED Americas Struggle for Unity DAV.docx
A CULTURE
DIVIDED
America's Struggle for Unity
DAVID TREND
Paradigm Publishers
Boulder • London
A�tifURE DIVIDED
btiltural conformity. Indeed, to some theorists such an obsession with
an articulated "common culture" has become synonymous with the
integrity of national identity itself In this context then, the form of
democracy we now face becomes "radical" in at least two senses of
the term. Not only does it imply a fundamental rejection of mono
lithic party politics in favor of broader models based on identity
groupings, but it also suggests the rejection of a set of national
accords seen by many to constitute the very glue that holds. the
nation together. These two factors make possible the type of new
spaces for engagement and new definitions of citizenship that radical
democracy implies.
In other writings I have sought to delineate the problems pro
duced by the binary epistemology of Enlightenment humanism
across a range of disciplinary fields: photography, film, television,
education, music, and new media.18
The roots of this enlightenment model are perhaps nowhere more
dearly articulated than in philosopher George W. F. Hegel's phe
nomenology, which mapped out a basic theory subject/object rela
tions. Hegel postulated an abstract dyad of the self and other,
constructed in the consciousness of individuals. Within this idealized
rendering, the subject envisions an external object that it comes to
recognize as different from itsel£ This difference produces a dissatis
faction that prompts the subject to absorb the attributes of the exter
nal other. He termed this process "sublation."19 According to Hegel,
sublation was the motor force of human learning, as the subject is
changed through the appropriatipn of new ideas and objects. What is
important to remember is that this dialectic was a pure function of
metaphysics. Although Hegel's fundamental subject/object dualism
was replicated for many decades in western philosophies and institu
tions, it was not a model of the world--as contemporary feminist,
poststructuralist, and postcolonial theories have made dear. Indeed,
it is now increasingly evident that it is less productive to view social
relations in binary "either/or" terms than in multiple "ands."
CHAPTER THREE
Belief
Faith in What?
I
N THE 2000s the topic of values reemerged in public discourse as
a point of contention between liberals and conservatives, as well as
a rallying call for moral absolutists. The values debate has emerged
most strongly in debates over "good" and "evil" in people's lives and
on the international stage. In the 2000 presidential race, George W.
Bush ran on a platform of moral platitudes, echoed in his victory
speech by imploring Americans to vanquish "evil" from the world
and "teach our children values." 1 While President Barack Obama has
expressed his values in more nuanced terms, Obama' s appeals for
dialogue, tolerance, and responsibility conve ...
Theory Of Knowledge Essay
How to Structure a Theory of Knowledge Essay. Theory of Knowledge Essay - International Baccalaureate Theory of .... Theory of Knowledge Essay | TKS1 - Theory of Knowledge - Tees | Thinkswap. Theory of knowledge essay. Theory of knowledge essay outline - International Baccalaureate Theory .... Theory-of-Knowledge-Essay-Outline-For-Mr-rnyta5 | Essay outline, Essay .... Theory of Knowledge, IB Essay … - ncufoundation.x.fc2.com. Theory of knowledge essay requirements for penn.
Prisoners of the Pandemic: Social and Forensic Conequences of the Coronavirus
“Prisoners of the Pandemic:
Social and Forensic Consequences of the Coronavirus”
Abstract:
My title is a play on the word “prisoners” that forensic psychiatry deals with but, in fact, hearkens back to Plato's analogy of the cave with its prisoners in a situation of sensory deprivation. The confinement and social distancing strategies adopted almost universally across the planet to deal with the viral pandemic effectively imprisoned entire populations, leading to social isolation and sensory deprivation.
My talk will focus on the impacts of coronavirus syndemic on children and families and highlight the impacts of the isolating strategies of social distancing and confinement using the ACE (Adverse Childhood Experiences) Study as a model.
These strategies increase the risks for everyone but even more so for more dependent and vulnerable populations, especially children, creating what I call an "experimental child." The developmental impacts may be best understood through the new field of social neuroscience, an allied field of social psychiatry. The term for these wider consequences of the pandemic, triggering parallel social impacts beyond the viral disease, is syndemic which will be defined and described.
And among children, those who are already at risk are becoming even more vulnerable with consequences for normal development and social functioning and higher levels of anxiety, mental and relational disturbances with potential forensic consequences as well. The long-term consequences will require prospective longitudinal studies for decades to come, with a careful eye on all aspects of social and neurobiological functioning from school failure to higher delinquency and crime rates. This will require greater resources for following entire populations and targeting those at greater risk for prevention at every level - primary, secondary and tertiary.
Key words: Plato's cave, pandemic, syndemic, confinement, social distancing, sensory deprivation, social isolation, Social Determinant of Health (SDoH), Adverse Childhood Experiences (ACE) Study
References:
Di Nicola V. From Plato’s cave to the Covid-19 pandemic: Confinement, social distancing, and biopolitics. Global Mental Health & Psychiatry Review, 2021, 2(2): 8-9.
Di Nicola V, Daly N. Growing up in a pandemic: Biomedical and psychosocial impacts of the COVID-19 crisis on children and families. Special Theme Issue: COVID-19 Pandemic and Social Psychiatry. World Social Psychiatry, 2020, 2(2): 148-151.
Felitti VJ, Anda RF. The relationship of adverse childhood experiences to adult medical disease, psychiatric disorders and sexual behavior: implications for health care. In: Lanius RA, Vermetten E, Pain C, eds. The Impact of Early Trauma on Health and Disease: The Hidden Epidemic. Cambridge, UK: Cambridge University Press; 2010:77-87.
Research Paper Format Hypothesis - A Strong Hyp
The document provides instructions for seeking writing help from HelpWriting.net. It outlines a 5-step process:
1. Create an account with a password and email.
2. Complete a 10-minute order form with instructions, sources, and deadline.
3. Review bids from writers and choose one based on qualifications.
4. Review the completed paper and authorize payment if satisfied. Revisions are allowed.
5. Request revisions to ensure satisfaction. Plagiarized work results in a refund.
An Introduction to the introduction of sociology
The document discusses several key concepts in sociology as outlined by various sociologists. It begins by discussing how insanity is rare in individuals but common in groups, and how understanding social forces is the first step of sociology. It emphasizes C. Wright Mill's concept of translating personal troubles into public issues to understand how individual experiences intersect with broader social influences. The document also discusses Max Weber's view of sociology as interpreting social actions and their outcomes. Overall, it provides an overview of classical sociological theories and thinkers to illustrate the focus of sociology on understanding society and social problems through objective analysis of human interactions and their broader contexts.
E-learning: The Dark Side?
Authors: Philip E. Banyard, Jean Underwood
There are concerns that the Internet has created new risks for our society and in particular for young people. We argue that the way we frame these risks is affected by the way we view young people, in particular their maturity and ability to make choices for themselves.
perverted science - psuedoscience and the nazi ideal
This document discusses using the Holocaust and Nazi science as a teaching tool in secondary science classrooms. It provides context on how pseudo-scientific ideas like eugenics and social Darwinism influenced Nazi ideology and policies. The document suggests teaching how Darwin's theory of evolution was distorted to justify concepts like racial hierarchies. It also examines the role of scientists and medical professionals in Nazi human experiments and "euthanasia" programs. The goal is to show students how ethical considerations are important for science and to avoid distorted interpretations that dehumanize people.
Oversharing as Modern Art
The document discusses how people use memes to regain control and find community in an increasingly surveilled digital world. It provides background on the concept of memes and how they have taken on new meanings online. Memes allow people to engage anonymously while participating in shared cultural experiences. They also provide evidence of public opinions and movements. While past mistakes online are difficult to remove, memes offer a way to contribute while maintaining anonymity. The document argues that memes play an important social role by fostering participation and engagement in online communities.
Hundred Schools of Thought.pptx
Class PowerPoint slides for CHN375W: Chinese Political Thought/Propaganda, Emory University, fall 2023.
By Keren Wang, 2023 all rights reserved.
Hundred Schools of Thought.pdf
The document appears to be teaching slides for a course on Chinese political thought and propaganda. It covers various schools of thought in Chinese history including Confucianism, Daoism, Legalism, and Mohism. It provides overviews of key figures, purposes of rhetoric, and best ways to persuade for each school. It also includes discussion questions and examples applying the schools of thought to modern Chinese propaganda. The slides aim to educate students on the historical development of political and philosophical thought in China.
CHN 375W Class Slides - Introduction.pdf
Class slides for CHN 375W - Chinese Political Thought and Propaganda at Emory University - Introduction (part 1)
Propaganda and Institutions (part 1).pdf
This document summarizes a lecture on propaganda and institutions. It discusses several topics:
- Not assigning a paper to give more time for in-class exercises exploring how visual concepts relate to materials and applying classical propaganda concepts.
- How scholar-bureaucrats in ancient China used Confucian classics to define and interpret law while justifying involuntary labor systems.
- Elements of the Japanese moral code Bushido according to Zen Buddhism, Shintoism, and Confucianism emphasizing loyalty, ancestors, and practical application of knowledge.
- How bureaucracy provides a platform for propaganda by making unpopular measures seem necessary, and how idolatry can overcome love of children in causing war.
Visualizing Propaganda class slides
This document contains a series of lecture slides about visual propaganda throughout history. The slides show examples of propaganda art, photographs, and paintings from several different conflicts including the Korean War, Sino-Japanese War, and Crimean War. The slides also discuss how propaganda uses different techniques like ritualism, realism, and voyeurism to manipulate audiences. Key concepts covered include the use of propaganda to create national identity and how new technologies like television changed public perceptions of war.
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The Is An Internet Moral Panic Essay
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The Failure of Skepticism: Rethinking Information Literacy and Political Pol...
Fake news has been shown to spread far faster than facts on social media platforms. Rampant fake news has led to deep political polarization and the undermining of basic democratic institutions. Skepticism is an important component of information literacy and has often been pointed to as the antidote to the fake news epidemic. Why are skepticism and information literacy failing so terrifically in this post-truth era?
The presenters will summarize research drawn from the fields of psychology and mass communication that shows just how hardwired people are to believe information from their own “tribes” and resist outside contrary information.
How we think about and teach skepticism and information literacy is in need of an overhaul for the twenty-first century. This webinar will introduce some ideas for that overhaul and will also provide practical classroom activities that do a better job of addressing the cognitive aspects of information literacy and skepticism.
Theory cads
The document summarizes research on children's use of the internet in the UK. It finds that 75% of 7-16 year olds have used the internet, double the rate of adults. Children value the internet for information and entertainment, especially for communicating through chat, email, and instant messaging. Studies also show children prefer online entertainment related to established media like music, celebrities, sports, and television programs.
IIt’s not only in newspaper headlines—it’s even on magazine .docx
I
It’s not only in newspaper headlines—it’s even on magazine covers.
TIME, U.S. News & World Report and even Scientific American
Mind have all run cover stories proclaiming that an incompletely
developed brain accounts for the emotional problems and irrespon-
sible behavior of teenagers. The assertion is driven by various stud-
ies of brain activity and anatomy in teens. Imaging studies some-
times show, for example, that teens and adults use their brains some-
what differently when performing certain tasks.
As a longtime researcher in psychology and a sometime teacher
of courses on research methods and statistics, I have become in-
creasingly concerned about how such studies are being interpreted.
Although imaging technology has shed interesting new light on
brain activity, it is dangerous to presume that snapshots of activity
in certain regions of the brain necessarily provide useful information
about the causes of thought, feeling and behavior.
w w w. s c i a m m i n d . c o m S C I E N T I F I C A M E R I C A N M I N D 57
MythThe of the
We blame
teen turmoil
on immature
brains. But
did the brains
cause the
turmoil, or did
the turmoil
shape the
brains?
Teen Brain
By Robert Epstein
P
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E
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D
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Z
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58 S C I E N T I F I C A M E R I C A N M I N D A p r i l / M a y 2 0 07
This fact is true in part because we know that
an individual’s genes and environmental histo-
ry—and even his or her own behavior—mold the
brain over time. There is clear evidence that any
unique features that may exist in the brains of
teens— to the limited extent that such features
exist— are the result of social influences rather
than the cause of teen turmoil. As you will see, a
careful look at relevant data shows that the teen
brain we read about in the headlines—the imma-
ture brain that supposedly causes teen prob-
lems—is nothing less than a myth.
Cultural Considerations
The teen brain fits conveniently into a larger
myth, namely, that teens are inherently incompe-
tent and irresponsible. Psychologist G. Stanley
Hall launched this myth in 1904 with the publi-
cation of his landmark two-volume book Ado-
lescence. Hall was misled both by the turmoil of
his times and by a popular theory from biology
that later proved faulty. He witnessed an explod-
ing industrial revolution and massive immigra-
tion that put hundreds of thousands of young
people onto the streets of America’s burgeoning
cities. Hall never looked beyond those streets in
formulating his theories about teens, in part be-
cause he believed in “recapitulation”— a theory
from biology that asserted that individual devel-
opment (ontogeny) mimicked evolutionary devel-
opment (phylogeny). To Hall, adolescence was
the necessary and inevitable reenactment of a
“savage, pigmoid” stage of human evolution. By
the 1930s the recapitulation theory was com-
pletely discredited in biology, but psychologists
and the .
We will make our own future Text.— Ishmael Reed, Mumbo Jumbo.docx
We will make our own future Text.
— Ishmael Reed, Mumbo Jumbo
and on to post now
post new
— Amiri Baraka, “Time Factor a Perfect Non-Gap”
In popular mythology, the early years of the late-1990s digital boom were
characterized by the rags-to-riches stories of dot-com millionaires and
the promise of a placeless, raceless, bodiless near future enabled by tech-
nological progress. As more pragmatic assessments of the industry sur-
faced, so too did talk of the myriad inequities that were exacerbated by the
information economy — most notably, the digital divide, a phrase that has
been used to describe gaps in technological access that fall along lines of
race, gender, region, and ability but has mostly become a code word for
the tech inequities that exist between blacks and whites. Forecasts of a
utopian (to some) race-free future and pronouncements of the dystopian
digital divide are the predominant discourses of blackness and technology
in the public sphere. What matters is less a choice between these two nar-
ratives, which fall into conventional libertarian and conservative frame-
works, and more what they have in common: namely, the assumption that
race is a liability in the twenty-first century — is either negligible or evi-
dence of negligence. In these politics of the future, supposedly novel para-
digms for understanding technology smack of old racial ideologies. In
each scenario, racial identity, and blackness in particular, is the anti-avatar
of digital life. Blackness gets constructed as always oppositional to tech-
nologically driven chronicles of progress.
That race (and gender) distinctions would be eliminated with tech-
nology was perhaps the founding fiction of the digital age. The raceless
future paradigm, an adjunct of Marshall McLuhan’s “global village”
metaphor, was widely supported by (and made strange bedfellows of )
pop visionaries, scholars, and corporations from Timothy Leary to Alluc-
quère Rosanne Stone to MCI. Spurred by “revolutions” in technoscience,
social and cultural theorists looked increasingly to information technology,
especially the Internet and the World Wide Web, for new paradigms. We
Alondra Nelson
Introduction
F U T U R E T E X T S
Social Text 71, Vol. 20, No. 2, Summer 2002. Copyright © 2002 by Duke University Press.
Downloaded from https://read.dukeupress.edu/social-text/article-pdf/20/2 (71)/1/513190/st71-01nelson.pdf
by guest
on 17 January 2018
might call this cadre of analysts and boosters of technoculture, who
stressed the unequivocal novelty of identity in the digital age, neocritics.
Seemingly working in tandem with corporate advertisers, neocritics
argued that the information age ushered in a new era of subjectivity and
insisted that in the future the body wouldn’t bother us any longer. There
was a peculiar capitalist logic to these claims, as if writers had taken up
the marketing argot of “new and improved.”
There was also much that was familiar in this rhetoric. As rapturous
procla.
New Evangelization and Social Communications
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Media Moral Panic
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A CULTURE DIVIDED Americas Struggle for Unity DAV.docx
A CULTURE
DIVIDED
America's Struggle for Unity
DAVID TREND
Paradigm Publishers
Boulder • London
A�tifURE DIVIDED
btiltural conformity. Indeed, to some theorists such an obsession with
an articulated "common culture" has become synonymous with the
integrity of national identity itself In this context then, the form of
democracy we now face becomes "radical" in at least two senses of
the term. Not only does it imply a fundamental rejection of mono
lithic party politics in favor of broader models based on identity
groupings, but it also suggests the rejection of a set of national
accords seen by many to constitute the very glue that holds. the
nation together. These two factors make possible the type of new
spaces for engagement and new definitions of citizenship that radical
democracy implies.
In other writings I have sought to delineate the problems pro
duced by the binary epistemology of Enlightenment humanism
across a range of disciplinary fields: photography, film, television,
education, music, and new media.18
The roots of this enlightenment model are perhaps nowhere more
dearly articulated than in philosopher George W. F. Hegel's phe
nomenology, which mapped out a basic theory subject/object rela
tions. Hegel postulated an abstract dyad of the self and other,
constructed in the consciousness of individuals. Within this idealized
rendering, the subject envisions an external object that it comes to
recognize as different from itsel£ This difference produces a dissatis
faction that prompts the subject to absorb the attributes of the exter
nal other. He termed this process "sublation."19 According to Hegel,
sublation was the motor force of human learning, as the subject is
changed through the appropriatipn of new ideas and objects. What is
important to remember is that this dialectic was a pure function of
metaphysics. Although Hegel's fundamental subject/object dualism
was replicated for many decades in western philosophies and institu
tions, it was not a model of the world--as contemporary feminist,
poststructuralist, and postcolonial theories have made dear. Indeed,
it is now increasingly evident that it is less productive to view social
relations in binary "either/or" terms than in multiple "ands."
CHAPTER THREE
Belief
Faith in What?
I
N THE 2000s the topic of values reemerged in public discourse as
a point of contention between liberals and conservatives, as well as
a rallying call for moral absolutists. The values debate has emerged
most strongly in debates over "good" and "evil" in people's lives and
on the international stage. In the 2000 presidential race, George W.
Bush ran on a platform of moral platitudes, echoed in his victory
speech by imploring Americans to vanquish "evil" from the world
and "teach our children values." 1 While President Barack Obama has
expressed his values in more nuanced terms, Obama' s appeals for
dialogue, tolerance, and responsibility conve ...
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Prisoners of the Pandemic: Social and Forensic Conequences of the Coronavirus
“Prisoners of the Pandemic:
Social and Forensic Consequences of the Coronavirus”
Abstract:
My title is a play on the word “prisoners” that forensic psychiatry deals with but, in fact, hearkens back to Plato's analogy of the cave with its prisoners in a situation of sensory deprivation. The confinement and social distancing strategies adopted almost universally across the planet to deal with the viral pandemic effectively imprisoned entire populations, leading to social isolation and sensory deprivation.
My talk will focus on the impacts of coronavirus syndemic on children and families and highlight the impacts of the isolating strategies of social distancing and confinement using the ACE (Adverse Childhood Experiences) Study as a model.
These strategies increase the risks for everyone but even more so for more dependent and vulnerable populations, especially children, creating what I call an "experimental child." The developmental impacts may be best understood through the new field of social neuroscience, an allied field of social psychiatry. The term for these wider consequences of the pandemic, triggering parallel social impacts beyond the viral disease, is syndemic which will be defined and described.
And among children, those who are already at risk are becoming even more vulnerable with consequences for normal development and social functioning and higher levels of anxiety, mental and relational disturbances with potential forensic consequences as well. The long-term consequences will require prospective longitudinal studies for decades to come, with a careful eye on all aspects of social and neurobiological functioning from school failure to higher delinquency and crime rates. This will require greater resources for following entire populations and targeting those at greater risk for prevention at every level - primary, secondary and tertiary.
Key words: Plato's cave, pandemic, syndemic, confinement, social distancing, sensory deprivation, social isolation, Social Determinant of Health (SDoH), Adverse Childhood Experiences (ACE) Study
References:
Di Nicola V. From Plato’s cave to the Covid-19 pandemic: Confinement, social distancing, and biopolitics. Global Mental Health & Psychiatry Review, 2021, 2(2): 8-9.
Di Nicola V, Daly N. Growing up in a pandemic: Biomedical and psychosocial impacts of the COVID-19 crisis on children and families. Special Theme Issue: COVID-19 Pandemic and Social Psychiatry. World Social Psychiatry, 2020, 2(2): 148-151.
Felitti VJ, Anda RF. The relationship of adverse childhood experiences to adult medical disease, psychiatric disorders and sexual behavior: implications for health care. In: Lanius RA, Vermetten E, Pain C, eds. The Impact of Early Trauma on Health and Disease: The Hidden Epidemic. Cambridge, UK: Cambridge University Press; 2010:77-87.
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2. Complete a 10-minute order form with instructions, sources, and deadline.
3. Review bids from writers and choose one based on qualifications.
4. Review the completed paper and authorize payment if satisfied. Revisions are allowed.
5. Request revisions to ensure satisfaction. Plagiarized work results in a refund.
An Introduction to the introduction of sociology
The document discusses several key concepts in sociology as outlined by various sociologists. It begins by discussing how insanity is rare in individuals but common in groups, and how understanding social forces is the first step of sociology. It emphasizes C. Wright Mill's concept of translating personal troubles into public issues to understand how individual experiences intersect with broader social influences. The document also discusses Max Weber's view of sociology as interpreting social actions and their outcomes. Overall, it provides an overview of classical sociological theories and thinkers to illustrate the focus of sociology on understanding society and social problems through objective analysis of human interactions and their broader contexts.
E-learning: The Dark Side?
Authors: Philip E. Banyard, Jean Underwood
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perverted science - psuedoscience and the nazi ideal
This document discusses using the Holocaust and Nazi science as a teaching tool in secondary science classrooms. It provides context on how pseudo-scientific ideas like eugenics and social Darwinism influenced Nazi ideology and policies. The document suggests teaching how Darwin's theory of evolution was distorted to justify concepts like racial hierarchies. It also examines the role of scientists and medical professionals in Nazi human experiments and "euthanasia" programs. The goal is to show students how ethical considerations are important for science and to avoid distorted interpretations that dehumanize people.
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The document discusses how people use memes to regain control and find community in an increasingly surveilled digital world. It provides background on the concept of memes and how they have taken on new meanings online. Memes allow people to engage anonymously while participating in shared cultural experiences. They also provide evidence of public opinions and movements. While past mistakes online are difficult to remove, memes offer a way to contribute while maintaining anonymity. The document argues that memes play an important social role by fostering participation and engagement in online communities.
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More from Keren Wang
Hundred Schools of Thought.pptx
Class PowerPoint slides for CHN375W: Chinese Political Thought/Propaganda, Emory University, fall 2023.
By Keren Wang, 2023 all rights reserved.
Hundred Schools of Thought.pdf
The document appears to be teaching slides for a course on Chinese political thought and propaganda. It covers various schools of thought in Chinese history including Confucianism, Daoism, Legalism, and Mohism. It provides overviews of key figures, purposes of rhetoric, and best ways to persuade for each school. It also includes discussion questions and examples applying the schools of thought to modern Chinese propaganda. The slides aim to educate students on the historical development of political and philosophical thought in China.
CHN 375W Class Slides - Introduction.pdf
Class slides for CHN 375W - Chinese Political Thought and Propaganda at Emory University - Introduction (part 1)
Propaganda and Institutions (part 1).pdf
This document summarizes a lecture on propaganda and institutions. It discusses several topics:
- Not assigning a paper to give more time for in-class exercises exploring how visual concepts relate to materials and applying classical propaganda concepts.
- How scholar-bureaucrats in ancient China used Confucian classics to define and interpret law while justifying involuntary labor systems.
- Elements of the Japanese moral code Bushido according to Zen Buddhism, Shintoism, and Confucianism emphasizing loyalty, ancestors, and practical application of knowledge.
- How bureaucracy provides a platform for propaganda by making unpopular measures seem necessary, and how idolatry can overcome love of children in causing war.
Visualizing Propaganda class slides
This document contains a series of lecture slides about visual propaganda throughout history. The slides show examples of propaganda art, photographs, and paintings from several different conflicts including the Korean War, Sino-Japanese War, and Crimean War. The slides also discuss how propaganda uses different techniques like ritualism, realism, and voyeurism to manipulate audiences. Key concepts covered include the use of propaganda to create national identity and how new technologies like television changed public perceptions of war.
Intersubjectivity and Propaganda (Complete slides).pdf
The document discusses various concepts related to intersubjectivity, propaganda, and persuasion from different philosophical traditions. It covers Confucian concepts like zheng ming (rectifying names) and keji fuli (suppressing the ego and conforming to rituals). It also discusses propaganda techniques discussed in Daoism like wu wei (non-action) and bu zheng (non-adversarial). Additionally, it examines how concepts from Legalism on using rewards and punishments, and Mohism on mutual influence, can relate to persuasion. Lastly, it provides examples of how uniforms and rituals can help establish authority and promote conformity, as seen in institutions like the Chinese literati class and modern propaganda.
Intersubjectivity and Propaganda-1.pdf
1. Confucianism consists of relational ethics focused on the five cardinal relationships between people, as well as virtues like loyalty, filial piety, trustworthiness, and propriety. These are manifested in everyday rituals and etiquette.
2. Scholar officials played an important role in Chinese and East Asian governance, conducting imperial edicts through a meritocratic civil service exam system. Their standardized uniforms represented authority and centralized governance.
3. Propaganda techniques discussed in class draw from ancient Chinese schools of thought. Daoism emphasized natural, indirect persuasion without exertion. Legalism used incentives, punishments, and predictability. Confucianism focused on ritual propriety and uphold
Class slides: General Principle of Propaganda (weeks 1-3).pdf
This document discusses various topics related to propaganda and rhetoric across different cultures and time periods. It begins by exploring definitions of propaganda, what it is and isn't, through examples from ancient Rome and Nazi Germany. It then examines perspectives on rhetoric from Confucius, Plato, and Mencius. Key questions are posed about defining and studying propaganda, as well as the value of comparative analysis. Examples of civil religion and its relationship to collective memory, law, and political power throughout history are also provided.
General principle (weeks 1-3)-1.pdf
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Propaganda lecture slides (complete)
This document discusses the topic of propaganda and provides examples. It begins by defining propaganda as having the purpose of persuasion in a public or communal context. It then discusses key principles of propaganda, including appealing to shared beliefs, values, and civic religion to establish credibility and appear natural or "untempered." Examples are given of how propaganda relies on collective memory and norms. The document also discusses how the structures of society, like economic conditions, influence cultural output and the use of propaganda.
Propaganda teaching slides - Part 1
This document discusses the topic of propaganda over 12 weeks. It covers the definition of propaganda, its purpose of persuasion in a public context, and examines examples throughout history. Some key aspects covered include the use of rhetoric to establish credibility and conform to shared values, civic religions throughout empires to unite nations, and how the work of art has become politicized due to mechanical reproduction. Critics like Adorno argue that any analysis of audience attitudes must consider the broader social forces that shape them.
Visualization and Propaganda teaching slides - Part 1.pptx
This document provides an overview of the use of photography and visualization in propaganda through history. It begins with the author's childhood photos in China and then examines photos from various conflicts like the Russo-Ukrainian war and the Rwandan genocide to show how the media portrayed these events. It also discusses early visualizations of war before photography and includes photos from historic conflicts like the Crimean War and American Civil War that helped establish photography's role in documenting battle. The document aims to demonstrate how photography and visuals have been adapted for propaganda purposes over time.
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- 1. MISINFORMATION Digital photography by Keren Wang 2020 “What is Information” teaching slides, Keren Wang, SP 2022 kuw148@psu.edu
- 2. Friday, April 22: CAS170 Guest Lecture by Jamie P. Horsley Senior Fellow, Yale University Paul Tsai China Center “Data Governance and The Chinese Social Credit System”
- 3. Misinformation: a complex phenomenon Psychological: problems in decoding information ● Ex: assumptions, biases, misinterpretation Semantic: problems in encoding information ● Ex: ambiguity, fallacies, inaccuracy Social: problems in circulating information between groups and individuals ● Ex: conformity, social influence, lost in translation, media bias, propaganda, rumor Physical & environmental ● Ex: communication blackout, background noise, generation loss, technology breakdown Keren Wang, SP 2022
- 4. Psychology of misinformation: MEMORY ERROR Misinformation effect: tendency for post-event information to “rewrite” the original memory of the event. Absentmindedness: low attention; hyperfocus; distraction Confabulation: tendency to produce false memories at both individual and collective levels Misattribution: correct information but incorrect source attribution Transience: forgetting over time Psyche Revived by Cupid's Kiss by Antonio Canova Keren Wang, SP 2022
- 5. Psychology of misinformation: COGNITIVE BIAS Anchoring: tendency hold one’s belief when presented with contradicting evidence Apophenia: tendency to draw connections b/w unrelated information Confirmation bias: tendency to search for and consume information selectively, in a way that confirms our preconceptions Dissonance: tendency to simultaneously hold contradictory or incompatible views and beliefs Embodied cognition: tendency to process information differently based on the physical state of our body Framing: tendency to draw different conclusions from the same information Misattribution: correct information but incorrect source attribution Keren Wang, SP 2022
- 6. Sociology of misinformation Conformity: tendency to align our values, behavior, and belief with collective normative standards Compliance: tendency to appear to agree with others but and keep our dissenting opinions private Identification: tendency to change our belief and behavior due to the influence of those we admire or identify with Internalization: tendency to be influenced by those who are closest and most important to us Social contagion: behavior, emotions, and rumors spreading spontaneously via social interactions Propaganda: see previous lessons Keren Wang, SP 2022
- 7. Sociology of misinformation in “always-on” society Non-human social actors: bots, AI, generated contents… Swarm behavior: brigading, DDoS, doxing, memes, troll-farming… Hyperreal time: rapid, continuous, automated production, dissemination, and reconfiguration of discourse fracture and accelerate the unfolding of real-time events. Hypermediated, polycentric space: echo chambers, filter bubbles, internet sovereignty… Keren Wang, SP 2022
- 8. Semantics of misinformation: STYLE Ambiguity ● “Robot Expert Joins University Faculty” ● “NJ Judge Hears Case on Nude Beach” ● “Parliament Tables Bill to End Net Neutrality” Vagueness & Abstraction ● “U.S. official labels Russia ‘America’s biggest geopolitical foe.’” ● “Free trade is good for the economy” ● “If Ukraine Fails, 'the Free World Will Fail'” Inaccuracy ● “Two thirds of our students are irreligious: 66% of surveyed freshmen say they do not believe in any God.” Keren Wang, SP 2022
- 9. Semantics of misinformation: FALLACIES Equivocation (Doublespeak): ● Enhanced interrogation technique (torture) ● Free exposure (unpaid labor); workforce optimization (layoffs) ● Special military operation to perform peacekeeping duties (invasion) False attribution: “Vulpes News Channel is a fair-and-balanced news source, because it has over 20 million loyal viewers.” False Dilemma: “Spending billions of dollars each year on our space program is the pinnacle of waste when so many Americans are struggling with food insecurity” Irrelevant authority: “Dr. Samantha Harrison, a distinguished neuroscientist, explains why free-trade is a good idea.” Red Herring: “I understand you want to know what happened at our embassy in Libya. What is really important is to talk about whether the government has enough cash flow to stay open through the month” Many more… Keren Wang, SP 2022
- 10. Embodied cognition case study: Enclothed Cognition & White Coat Syndrome Enclothed Cognition [1]: “physically wearing a lab coat increased selective attention compared to not wearing a lab coat” White coat syndrome [2]: elevated blood pressure and anxiety level in formal “white coat” clinical interactions Keren Wang CAS 420 Lecture Slides Keren Wang, SP 2022
- 11. Narrative Consumption and invention “[A]s narrative consumption motivates the excessive consumption of the kind shown by the desperate child consumers of Bikkuriman stickers, it also bears within it the possibility of a new stage wherein consumers themselves begin to create commodities and consume them on their own terms." Otsuka Eiji, Narrative Consumption Keren Wang, SP 2022
- 12. Historical connection between periods of intensive “witch-hunting” practices and the reduced food security in early modern Europe and North America (Wolfgang Behringer, A Cultural History of Climate) Figure 2.9 – Illustration from 1744 depicting “convicted” slaves being burned at the stake after the New York violent crackdown of 1741. Thirteen black men were burned alive at the stake a little east on Magazine Street. (Gilder Lehrman Collection) Keren Wang CAS 420 Lecture Slides
- 13. Thought Experiment: Alternate History US Invasion Scenario Psychological: ↳ Anchoring: upholding one’s strongly held belief irrespective of contradicting evidence ↪ Confirmation bias → framing ⇄ apophenia ⇄ misattribution → dissonance ↺ ↳ Misinformation effect: post-event information to rewriting original memory and belief Sociological: ↳ Conformity → Identification ⇄ Internalization → Compliance ↺ ↳ Social contagion ⇄ Propaganda ↪ Swarm behavior ⇄ echo chambers ⇄ filter bubbles ⇄ hyperreality ↺ Semantic: ↳ Semantic noises: ambiguity ⇄ vagueness & abstraction ⇄ inaccuracy ↳ Fallacies: doublespeak ⇄ false attribution ⇄ false dilemma ⇄ red Herring Physical & Environmental: communication blackout ⇄ fog of war ⇄ technology breakdown … Keren Wang, SP 2022
- 14. COVID 19 Crisis and Misinformation Keren Wang, SP 2022