This document discusses the ongoing communications revolution and debates what the key invention driving it is. It argues that while technologies like computers, the internet, smartphones etc. are often cited, the true revolutionary invention may be older - the moving image and moving word. It notes that new communication technologies often inspire complaints from older generations attached to older technologies. However, it finds that the current revolution has not generated as much grumbling from older people, perhaps because current digital technologies are still imitating older forms like print rather than developing wholly new content and uses.
The Tedium is the Message: Communicating and Creating with the New Social MediaFordham University
Winner 2012 Mary Shelley Award for Outstanding Fictional Work! Limited to 140 characters to confess his sins and meet his Maker, "tweeting" may not have been the best use of Willum Granger's final moments.
Executive Severance, a masterful work of Twitter microblogging fiction, is delightfully full of punny dialogue, clever character conditions, and a total lack of adherence to the old "rules" of
storytelling.
Executive Severance is a comic mystery created in Twitter that is compelling, entertaining and shows off what can be done in the 140-character form with style and mastery. With sendups of the mystery genre, social media conventions and cell phone behavior, Executive Severance is a cornucopia of word play and comic misdirection stuffed with punny dialogue and clever character conditions. ES has been called tight, tingling, and diverting.
What makes the print edition of Executive Severance truly exceptional is the amazing illustrations that accompany the story, produced by the acclaimed cartoonist, David Arshawsky.
The document discusses two perceived myths about the internet: 1) That the implicit wisdom of online crowds guarantees the emergence of truth, and 2) That greater access to information online equates to progress. It argues that most internet users lack expertise, and the low barriers to publishing online allow misinformation to spread widely. While vast amounts of information are available, many users are "cultural savages" unable to make good use of it or distinguish fact from fiction. This relativism risks ushering in a new "Dark Age" of declining education and the dominance of irrationality over reason.
Thoughts on the Internet's Founding MythsDale King
The document discusses two perceived myths about the internet: 1) That the implicit wisdom of online crowds guarantees the emergence of truth, and 2) That greater access to information online necessarily leads to progress. It argues that most internet users lack expertise, and the low barriers to publishing online allow misinformation to spread widely. While vast amounts of information are available, many users are "cultural savages" unable to make good use of it. This has led to a decline in learning and scholarship, and the rise of irrationality, self-proclaimed experts, and an "anything goes" relativism that risks plunging society into a new dark age.
Introduction to PhilosophyFall 2017Essay Exam 2Due Date Tues.docxnormanibarber20063
Introduction to Philosophy
Fall 2017
Essay Exam 2
Due Date Tuesday November 7
1000 words
Essays in Unit 2
Gilbert Ryle, “Descartes’s Myth”
John Searle, “Can Computers Think?”
David Chalmers, “The Hard Problem of Consciousness”
Here are some general directions before you read the questions. You only answer 1 prompt, but in each question you are asked to agree or disagree with the position in the reading that starts the question. In doing so you are giving reasons to agree or disagree and that must be more than simply repeating what is in the exposition.
The completed essay must be 1000 words; your discussion should be roughly 800 for the expository part and 200 words for critical assessment part. I emphasize that this separate word count is rough, so the critical assessment could be longer. But keep in mind that there must be content in any critical assessment. If it is just filler beyond 200 words, then that will not improve your essay.
Choose 1 of the following
1. Discuss Ryle’s criticism of Descartes’s mind-body dualism and how Ryle supports his criticism. Discuss your critical assessment of Ryle (i.e., reasons for agreeing or disagreeing).
2. Discuss Searle’s position on strong AI and how he defends it. Discuss your critical assessment of Searle (i.e., reasons for agreeing or disagreeing).
3. Discuss Chalmers position on consciousness and how he defends it. Discuss your critical assessment of Chalmers (i.e., reasons for agreeing or disagreeing).
Chapter 28 TECHNOLOGY AND SOCIALITY IN THE NEW MILLENNIUM: CURRENT CHALLENGES FOR THE HUMAN SERVICE GENERALIST
EUGENE M. DeROBERTIS AND ROBERT SALDARINI
Human services can be characterized as a broad social movement designed to counterbalance the emphasis on rugged individualism in American culture (Cimmino, 1999, p. 13). Thus, part and parcel of the human service orientation toward helping others is the notion that human service generalists place “a portion of responsibility on society for creating conditions that reduce opportunities for people to be successful by perpetuating social problems” (p. 14). Among the myriad challenges that human service generalists address in their work are problems involving the development of the self within the social context (p. 10). As is well known, Maslow’s (1968) hierarchy of needs speaks to the importance of interpersonal relations in self-development with his articulation of needs for love and belongingness, esteem, and self-actualization. Hansell’s motivation theory also addresses the need for a co-constitution of the self by noting that humans need intimacy, closeness, belonging, self-identity, and social roles (Schmolling and Burger, 1989). Accordingly, it is in the interest of competent service delivery for human service workers to be aware of burgeoning trends in the interpersonal dimension of our lives that pose new challenges to a healthy social climate and optimal self-development. Such trends can be found in the ever-increasing rel.
Thoughts on the Internet's Founding Mythsanytime01
The document discusses two perceived myths about the internet: 1) That the implicit wisdom of online crowds guarantees the emergence of truth, and 2) That increased access to information online constitutes progress. However, the author argues that most internet users lack expertise in many topics and are unable to properly evaluate information. Consequently, falsities and poor quality content are widespread online. While isolated high-quality communities exist, they are overwhelmed by a "tsunami" of low-quality user-generated content. The author believes increased access online has not led to greater understanding and that anti-intellectualism has spread as people rely more on entertainment and reject expertise.
Thoughts on the Internet's Founding Mythsbobtravpa
The document discusses two perceived myths about the internet: 1) That the implicit wisdom of online crowds guarantees the emergence of truth, and 2) That increased access to information online necessarily leads to progress. It argues that most internet users lack expertise in many topics, and the low barriers to posting online allow misinformation to spread widely. While some high-quality academic discussions exist, they are small compared to the large amount of false or low-quality user-generated content. Increased access to information does not guarantee people will make good use of it or understand what they find. This has led to a decline in education and critical thinking skills.
Thoughts on the Internet's Founding Mythstouchdown777a
The document discusses two perceived myths about the internet: 1) That the wisdom of crowds guarantees truth and accuracy will emerge from online interactions, and 2) That increased access to information online constitutes progress. However, the author argues the population of internet users is not representative and barriers to entry are low, allowing misinformation to spread. While isolated areas of merit exist, most online content is falsities and nonsense. Further, most people are "cultural savages" who are lost in vast online information and insist their interpretations are as valid as experts, despite not comprehending texts. This has contributed to a decline in education and critical thinking.
The Tedium is the Message: Communicating and Creating with the New Social MediaFordham University
Winner 2012 Mary Shelley Award for Outstanding Fictional Work! Limited to 140 characters to confess his sins and meet his Maker, "tweeting" may not have been the best use of Willum Granger's final moments.
Executive Severance, a masterful work of Twitter microblogging fiction, is delightfully full of punny dialogue, clever character conditions, and a total lack of adherence to the old "rules" of
storytelling.
Executive Severance is a comic mystery created in Twitter that is compelling, entertaining and shows off what can be done in the 140-character form with style and mastery. With sendups of the mystery genre, social media conventions and cell phone behavior, Executive Severance is a cornucopia of word play and comic misdirection stuffed with punny dialogue and clever character conditions. ES has been called tight, tingling, and diverting.
What makes the print edition of Executive Severance truly exceptional is the amazing illustrations that accompany the story, produced by the acclaimed cartoonist, David Arshawsky.
The document discusses two perceived myths about the internet: 1) That the implicit wisdom of online crowds guarantees the emergence of truth, and 2) That greater access to information online equates to progress. It argues that most internet users lack expertise, and the low barriers to publishing online allow misinformation to spread widely. While vast amounts of information are available, many users are "cultural savages" unable to make good use of it or distinguish fact from fiction. This relativism risks ushering in a new "Dark Age" of declining education and the dominance of irrationality over reason.
Thoughts on the Internet's Founding MythsDale King
The document discusses two perceived myths about the internet: 1) That the implicit wisdom of online crowds guarantees the emergence of truth, and 2) That greater access to information online necessarily leads to progress. It argues that most internet users lack expertise, and the low barriers to publishing online allow misinformation to spread widely. While vast amounts of information are available, many users are "cultural savages" unable to make good use of it. This has led to a decline in learning and scholarship, and the rise of irrationality, self-proclaimed experts, and an "anything goes" relativism that risks plunging society into a new dark age.
Introduction to PhilosophyFall 2017Essay Exam 2Due Date Tues.docxnormanibarber20063
Introduction to Philosophy
Fall 2017
Essay Exam 2
Due Date Tuesday November 7
1000 words
Essays in Unit 2
Gilbert Ryle, “Descartes’s Myth”
John Searle, “Can Computers Think?”
David Chalmers, “The Hard Problem of Consciousness”
Here are some general directions before you read the questions. You only answer 1 prompt, but in each question you are asked to agree or disagree with the position in the reading that starts the question. In doing so you are giving reasons to agree or disagree and that must be more than simply repeating what is in the exposition.
The completed essay must be 1000 words; your discussion should be roughly 800 for the expository part and 200 words for critical assessment part. I emphasize that this separate word count is rough, so the critical assessment could be longer. But keep in mind that there must be content in any critical assessment. If it is just filler beyond 200 words, then that will not improve your essay.
Choose 1 of the following
1. Discuss Ryle’s criticism of Descartes’s mind-body dualism and how Ryle supports his criticism. Discuss your critical assessment of Ryle (i.e., reasons for agreeing or disagreeing).
2. Discuss Searle’s position on strong AI and how he defends it. Discuss your critical assessment of Searle (i.e., reasons for agreeing or disagreeing).
3. Discuss Chalmers position on consciousness and how he defends it. Discuss your critical assessment of Chalmers (i.e., reasons for agreeing or disagreeing).
Chapter 28 TECHNOLOGY AND SOCIALITY IN THE NEW MILLENNIUM: CURRENT CHALLENGES FOR THE HUMAN SERVICE GENERALIST
EUGENE M. DeROBERTIS AND ROBERT SALDARINI
Human services can be characterized as a broad social movement designed to counterbalance the emphasis on rugged individualism in American culture (Cimmino, 1999, p. 13). Thus, part and parcel of the human service orientation toward helping others is the notion that human service generalists place “a portion of responsibility on society for creating conditions that reduce opportunities for people to be successful by perpetuating social problems” (p. 14). Among the myriad challenges that human service generalists address in their work are problems involving the development of the self within the social context (p. 10). As is well known, Maslow’s (1968) hierarchy of needs speaks to the importance of interpersonal relations in self-development with his articulation of needs for love and belongingness, esteem, and self-actualization. Hansell’s motivation theory also addresses the need for a co-constitution of the self by noting that humans need intimacy, closeness, belonging, self-identity, and social roles (Schmolling and Burger, 1989). Accordingly, it is in the interest of competent service delivery for human service workers to be aware of burgeoning trends in the interpersonal dimension of our lives that pose new challenges to a healthy social climate and optimal self-development. Such trends can be found in the ever-increasing rel.
Thoughts on the Internet's Founding Mythsanytime01
The document discusses two perceived myths about the internet: 1) That the implicit wisdom of online crowds guarantees the emergence of truth, and 2) That increased access to information online constitutes progress. However, the author argues that most internet users lack expertise in many topics and are unable to properly evaluate information. Consequently, falsities and poor quality content are widespread online. While isolated high-quality communities exist, they are overwhelmed by a "tsunami" of low-quality user-generated content. The author believes increased access online has not led to greater understanding and that anti-intellectualism has spread as people rely more on entertainment and reject expertise.
Thoughts on the Internet's Founding Mythsbobtravpa
The document discusses two perceived myths about the internet: 1) That the implicit wisdom of online crowds guarantees the emergence of truth, and 2) That increased access to information online necessarily leads to progress. It argues that most internet users lack expertise in many topics, and the low barriers to posting online allow misinformation to spread widely. While some high-quality academic discussions exist, they are small compared to the large amount of false or low-quality user-generated content. Increased access to information does not guarantee people will make good use of it or understand what they find. This has led to a decline in education and critical thinking skills.
Thoughts on the Internet's Founding Mythstouchdown777a
The document discusses two perceived myths about the internet: 1) That the wisdom of crowds guarantees truth and accuracy will emerge from online interactions, and 2) That increased access to information online constitutes progress. However, the author argues the population of internet users is not representative and barriers to entry are low, allowing misinformation to spread. While isolated areas of merit exist, most online content is falsities and nonsense. Further, most people are "cultural savages" who are lost in vast online information and insist their interpretations are as valid as experts, despite not comprehending texts. This has contributed to a decline in education and critical thinking.
Story Listening Through Social Media eBook - Story WorldwideStory Worldwide
Social media allows anyone to become a global publisher and participate in conversations. This document discusses how social media has democratized communication over time, from cave paintings to modern platforms like Twitter and Facebook. It also provides examples of how brands like Kogi Korean BBQ, Comcast, and Dell have successfully engaged consumers through social media to build communities and increase sales. The key lessons are that brands must listen to existing conversations, understand influencers, and engage consumers authentically rather than using traditional advertising approaches.
The document discusses the impact of Facebook on citizen engagement. It examines Facebook pages as a way to connect citizens for policy input (many-to-many) versus using Facebook to transmit information from government to citizens in a one-way manner (one-to-many). A 2011 study found that some governments used Facebook more as a way to maintain power and inform citizens of their views rather than for the intended purpose of facilitating open communication and feedback between citizens and government. The results suggest social media could better facilitate citizen engagement in the future if used to increase interaction rather than just one-way information sharing from government.
Social media allows everyone to broadcast their thoughts and participate in global conversations. This represents a shift from traditional one-directional publishing to many-to-many communication. To be successful, brands must listen to what is being said about them on social media, analyze who the influential voices are and what they are saying, and then strategically join relevant conversations to shape perceptions. This requires understanding your brand's story and vision to guide engagement efforts.
The document discusses how new media and web-based technologies are being used by both mainstream and fringe groups for organizing, propaganda, and mobilization purposes. It provides examples of how Barack Obama's 2008 presidential campaign effectively utilized new media, while also examining how the French National Front party, American white supremacist groups like Stormfront, and others are tapping into new media's potential to spread their messages and recruit new members.
Culture shock essay example 600 Words - PHDessay.com. What causes culture shock? Essay - PHDessay.com. Culture shock essay writing. Culture Shock Essay Business Essay .... 008 Culture Shock Essay Example Thatsnotus. Main Causes of Culture Shock Essay Example GraduateWay. Culture shock essay writing. Free Culture Shock Essay Samples. 2022-11-09. Culture shock experience essay - bibliographysetup.x.fc2.com. Culture shock experience essay samples. Culture shock essay sample - 1358 Words - NerdySeal. Culture Shock in Japan Free Essay Example. Reflective Report On Cultural Shock Essay Example - PHDessay.com. PDF Essay on Culture Shock.pdf Snezana Djuric - Academia.edu. Cultural Shock and Adaptation Essay Example GraduateWay. Culture shock free essays free essay examples and. Culture Shock Essay Example - PHDessay.com. My Culture Shock Essay Example StudyHippo.com. Culture Shock Essay Example Topics and Well Written Essays - 1250 words. My Experience with Culture Shock in The United States: Essay Example .... Culture Shock Issues Essay Example Topics and Well Written Essays .... Culture shock essay example - 554 Words - NerdySeal. Culture Shock Essay Essay About Culture Shock Its and Stages and .... Culture Shock Three Part Essay. Causes of culture shock essay. Main Causes of Culture Shock Essay .... Culture Shock Essay MGM 3101 - Principles Of Management - UPM Thinkswap. Culture shock essay - College Homework Help and Online Tutoring.. Definition of culture shock essay 300 Words - PHDessay.com. The 5 Stages of Culture Shock: Essay Example, 323 words EssayPay. Essay quot;Cultural Analysis / Going Abroad Culture Shockquot; - Presentation .... Culture Shock Essays: I.C. Moore: 9780932693044: Amazon.com: Books Culture Shock Essay Culture Shock Essay
This document provides an overview of recent cyber theory. It discusses key concepts like the simulacrum, cyberspace, virtual communities, and the work of theorists like Baudrillard, Virilio, and Haraway. The document examines whether cyber theory is rewriting postmodern principles or representing a new phase of cultural existence, covering topics like the real vs. simulated, information elites, and the blurring of human/machine boundaries represented by the cyborg.
The document discusses the challenges of writing an essay about one's school. It notes that it can be difficult to avoid cliches and capture the unique essence of the school. Maintaining a cohesive structure is also crucial to avoid a disjointed collection of thoughts. Additionally, balancing personal anecdotes with a reflective analytical tone while also exploring the diversity of student experiences takes a delicate approach. Crafting an effective essay about one's school requires introspection, careful word choices, and an awareness of the audience.
Slide show for a lecture based on chapter 2 of my book Blogging - this covers the development of communication technology from writing through print, broadcast media and to the internet. It's not really self-standing and should be viewed in connection with reading the chapter.
Comparative literature in the age of digital humanities on possible futures...Nidhi Jethava
This document discusses the future of comparative literature in the age of digital humanities. It argues that humanists must engage more deeply with digital culture, publishing, and issues of access and ownership as new technologies are increasingly controlled by corporations. It outlines key areas for comparative studies, including comparative media studies, comparative data studies, and comparative authorship and platform studies. New digital platforms like Wikipedia represent massive achievements for collaborative knowledge creation but also underscore issues of power and control that must be considered when studying literature and culture in the digital age.
The document summarizes and compares the landscapes depicted in the dystopian novels Brave New World and Nineteen Eighty-Four. In Brave New World, the landscape is designed for distraction and pleasure to keep citizens pacified, featuring entertainment complexes and synthetic colors. In Nineteen Eighty-Four, the oppressive government uses architecture and propaganda posters to assert control, depicted as towering, imposing buildings and a bleak gray landscape with only colorful Big Brother posters standing out. The document analyzes how these different landscapes are used as tools of repression to subjugate citizens in the two novels.
(Need in 2 hours) 100 plagiarism freeIn our society as we deal .docxraju957290
(Need in 2 hours) 100% plagiarism free
In our society as we deal on a daily basis with threats and opportunities we often don’t consider the events that got us to where we are today. We just try to work ahead and make something that is new or better than what we perceive we have now. In doing so we may be repeating mistakes from the past and we may be overlooking some success that has already occurred. Itis important to know the history of the type of venture that we are engaged in so that we can use our time and resources efficiently. This can certainly be said of police/citizen relations.
For this week’s assignment consider how American policing has evolved from its earliest beginnings until now. Analyze the memorable events and remarkable people who influenced the development of our system and describe why changes were made and how effective they have been. Critically examine the early founding principles of policing, such as those suggested by Sir Robert Peel and apply those principles to what is actually happening today.
Write a 1 page APA style paper. Only the body of the paper will count toward the word requirement (title page and references are in addition to the 1 pages)
In your paper, cite at least 2-3 references using the APA style guide format for in-text citation.
Only one reference may be found on the internet. The other references must be found in the library (this includes EBSCO Host and the Gale Criminal Justice
Collection
).
Click
here
to view your assignment rubric.
.
(Minimum of 250 words with peer review reference ) I am a nurse.docxraju957290
(Minimum of 250 words with peer review reference )
I am a nurse working in the emergency room)
In your own words, define
translational research
and how it connects to your role, either individually or in collective practice. Describe how you might use it in your current or anticipated future setting.
.
(minimum of 250 words with peer review reference) Topic 8 DQ 1.docxraju957290
(minimum of 250 words with peer review reference)
Topic 8 DQ 1
Open and clear communication is critical for the effective functioning of the interprofessional team and the delivery of safe patient care. Discuss the way communication technologies can enhance coordination of care by interprofessional teams. Be sure to discuss a specific communication technology in your response.
.
(Links to an external site.) (Links to an external site.) (Links.docxraju957290
(Links to an external site.)
(Links to an external site.)
(Links to an external site.)
(Links to an external site.)
(Links to an external site.)
(Links to an external site.)
(Links to an external site.)
Feminism
We will be working on strengthening our ability to properly cite our philosophers with this discussion post looking again specifically at author-date in-text citations. We will not be providing bibliographic entries for this post.
I have provided a copy of the notes from our earlier discussion below for reference.
For in-text citations we will use this recipe:
"These are some example words as might be quoted by a student of philosophy" (Author's Last Name Most Recent Copyright Date of the actual Text you are referencing, page number again from the actual text you are referencing). i.e. "But enough. It is now time to leave---for me to die, and for you to live--though which of us has the better destiny is unclear to everyone, save only to God" (Plato 2011, 50). This is a reference to our class's textbook so notice it is that copyright date and that page. Think of these citations as breadcrumbs that can lead your reader to the exact quote in the exact book so they can read more if they so choose.
Assignment:
This assignment is going to be a bit different than what we have done in the past as it will involve trying to put yourself into the headspace or mindset of another classmate.
Two Texts:
We have two (2) texts for this module on feminist theory and epistemologies. We have the French existential feminist philosopher Simone De Beauvoir whose introduction to the
The Second Sex
asks us to take a critical look at what society claims, demands, and promulgates that a woman is. We are introduced to a concept of gender as possibly being different than sex. We are provided with an idea that biology might be different than the socialization or social construction involved in performing a gender or being gendered. Her thoughts center around notions of freedom and the opposite, what is named by her (and also written about by Jean Paul Sartre) as acting in "bad faith". We often avoid our freedom by giving our choices to others. We treat ourselves (like we might poorly treat others) as objects rather than being authentic and participating in our own expansive transformative growth. Beauvoir provocatively then suggests that one is not born a woman but rather becomes one.
Maria Lugones and Elizabeth Spelman provide an overview and critique of feminist theories and the practices born of them. They expose the difficulties of theorizing for a broad array of women as though there might be some one-size-fits-all way of talking about the lives of women. They connect this historical difficulty in a delightful way to their own working relationship as being a Latina and a white/Anglo woman. Through their discussion we are given a retelling of the ongoing disappointment, not only of women often not being allowed a place to speak from, b.
(Need in 5 hours no essay short answer 100 plagiarism free)De.docxraju957290
(Need in 5 hours no essay short answer 100% plagiarism free)
Describe how other ethical systems define what is moral- specifically, ethics of virtue, natural law, religion, and ethics of
care
.
What are the principles of ethical decision making?
Describe the steps in analyzing an ethical dilemma.
Under corrective justice, distinguish between substantive and procedural justice.
What steps should organizational leaders take to encourage ethical decision making on the part of employees?
Provide justification for police power and the basic ethical standards that derive from this justification and what are the ethical issues involved in proactive & reactive investigations?
Describe the types of misconduct by community corrections professionals and provide some of the explanations for this misconduct.
What are the elements of any ethical system?
Discuss three of the five types of police misconduct, with examples of each type.
.
(minimum of 250 words with peer review reference) What t.docxraju957290
(minimum of 250 words with peer review reference)
What types of obstacles/objections do leaders face from stakeholders when implementing change within an organization? What strategies can leaders use to work with stakeholders, remove obstacles, and address objections?
.
(Page 132) G. Prewriting Using the Toulmin Model to Get Ideas for.docxraju957290
(Page 132) G. Prewriting: Using the Toulmin Model to Get Ideas for a Position Paper
You have used the Toulmin model in Exercises B through F to read and analyze other people’s argument. Now use it to identify the main parts of an argument you will write. You may use the model to help you plan any argument paper. Use the Toulmin model as a prewriting exercise to help you develop ideas for a position paper.
1. Write the claim. All of the rest of your paper will support this claim.
2. Write the support. Write two or three subclaims you will develop in the paper. To help you do this, write the word “because” after the claim, and list reasons that support it. Also jot down ideas for specific support for these subclaims, such as examples, facts, opinions, or visual images that come from your reading of the essays or from your own experience.
Student Paper #1
Sofia Diallou
Professor Miller
English 101
12 Feb. 2016
Toulmin Analysis of the “Road Trip” Cartoon
Identifies claim and support.
The reader has to infer the claim of this cartoon since it is not directly stated. The claim is that screens have replaced face-to-face conversation as the primary way people now interact with each other. The support is provided by the driver of the car, who notes how much lonelier car trips have become, and the other passengers, all of whom are focused on their smartphones and tablets.
Analyzes warrant.
The implied warrant is that screen-based technology makes us more isolated and disconnected from each other.
Identifies backing.
The backing is also implied and reinforced by the picture. It suggests that road trips are valuable opportunities for connection and conversation that many families are giving up. It also reinforces the common belief that interacting with screens is more appealing than interacting directly with people face-to-face.
Infers rebuttal.
No direct rebuttal or qualifier appears in this cartoon. I think, however, that this cartoon could be considered as a rebuttal to those who think that screen-based communication is always superior to face-to-face communication. As a rebuttal, this cartoon highlights the negative consequences of embracing screen-based communication.
3. Write the warrants. Decide whether to spell out the warrants in your paper or to leave them implicit so that the reading audience will have to infer them.
4. Decide on the backing. Assume that your classmates are your audience. They may be reading drafts of your paper. In your judgment, will some of them require backing for any of your warrants because they will not agree with them otherwise? If so, how can you back these warrants? Write out your ideas.
5. Plan rebuttal. Think about the positions others may hold on this issue. You identified some of these positions in your exploratory paper. Write out your strategies for weakening these arguments.
6. Decide whether to qualify the claim to make it more convincing to more people. Write one or more qualifiers that might work.
Read what.
(Normal Curves, 2013)In the video, Normal Curves, there is .docxraju957290
The document discusses normal distributions of data and asks readers to identify a type of dataset that may be normally distributed. It asks readers to provide a brief description of the data, explain why the data is or isn't normally distributed, and consider what might cause the data to have a different shape than a normal distribution. Readers are instructed to support their opinions with citations in APA format.
(minimum of 250 words with peer review reference) Review HIPAA.docxraju957290
(minimum of 250 words with peer review reference)
Review HIPAA, protected health information (PHI), and requirements for privacy and confidentiality in EHRs. Discuss one ethical and one legal issue related to the use of EHRs that directly impact advanced registered nursing practice. Discuss possible consequences for compromising patient data and measures you can implement in your own practice to protect patient privacy and confidentiality.
.
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The document discusses the impact of Facebook on citizen engagement. It examines Facebook pages as a way to connect citizens for policy input (many-to-many) versus using Facebook to transmit information from government to citizens in a one-way manner (one-to-many). A 2011 study found that some governments used Facebook more as a way to maintain power and inform citizens of their views rather than for the intended purpose of facilitating open communication and feedback between citizens and government. The results suggest social media could better facilitate citizen engagement in the future if used to increase interaction rather than just one-way information sharing from government.
Social media allows everyone to broadcast their thoughts and participate in global conversations. This represents a shift from traditional one-directional publishing to many-to-many communication. To be successful, brands must listen to what is being said about them on social media, analyze who the influential voices are and what they are saying, and then strategically join relevant conversations to shape perceptions. This requires understanding your brand's story and vision to guide engagement efforts.
The document discusses how new media and web-based technologies are being used by both mainstream and fringe groups for organizing, propaganda, and mobilization purposes. It provides examples of how Barack Obama's 2008 presidential campaign effectively utilized new media, while also examining how the French National Front party, American white supremacist groups like Stormfront, and others are tapping into new media's potential to spread their messages and recruit new members.
Culture shock essay example 600 Words - PHDessay.com. What causes culture shock? Essay - PHDessay.com. Culture shock essay writing. Culture Shock Essay Business Essay .... 008 Culture Shock Essay Example Thatsnotus. Main Causes of Culture Shock Essay Example GraduateWay. Culture shock essay writing. Free Culture Shock Essay Samples. 2022-11-09. Culture shock experience essay - bibliographysetup.x.fc2.com. Culture shock experience essay samples. Culture shock essay sample - 1358 Words - NerdySeal. Culture Shock in Japan Free Essay Example. Reflective Report On Cultural Shock Essay Example - PHDessay.com. PDF Essay on Culture Shock.pdf Snezana Djuric - Academia.edu. Cultural Shock and Adaptation Essay Example GraduateWay. Culture shock free essays free essay examples and. Culture Shock Essay Example - PHDessay.com. My Culture Shock Essay Example StudyHippo.com. Culture Shock Essay Example Topics and Well Written Essays - 1250 words. My Experience with Culture Shock in The United States: Essay Example .... Culture Shock Issues Essay Example Topics and Well Written Essays .... Culture shock essay example - 554 Words - NerdySeal. Culture Shock Essay Essay About Culture Shock Its and Stages and .... Culture Shock Three Part Essay. Causes of culture shock essay. Main Causes of Culture Shock Essay .... Culture Shock Essay MGM 3101 - Principles Of Management - UPM Thinkswap. Culture shock essay - College Homework Help and Online Tutoring.. Definition of culture shock essay 300 Words - PHDessay.com. The 5 Stages of Culture Shock: Essay Example, 323 words EssayPay. Essay quot;Cultural Analysis / Going Abroad Culture Shockquot; - Presentation .... Culture Shock Essays: I.C. Moore: 9780932693044: Amazon.com: Books Culture Shock Essay Culture Shock Essay
This document provides an overview of recent cyber theory. It discusses key concepts like the simulacrum, cyberspace, virtual communities, and the work of theorists like Baudrillard, Virilio, and Haraway. The document examines whether cyber theory is rewriting postmodern principles or representing a new phase of cultural existence, covering topics like the real vs. simulated, information elites, and the blurring of human/machine boundaries represented by the cyborg.
The document discusses the challenges of writing an essay about one's school. It notes that it can be difficult to avoid cliches and capture the unique essence of the school. Maintaining a cohesive structure is also crucial to avoid a disjointed collection of thoughts. Additionally, balancing personal anecdotes with a reflective analytical tone while also exploring the diversity of student experiences takes a delicate approach. Crafting an effective essay about one's school requires introspection, careful word choices, and an awareness of the audience.
Slide show for a lecture based on chapter 2 of my book Blogging - this covers the development of communication technology from writing through print, broadcast media and to the internet. It's not really self-standing and should be viewed in connection with reading the chapter.
Comparative literature in the age of digital humanities on possible futures...Nidhi Jethava
This document discusses the future of comparative literature in the age of digital humanities. It argues that humanists must engage more deeply with digital culture, publishing, and issues of access and ownership as new technologies are increasingly controlled by corporations. It outlines key areas for comparative studies, including comparative media studies, comparative data studies, and comparative authorship and platform studies. New digital platforms like Wikipedia represent massive achievements for collaborative knowledge creation but also underscore issues of power and control that must be considered when studying literature and culture in the digital age.
The document summarizes and compares the landscapes depicted in the dystopian novels Brave New World and Nineteen Eighty-Four. In Brave New World, the landscape is designed for distraction and pleasure to keep citizens pacified, featuring entertainment complexes and synthetic colors. In Nineteen Eighty-Four, the oppressive government uses architecture and propaganda posters to assert control, depicted as towering, imposing buildings and a bleak gray landscape with only colorful Big Brother posters standing out. The document analyzes how these different landscapes are used as tools of repression to subjugate citizens in the two novels.
Similar to Mitchell StephensThinking Through Moving Mediasocial r.docx (13)
(Need in 2 hours) 100 plagiarism freeIn our society as we deal .docxraju957290
(Need in 2 hours) 100% plagiarism free
In our society as we deal on a daily basis with threats and opportunities we often don’t consider the events that got us to where we are today. We just try to work ahead and make something that is new or better than what we perceive we have now. In doing so we may be repeating mistakes from the past and we may be overlooking some success that has already occurred. Itis important to know the history of the type of venture that we are engaged in so that we can use our time and resources efficiently. This can certainly be said of police/citizen relations.
For this week’s assignment consider how American policing has evolved from its earliest beginnings until now. Analyze the memorable events and remarkable people who influenced the development of our system and describe why changes were made and how effective they have been. Critically examine the early founding principles of policing, such as those suggested by Sir Robert Peel and apply those principles to what is actually happening today.
Write a 1 page APA style paper. Only the body of the paper will count toward the word requirement (title page and references are in addition to the 1 pages)
In your paper, cite at least 2-3 references using the APA style guide format for in-text citation.
Only one reference may be found on the internet. The other references must be found in the library (this includes EBSCO Host and the Gale Criminal Justice
Collection
).
Click
here
to view your assignment rubric.
.
(Minimum of 250 words with peer review reference ) I am a nurse.docxraju957290
(Minimum of 250 words with peer review reference )
I am a nurse working in the emergency room)
In your own words, define
translational research
and how it connects to your role, either individually or in collective practice. Describe how you might use it in your current or anticipated future setting.
.
(minimum of 250 words with peer review reference) Topic 8 DQ 1.docxraju957290
(minimum of 250 words with peer review reference)
Topic 8 DQ 1
Open and clear communication is critical for the effective functioning of the interprofessional team and the delivery of safe patient care. Discuss the way communication technologies can enhance coordination of care by interprofessional teams. Be sure to discuss a specific communication technology in your response.
.
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Feminism
We will be working on strengthening our ability to properly cite our philosophers with this discussion post looking again specifically at author-date in-text citations. We will not be providing bibliographic entries for this post.
I have provided a copy of the notes from our earlier discussion below for reference.
For in-text citations we will use this recipe:
"These are some example words as might be quoted by a student of philosophy" (Author's Last Name Most Recent Copyright Date of the actual Text you are referencing, page number again from the actual text you are referencing). i.e. "But enough. It is now time to leave---for me to die, and for you to live--though which of us has the better destiny is unclear to everyone, save only to God" (Plato 2011, 50). This is a reference to our class's textbook so notice it is that copyright date and that page. Think of these citations as breadcrumbs that can lead your reader to the exact quote in the exact book so they can read more if they so choose.
Assignment:
This assignment is going to be a bit different than what we have done in the past as it will involve trying to put yourself into the headspace or mindset of another classmate.
Two Texts:
We have two (2) texts for this module on feminist theory and epistemologies. We have the French existential feminist philosopher Simone De Beauvoir whose introduction to the
The Second Sex
asks us to take a critical look at what society claims, demands, and promulgates that a woman is. We are introduced to a concept of gender as possibly being different than sex. We are provided with an idea that biology might be different than the socialization or social construction involved in performing a gender or being gendered. Her thoughts center around notions of freedom and the opposite, what is named by her (and also written about by Jean Paul Sartre) as acting in "bad faith". We often avoid our freedom by giving our choices to others. We treat ourselves (like we might poorly treat others) as objects rather than being authentic and participating in our own expansive transformative growth. Beauvoir provocatively then suggests that one is not born a woman but rather becomes one.
Maria Lugones and Elizabeth Spelman provide an overview and critique of feminist theories and the practices born of them. They expose the difficulties of theorizing for a broad array of women as though there might be some one-size-fits-all way of talking about the lives of women. They connect this historical difficulty in a delightful way to their own working relationship as being a Latina and a white/Anglo woman. Through their discussion we are given a retelling of the ongoing disappointment, not only of women often not being allowed a place to speak from, b.
(Need in 5 hours no essay short answer 100 plagiarism free)De.docxraju957290
(Need in 5 hours no essay short answer 100% plagiarism free)
Describe how other ethical systems define what is moral- specifically, ethics of virtue, natural law, religion, and ethics of
care
.
What are the principles of ethical decision making?
Describe the steps in analyzing an ethical dilemma.
Under corrective justice, distinguish between substantive and procedural justice.
What steps should organizational leaders take to encourage ethical decision making on the part of employees?
Provide justification for police power and the basic ethical standards that derive from this justification and what are the ethical issues involved in proactive & reactive investigations?
Describe the types of misconduct by community corrections professionals and provide some of the explanations for this misconduct.
What are the elements of any ethical system?
Discuss three of the five types of police misconduct, with examples of each type.
.
(minimum of 250 words with peer review reference) What t.docxraju957290
(minimum of 250 words with peer review reference)
What types of obstacles/objections do leaders face from stakeholders when implementing change within an organization? What strategies can leaders use to work with stakeholders, remove obstacles, and address objections?
.
(Page 132) G. Prewriting Using the Toulmin Model to Get Ideas for.docxraju957290
(Page 132) G. Prewriting: Using the Toulmin Model to Get Ideas for a Position Paper
You have used the Toulmin model in Exercises B through F to read and analyze other people’s argument. Now use it to identify the main parts of an argument you will write. You may use the model to help you plan any argument paper. Use the Toulmin model as a prewriting exercise to help you develop ideas for a position paper.
1. Write the claim. All of the rest of your paper will support this claim.
2. Write the support. Write two or three subclaims you will develop in the paper. To help you do this, write the word “because” after the claim, and list reasons that support it. Also jot down ideas for specific support for these subclaims, such as examples, facts, opinions, or visual images that come from your reading of the essays or from your own experience.
Student Paper #1
Sofia Diallou
Professor Miller
English 101
12 Feb. 2016
Toulmin Analysis of the “Road Trip” Cartoon
Identifies claim and support.
The reader has to infer the claim of this cartoon since it is not directly stated. The claim is that screens have replaced face-to-face conversation as the primary way people now interact with each other. The support is provided by the driver of the car, who notes how much lonelier car trips have become, and the other passengers, all of whom are focused on their smartphones and tablets.
Analyzes warrant.
The implied warrant is that screen-based technology makes us more isolated and disconnected from each other.
Identifies backing.
The backing is also implied and reinforced by the picture. It suggests that road trips are valuable opportunities for connection and conversation that many families are giving up. It also reinforces the common belief that interacting with screens is more appealing than interacting directly with people face-to-face.
Infers rebuttal.
No direct rebuttal or qualifier appears in this cartoon. I think, however, that this cartoon could be considered as a rebuttal to those who think that screen-based communication is always superior to face-to-face communication. As a rebuttal, this cartoon highlights the negative consequences of embracing screen-based communication.
3. Write the warrants. Decide whether to spell out the warrants in your paper or to leave them implicit so that the reading audience will have to infer them.
4. Decide on the backing. Assume that your classmates are your audience. They may be reading drafts of your paper. In your judgment, will some of them require backing for any of your warrants because they will not agree with them otherwise? If so, how can you back these warrants? Write out your ideas.
5. Plan rebuttal. Think about the positions others may hold on this issue. You identified some of these positions in your exploratory paper. Write out your strategies for weakening these arguments.
6. Decide whether to qualify the claim to make it more convincing to more people. Write one or more qualifiers that might work.
Read what.
(Normal Curves, 2013)In the video, Normal Curves, there is .docxraju957290
The document discusses normal distributions of data and asks readers to identify a type of dataset that may be normally distributed. It asks readers to provide a brief description of the data, explain why the data is or isn't normally distributed, and consider what might cause the data to have a different shape than a normal distribution. Readers are instructed to support their opinions with citations in APA format.
(minimum of 250 words with peer review reference) Review HIPAA.docxraju957290
(minimum of 250 words with peer review reference)
Review HIPAA, protected health information (PHI), and requirements for privacy and confidentiality in EHRs. Discuss one ethical and one legal issue related to the use of EHRs that directly impact advanced registered nursing practice. Discuss possible consequences for compromising patient data and measures you can implement in your own practice to protect patient privacy and confidentiality.
.
(minimum of 250 words with peer review reference)Topic 8 DQ .docxraju957290
(minimum of 250 words with peer review reference)
Topic 8 DQ 1
How could Christian perspectives prevent an employee from performing their required duties? As an HR representative, what legal and ethical responsibilities do you have to ensure all employees views and beliefs are being considered?
.
(minimum of 250 words with peer review reference)Topic 7 D.docxraju957290
(minimum of 250 words with peer review reference)
Topic 7 DQ 2
Review HIPAA, protected health information (PHI), and requirements for privacy and confidentiality in EHRs. Discuss one ethical and one legal issue related to the use of EHRs that directly impact advanced registered nursing practice. Discuss possible consequences for compromising patient data and measures you can implement in your own practice to protect patient privacy and confidentiality.
.
(Sample) Safety and Health Training Plan 1.0 Intro.docxraju957290
(Sample)
Safety and Health Training Plan
1.0 Introduction
Training is one of the most important components within our company’s safety management system. It gives
employees an opportunity to learn their jobs properly, bring new ideas into the workplace, reinforce existing ideas
and practices, and it helps to put our Safety and Health Program into action.
Everyone in our company will benefit from safety and health training through fewer workplace injuries and illnesses,
reduced stress, and higher morale. Productivity, profits, and competitiveness will increase as production costs per
unit, turnover, and workers compensation rates lower.
2.0 Management commitment.
We (or company name) will provide the necessary funds and scheduling time to ensure effective safety and health
training is provided. This commitment will include paid work time for training and training in the language that the
worker understands. Both management and employees will be involved in developing the program.
To most effectively carry out their safety responsibilities, all employees must understand (1) their role in the program,
(2) the hazards and potential hazards that need to be prevented or controlled, and (3) the ways to protect themselves
and others. We will achieve these goals by:
• educating everyone on the natural and system consequences of their actions;
• educating all managers, supervisors and employees on their safety management system responsibilities;
• educating all employees about the specific hazards and control measures in their workplace;
• training all employees on hazard identification, analysis, reporting and control procedures; and
• training all employees on safe work procedures and practices.
Our training program will focus on health and safety concerns that determine the best way to deal with a particular
hazard. When a hazard is identified, we will first try to remove it entirely. If that is not feasible, we will then train
workers to protect themselves, if necessary, against the remaining hazard. Once we have decided that a safety or
health problem can best be addressed by training (or by another method combined with training), we will follow up by
developing specific training goals based on those particular needs.
Employees. At a minimum, employees must know the general safety and health rules of the worksite, specific site
hazards and the safe work practices needed to help control exposure, and the individual's role in all types of
emergency situations. We will ensure all employees understand the hazards to which they may be exposed and how to
prevent harm to themselves and others from exposure to these hazards.
We will commit available resources to ensure employees receive safety and health training during the circumstances
below.
• Whenever a person is hired --general safety orientation including an overview of company safety rules, and
why those r.
(SLIDES)Rohingya People Living Conditions---(Housing) and .docxraju957290
(SLIDES)
Rohingya People : Living Conditions---(Housing) and Access to Services (Healthcare)
1. Historical Content
2. Living Conditions (Housing)
3. Access to Services (Healthcare)
4. Capabilities Approach taken to help them
5. Conclusion
6. Questions (3) on their living conditions (housing) and Access to services (Healthcare)
Running Head: ARTIFICIAL INTELLIGENCE 1
ARTIFICIAL INTELLIGENCE 2
Artificial Intelligence, the Monster we are feeding-outline
Students Name
Professors Name
Course title
Date
The monster called Artificial Intelligence
Thesis: Major laboratories have been built all over the world to prototype and generate intelligent machines through deep learning. In this paper, I will argue that Artificial Intelligence is a monster that the humans are feeding and it will one day turn and overthrow man, leaving the world in the hands of machines.
I. Introduction
A. Thesis
B. Definition the terms intelligence, deep learning, programing, machine learning
C. History of artificial intelligence.
D. Major scientists who developed AI.
E. Trends in AI
II. Machine learning
A. Supervised learning
B. Non supervised learning
C. Comparison between supervised and non-supervised learning
III. Major advantages of AI
A. Real time assistance
B. In the business field
C. Industrialization
D. Efficiency
E. Accuracy
IV. Limitations of AI
A. Cost implication
B. Threats prevention
C. Loss of metal capability
D. Social factors
E. Ethical factors
F. Men becoming slaves
G. Emotions not guaranteed
H. Rigidity in thinking and execution of instructions
V. Criticism
The divine instruction was for man to steward and subdue the world, such innovations makes the human being achieve the divine instruction. This criticism is worth because it discusses part of the work in AI as divine instruction.
There is power and happiness if a creator creates something more powerful than itself. It is the happiness of a teacher to see their students do well and even pursue a course far much better. With such social theories supporting the work of artificial intelligence, it is making sense that the same AI should not be demonized but rather be seen as a human achievement.
VI. Conclusion
All the sections and subsections are discussed in a brief, precise and clear way ranging from the definitions, the implications and how negative artificial intelligence should be depicted in this section.
References
Boddington, P. (2017). Towards a code of ethics for artificial intelligence. Cham, Switzerland: Springer.
Lu, H., Li, Y., Chen, M., Kim, H., & Serikawa, S. (2018). Brain intelligence: go beyond artificial intelligence. Mobile Networks and Applications, 23(2), 368-375.
Osoba, O. A., & Welser IV, W. (2017). An intelligence in our image: The risks of bias and errors in artificial intelligence. Rand Corporation.
Rosé, C. P. (2017). Artificial intelligence: A social spin on language analysis. Nature, 545(7653), 166.
Russell, .
(Need in 8 hours 100 plagiarism free) Read the following es.docxraju957290
(Need in 8 hours 100% plagiarism free)
Read the following essay from Becoming a Critical Thinker (p. 129).
Create
a 1-2 page (title page and references page not included) paper in APA format to substantiate your viewpoint (pro or con as it relates to the essay).
Base
your paper on the W.I.S.E approach (from Becoming a Critical Thinker, Chapter 2). Look for errors in thinking and explore viewpoints that are different from those expressed in the essay. Conduct research to support your viewpoint and include three references in your paper.
How the Media Distort Reality
TV and movie apologists are forever telling us that we have no business criticizing them because they are only holding a mirror up to reality. Many people buy that explanation, but they shouldn’t.
It would be more accurate to say the media hold a magnifying glass to carefully selected realities—namely, the most outrageous and sensational events of the day, such as the tragic deaths of John F. Kennedy Jr. and Princess Diana, or the trials of celebrities such as O.J. Simpson, Kobe Bryant, and Michael Jackson.
Consider how this happens. The first platoon of media people report the latest sensational story as it unfolds, squeezing each new development for all the airtime or newsprint it will yield. Meanwhile, agents and attorneys are negotiating the sale of movie and TV rights to the story. The sleazier the story, the greater
the payoff
. After the movie is produced, every situation comedy, detective show, and western drama builds an episode around the successful theme.
In this way a single despicable, disgusting act—real or imagined—can generate months of sensational media fare.
In short, the media exploit our social problems for ratings, feed us a steady
diet
of debasing material,
celebrate
irresponsible behavior, and then have the audacity to blame parents and teachers for the social problems that result.
.
(note I am a nurse working in a hospital) Develop a synopsis.docxraju957290
(note: I am a nurse working in a hospital)
Develop a synopsis of your outcomes for acquiring, developing, training, and leveraging on human capital within your organization.
and develop a synopsis of your take-away from the process. Integrate any plans for preparing for a position as an HR specialist or manager within an organization.
.
(minimum of 250 words with peer review reference) Topic 8 DQ 2.docxraju957290
Virtual care and telehealth can expand access to healthcare by allowing patients to connect with providers remotely. This can benefit collaboration and care coordination by giving nurses new ways to communicate with doctors and monitor patients. However, virtual care also faces drawbacks like technological issues that could disrupt care, and concerns about developing the same human connections that in-person visits allow.
(See detail instruction in the attachment)This is a music pape.docxraju957290
(See detail instruction in the attachment)
This is a music paper to talk about the latest artists, music genres, or club scenes that excite your interests.
Cite AT LEAST ONE source from the course reading (I attached them down below) and TWO additional outside academic sources. In total, you should cite at lease SIX sources. You must include a reference cited list (bibliography) at the end of your essay. (please cite them carefully and easy to find, our TA read our paper very carefully and he will check every citation one by one)
A significant portion of your research will be the course readings, lectures, and listening assignments.
Use MLA citation please.
1200 words, (not including the title or the references cited list), double spaced
Answer the questions listed in the paper instruction that I attached.
I also include a class note document that I took throughout the course which includes all the music genre that I learn.
.
(please scroll all the way to bottom to see info covered in u3-4.docxraju957290
(please scroll all the way to bottom to see info covered in u3-4 below)
Over the course of the class, you will be retrieving and evaluating current event articles (in the last 5 years); making connections between the units we are currently studying and today. You will be responsible for finding an online article from a reputable news source. For example: Time.com, USA Today, The
New York Times
, etc.
See the attachment for specific details and grading criteria for the
Current Events Journal Assignment for Units 3-4
In Unit 3, we will be focusing on change and reform brought about as a result of the rapid social and economic changes of industrialization and urbanization. While the U.S. looked great from an outside perspective, with its rich flaunting their wealth and industry booming, it was riddled with exploitation of the people and political corruption, thus earning the name the Gilded Age. This brought in a sense of moral obligation and led to a reform movement that swept across the nation, with organization developing locally and nationally. This period of reform is known as the Progressive Era.
It was a time to expose the underlining errors of the U.S. society and to make changes for the good of the people. The Progressive Era would address a variety of issues, including factory and living conditions, agriculture reform, child labor, women’s rights, political reform, conservation, and other social concerns. While not perfect in its initial steps of change, this period will pave the way for continued social justice in our nation’s history.
Objectives:
Discuss the impact of political corruption on the U.S. government and evaluate the effectiveness of political reform.
Identify the leading reformers of the Progressive Era and evaluate the effectiveness of the reform movements.
Describe the problems facing farmers in the late 19th century and evaluate the effectiveness of the reform movement by the Populists and other farmers’ organizations and alliances.
Compare the Progressivism domestic and foreign policies of Theodore Roosevelt, Woodrow Wilson, and William Howard Taft.
Unit 4 Imperialism and WWI
In Unit 4, we will focus on the role of the United States in World affairs. In the late 19th century, the United States not only sought to redefine itself as American, but also to establish its place in the global political arena. Foreign policies paralleled those of many European nations, with a focus on imperialism and preserving foreign interests and markets, specifically in the Western hemisphere. It will be the United States positioning in the Spanish-American war that marks the beginning of its imperial power, with future expansions and political involvement in Latin America and the Pacific Ocean.
At the turn of the century, the United States will feel the long-term effect of its imperialistic decisions. Being recognized as a World leader, involvement in international affairs now spanned beyond the Western Hemispher.
(Insert Student Name) / (Insert Student Number) - PPMP20011 Portfolio template for Week 9
PPMP20011 Portfolio Template – Week 9
Description of topics including reading samples
Learning outcomes of the unit
Learnings from your experience, this and prior unit reading, assignments
Supporting documentation including your prior learning
Week 9 Topic: Applying Project Management Standards and Frameworks.
Collaborative Project Procurement Arrangements (2015) by Derek H. T. Walker and Beverly M. Lloyd Walker;
6. Evaluate project management tools that help avoid or provide conflict resolution via negotiated solutions.
The objective of this week’s topic is to make sure you have an appreciation of the Role of the Project Manager in Commercial Negotiation.
Try to ask yourself the questions that were in the slides in this week’s lecture:
1. In what way would Project Management Standards and Frameworks impact on Commercial Negotiation?
Walker & Walker (2015) discuss the general thrust of this investigations in Chapter 7 (p 137) what are your thoughts regarding:
2. Do the conclusions in Chapter 7 p 137 seem reasonable to you?
Walker & Walker (2015) then in Chapter 7 talk about a “PraXitioner” what are your thoughts regarding:
3. Do you agree with the authors that a PraXitioner is the way forward?
Continuing the theme of the PraXitioner Walker and Walker look at Implications for PM Education and Skills; what are your thoughts regarding:
4. Do you think that there will be a future shortage of good PraXitioner’s in Commercial Negotiation situations?
In the last part of Chapter 7 is a Summary of the Walker and Walker book; what are your thoughts regarding:
5. Do you agree with the authors?
6. Do you think that RBP is a good framework for Commercial Project Negotiation?
In conclusion to this week:
7. Do the ideas in Chapter 7 help in structuring your thoughts around Commercial Project Negotiation?
PPMP20011 Unit Profile
PPMP20011 Moodle Web site
Have you any insights you can add from other units you have studies or readings you’ve made?
References
Kerzner H. 2013. Project Management: A Systems Approach to Planning, Scheduling, and Control, 11th Edition. Hoboken, USA: John Wiley & Sons.
Peña-Mora F., and Tamaki T. 2001. "Effect of Delivery Systems on Collaborative Negotiations for Large -Scale Infrastructure Projects”. Journal of Management in Engineering. April 2001 pp.105-121
PMI. 2013a. A Guide to the Project Management Body of Knowledge (PMBOK Guide) 5th Edition. USA: Project Management Institute.
Wikipedia Channel Tunnel https://en.wikipedia.org/wiki/Channel_Tunnel
1 of 2
BUS 300 - The American Economy
Student’s Name: __________________________________________________ Date: _____________________________________
USA: Measures of Economic Well-Being 2016 2017 2018 Increase or Decrease?
Worker Productivity:
Inflation:
Unemployment (rate):
Gross Domestic Product (GDP):
Unemployment rate:
U..
(Just I need APA format and simple Paragraph for each question a.docxraju957290
(Just I need APA format and simple Paragraph for each question and less than 20% plagiarism, two reference, sent me in word for edit please)
(Preferential Medical journal American psiquiatric association)
A 38-year-old woman presents to the office with complaints of weight
loss, fatigue, and insomnia of 3-month duration. She reports that she has
been feeling gradually more tired and staying up late at night because
she can’t sleep. She does not feel that she is doing as well in her occupation
as a secretary and states that she has trouble remembering things.
She does not go outdoors as much as she used to and cannot recall the
last time she went out with friends or enjoyed a social gathering. She
feels tired most of the week and states she feels that she wants to go to
sleep and frequently does not want to get out of bed. She denies any
recent medication, illicit drug, or alcohol use. She feels intense guilt
regarding past failed relationships because she perceives them as faults.
She states she has never thought of suicide, but has begun to feel increasingly
worthless.
Her vital signs and general physical examination are normal, although
she becomes tearful while talking. Her mental status examination is significant
for depressed mood, psychomotor retardation, and difficulty attending
to questions. Laboratory studies reveal a normal metabolic panel, normal
complete blood count, and normal thyroid functions.
➤ What is the most likely diagnosis?
➤ What is your next step?
➤ What are important considerations and potential complications of
management?
.
How to Setup Default Value for a Field in Odoo 17Celine George
In Odoo, we can set a default value for a field during the creation of a record for a model. We have many methods in odoo for setting a default value to the field.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
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Mitchell StephensThinking Through Moving Mediasocial r.docx
1. Mitchell Stephens
Thinking Through Moving
Media
social research Vol. 78 : No. 4 : Winter 2011 1133
WhAT reVoluTIoN IS IT, ANYWAY?
That we are in the midst of a major communications revolution
is hard
to miss nowadays. Individuals who only had a decade or so to
get used
to sitting at their desks and accessing an overwhelming
collection
of information, products, news, and entertainment can now sit
in a
restaurant and involve themselves in what has grown to include
much
of the world’s available supply of information, products, news,
enter-
tainment, and people. We have begun to divert ourselves,
socialize with
each other, educate ourselves, and update ourselves in ways that
did
2. not exist when anyone over 20 today was born. Our old
communica-
tions machines—typewriters, music discs, film, landline
telephones,
wireless transmitters, and the printing press—have been
overthrown
or are tottering.
But what exactly is perpetrating this revolution?
There are many candidates for the “invention” of our time—the
one that seems to have pressed the “refresh” button on a
significant
stretch of human culture. What was the key breakthrough? Was
it
the computer, the personal computer, the Internet, the World
Wide
Web, Google, the smart phone, or perhaps even Facebook? Or
was it
the digital coding of information in general that has been
leading us
into a new era? This essay will employ a historical perspective
in an
attempt to sort out some of these contributions and it will
propose
3. that the truly revolutionary invention of our time may turn out
to
be none of the above. Instead, it may prove to be an invention
with
older roots: the moving image and its younger companion, the
moving
word.
1134 social research
Looking back it is not difficult to see the vast transformative
power of writing and print. But what is our communications
revolution
doing to us? Certainly, it is—as did writing and print—radically
easing
our access to information. Certainly, it has—as did writing and
print—
made possible entrancing new ways for us to communicate with
and
entertain each other. Certainly, it is in the process of
eradicating—as
writing and print began to do—geographical and financial
boundaries
to information and communication.
4. But my thesis is that this communications revolution, like those
led by writing and print, will have a more profound effect, a
more
thoroughly revolutionary effect, than merely facilitating our
access
to wisdom, diversions, or each other. This essay will argue that
this
communications revolution in its most radical manifestations
will help
us develop new ways of thinking.
What are those radical manifestations? One way of approaching
that question is to consider the curious incident of the old men
in the
beginning of the twenty-first century.
The old MeN Who dIdN’T gruMble
New communications technologies inspire complaints. Usually
the
attacks are launched by those most attached to the old
communica-
tions technology, those whose power, indeed, rests on the old
technol-
ogy. For most of history that has meant that most such
5. complaints have
emanated from old men.
The classic example is to be found in Plato’s Phaedrus (1956).
Here
a nested series of bearded old men—Plato writing about
Socrates, who
claims to be quoting an Egyptian king, Thamus—participate in a
take-
down of writing as not producing “wisdom” but “only a
semblance of
it,” not “wide knowledge” but only “the delusion” of having it.
Writing,
for these men, is illegitimate, a “bastard,” because it escapes its
“father.” Meanwhile, the established and threatened form of
commu-
nication—a conversation “under a teacher’s instruction,” under
an old
man’s instruction—is celebrated as “a discourse inscribed with
genuine
knowledge in the soul of learner.” As is often the case with old
men
Thinking Through Moving Media 1135
6. grumbling, this epistemological critique barely conceals
concerns
about etiquette and power: a piece of writing, Plato has Socrates
warn,
is capable of “falling into the hands of those who have no
concern with
it . . . it has no notion of whom to address or whom to avoid”
(68–69).
Many passages in the Bible—which, of course, is chockablock
with bearded old men—can be read as devaluing a then still
relatively
new technology—though not a communications technology:
agricul-
ture. Note the many times characters, seeking spiritual renewal,
return
to the “wilderness.” This, for example, from Exodus: “They
turned
toward the wilderness, and there, in a cloud appeared the
Presence of
the Lord.” And, on the face of it, the second commandment, as
revealed
in Exodus, is not just an attack on a still relatively new
communications
7. technology; it is an explicit and unambiguous prohibition of it:
“You
shall not make for yourself a sculptured image, or any likeness
of what
is in the heavens above, or on the earth below or in the waters
under
the earth” (Tanakh 1985: 110, 115).
Few technologies have inspired as much grumbling, in their
extended youths, as print. Pope dismissed “[p]rinting as a
scourge for
the sins of the learned.” Near the end of War and Peace, Leo
Tolstoy calls
“the dissemination of printed matter” the “most powerful of
igno-
rance’s weapons.”
In my book, the rise of the image the fall of the word, I collect
numer-
ous examples of similar grumbling by old men, with or without
beards:
against opera (“chromatic tortures,” it was dubbed in
eighteenth-
century England), against theater (“the sewer in which the
rebellious
8. vices exhaust themselves,” proclaimed Ralph Waldo Emerson),
against
radio (“has means of appealing to the lower nerve centers and of
creat-
ing emotions which the hearer mistakes for thoughts”) and even
against the pencil with an eraser when that was new (“It might
almost
be laid down as a general law that the easier errors may be
corrected,
the more errors will be made” [1998: 31–5]).
By the 1980s, women certainly had won the right to have their
grumbling heard: Tipper Gore’s campaign against violent or
sexual
music lyrics or videos, under the aegis of the Parents Music
Resource
1136 social research
Center, is an example. And those of us currently becoming old
will
remember the unisex and almost universal grumbling that
greeted
television: “pablum,” “the boob tube,” “the idiot box,” “a vast
waste-
9. land,” which was “turning brains to mush” (Stephens 1998: 27,
31–36).
There’s a cycle to this, and it always ends the same: once a
form of
communication is itself threatened by a powerful and even
newer form,
the grumbling about it stops. After the arrival of TV, it is very
difficult to
find Pope-like or Tolstoy-like critiques of print. And even the
chorus of
complaints against television now seems suddenly to be
quieting.
My book was written in 1998, before the Internet had begun to
display its powers, so it did not deal with a curiosity in regard
to our
current communications revolution: the fact that old men and
women
have not been emitting all that much grumbling. Yes, some
excep-
tions have been taken: op-ed pages and the Web itself have
featured
a few attempts, for example, to rebut the argument that the
success-
10. ful protests against the regime of President Hosni Mubarak in
Egypt
can be credited entirely to social media, though the arguments
they
were rebutting, giving social media that much credit, proved
difficult
to locate (Rosen 2011). Bill Keller, the former executive editor
of the
New York Times, is among those who have made clear that he
is a Twitter
skeptic: “the enemy of contemplation,” he calls it, adding the
hardly
controversial charge that Twitter is “ephemeral.” Keller also
quotes
the novelist Meg Wolitzer describing today’s technology-
suckled high-
schoolers as “The generation that had information, but no
context.
Butter, but no bread. Craving, but no longing” (Keller 2011).
Similarly, there are plenty of examples of the affection for
forms like printed books (oh the smell!) or newspapers (. . .
with a cup
of coffee in the morning . . .) that one would expect to
accompany
11. their gradual demise: “Newspapers dig up the news,” insists
John. S.
Carroll, former editor of the Los Angeles Times. “Others”—
presumably
bloggers and websites like Huffington Post—“repackage it”
(Stephens
2010). However, old-fashioned, decline-of-civilization
grumbling—
“semblance,” “bastard,” “you shall not,” “scourge,”
“ignorance’s weap-
ons,” “tortures,” “sewer”—has been conspicuous in its absence.
Keller,
Thinking Through Moving Media 1137
for example, though well positioned for the role of prophet of
doom,
not only is temperate, even whimsical, in his critique but goes
out of
his way to list good points of social media.
Yes, you can find more heated criticism if you look hard
enough.
The Web is so capacious that just about everything gets said
there
12. sometime by someone. (I was even able to locate one 70-year-
old retired
sportswriter in Arizona, who had just been criticized on the
Internet,
proclaiming: “The Internet is like a sewer” [Garber 2009]).
Still, the curi-
ous fact is this: our old men and women, at least those who can
manage
a touch screen, seem reasonably fond of a lot of what appears
on such
screens. Is there something about this communications
revolution that
has caused them to surrender their historical role?
SeTTINg cIcero IN TYpe
Among Marshall McLuhan’s more interesting and more reliable
points
is the observation that “the ‘content’ of any medium is always
another
medium.” He explains that “the content of writing is speech,
just as the
written word is the content of print” (1995: 151). Each new
medium
“imitates,” as McLuhan did not quite say, a medium that came
13. before.
Plato, the point is, wrote dialogues. And early printers simply
set old
handwritten manuscripts in type. By the year 1500—in the first
half-
century of printing, in other words—317 different printed
editions of
Cicero, who had been dead for a millennium and a half,
appeared in
Europe (Stephens 1998: 47).
A new medium must, of course, add something of value; other-
wise, no one would bother. Printing enabled hundreds of copies
of each
of those editions of Cicero to disburse themselves across the
continent.
But there was little to distinguish the copies themselves from
their
handwritten model: they were printed in a black typeface
intended to
mimic the script used by copyists, and they lacked such
amenities as
tables of content, indexes, title pages, Arabic page numbers, and
stan-
14. dardized spellings.
What McLuhan fails to note in his formula is that the “content”
of
a new medium does not remain a previous medium. Media do
eventually
1138 social research
stop imitating. They eventually acquire their own varieties of
content,
finding in the process new ways of justifying their existence.
Reprints
of Cicero would eventually be nudged aside in Europe and its
colonies
by two mostly new forms: the printed newspaper and the novel.
Those
tables of content, indexes, title pages, Arabic page numbers,
standard-
ized spellings and more legible typefaces all also arrived, for
the most
part, after the printed book and periodical. But this process of
figur-
ing out new, original forms to exploit the considerable potential
of a
15. new medium inevitably takes a while. The first printed
newspaper and
the first printed novel appeared in Europe a century and a half
after
Gutenberg.
Usually, the more imitative the content the less old men grum-
ble. Pope had nothing against reprints of the “Ancients”; it was
all
that new stuff from the “Moderns” that was scourging the
“learned”
for their “sins.” Movies had an early burst of respectability
when—in a
movement called film d’art, begun in Paris in 1908—their
imitation of
theater grew most reverent and their choice of plays at which to
aim a
camera grew most refined. Even television, that most grumbled
about
of media, managed to please the critics and even be accorded a
“golden
age” when for a few years in the 1950s it began broadcasting
live plays.
Is the reason we are not hearing more grumbling about the
16. Internet and its cousins because we are still in the setting-
Cicero-in-
type phase—the film-d’art phase, the showing-live-plays-on-TV
phase?
Our digital gizmos seem to possess all the glamour and
impudence we
associate with the cutting edge. It is hard to think of them as
imitat-
ing. But all new forms of communication once seemed poised
on the
cutting edge. And all new forms of communication have
imitated.
Somewhere in every one of our smart devices—from laptop to
iPhone to iPad—is something that serves as a keyboard: a
reworking of
the typewriter. The “graphical user interface” on our various
screens
has featured the accouterments of desktops: files, scissors, a
clip-
board—another form of imitation (a “metaphor,” it was initially
called).
The Web has organized itself into “sites,” as if pretending to be
a neigh-
borhood filled with shops. Email is, to say the obvious,
17. imitation mail—
Thinking Through Moving Media 1139
super-swift, super-convenient mail. Instant messages and texts
are even
swifter mail. YouTube places a miniature TV screen on our
computer,
smart phone, or tablet screens. Blogs look a lot like journals or
diaries,
turned upside down. Facebook, too, has diary-like elements, as
well as
scrapbook-like elements and letter- or telegram-like elements.
We use
Twitter to “curate”—to direct each other to attractive songs,
videos,
and writings in this world full of wonders, this world-become-
museum.
We use Twitter, too—along with all those swift messages, texts,
and
scrawlings on Facebook “walls”—to engage in what once might
have
been called “chitchat.” But the earlier form of communication
that has
18. probably been most imitated on Web, smart phone, and tablet
“pages”
has been old, respectable, and endangered print.
Most news sites online are essentially tables of content, which
justify their existence with one impressive addition: the ability
to skip
instantly to any story listed or previewed there. Commercial
websites
mimic the printed catalog—with, again, that remarkable ability
to hop,
step, and jump. Wikipedia is, of course, a version of another
form origi-
nal to print, which first appeared in Paris in the eighteenth
century:
the encyclopedia—though one of unprecedented size, composed
by an
unprecedented number of authors. Spell check, track changes,
those
hundreds of fonts, the great convenience of the online
dictionary and
the online thesaurus—this is print that has died and gone to
heaven.
And Google, with its sleek, minimalist design; Google, this
newly
19. minted verb; Google, which appears for the moment to have
placed
itself at the heart of this communications revolution; Google,
which
increasingly looks like a compendium of all the world’s
knowledge;
Google is what? I think it is pretty clear that this “search
engine” is just
a version of the original search facilitator—the index that
eventually
started appearing at the back of printed books. Google, in its
magnifi-
cence, is a universal index.
In 2008 the Atlantic did have a go at grumbling about Google.
Nicholas Carr, though not even 50 at the time, undertook the
chal-
lenge, falling back, notwithstanding some perfunctory nods in
the
direction of cognitive science, upon the same sort of critique
that has
1140 social research
20. been leveled against all media that are more efficient than their
prede-
cessors: that too easy and too fast threaten to make us lazy,
skittish, and
superficial. Google, Carr fretted, is “chipping away” at the
“capacity for
concentration and contemplation” (Carr 2008).
But Carr’s effort, too, is halfhearted: he admits that he might be
a “worrywart” and acknowledges the limits of his own argument
by
noting that there were similar critiques of writing and print. The
truth
is that it is hard even for middle-aged or old men and women
not to be
impressed with the dozen or so fine answers, along with
41,700,000
other mostly useless answers, you can get in .26 seconds in
response to
a Google query. Given the number of crotchety critics
wandering the
planet these days and their propensity for working themselves
into a
lather about anything from a video to a vaccine, Google and
company
21. have gotten off remarkably easy.
The phrasing I have leaned upon in this article is borrowed from
Sherlock Holmes, of course—speaking in Arthur Conan Doyle’s
story,
“The Adventure of Silver Blaze.” The great detective deduces
from a
dog’s “curious” failure to bark in the night that the animal must
have
been familiar with the perpetrator. Our old men and women, I
am
arguing, are relatively content with so much that is happening in
our
new media because they are familiar with it, because it has so
much in
common with their beloved print.
So far.
“ANoTher TIMe, TheN, SocrATeS”
Socrates might not have been the fellow you wanted to
encounter as
you went about your business in fifth century BCE Athens. The
old
philosopher was a great enthusiast, of course, of discourse—
22. arguably
the most important proponent of this form of communication the
world has seen. But he had an odd way of going about a
conversation.
If Plato’s dialogues can be taken as an accurate reflection of
Socrates’ conversation, we know that he could upon occasion
simply
tell and hear news. In the Charmides, Socrates, having returned
from a
battle, goes to a gymnasium, which, in Benjamin Jowett’s
translation,
Thinking Through Moving Media 1141
he describes as one of his “old haunts.” The friends who greet
him ask
for “the story” of that battle, and Socrates dutifully provides
“the news
from the army” and answers their questions. Socrates, in turn,
proceeds
to ask them “about matters at home.” The matter in which he
seems
most interested: “whether any of” the young men are
“remarkable for
23. wisdom or beauty, or both.”
But Socrates, in Plato’s account, does not indulge in news or
gossip for long. The young man who seems most to excel in
beauty, and
perhaps also wisdom, Charmides, sits down besides the old
philosopher
at that gymnasium, and soon Socrates, as is his wont, has
confronted
him with a philosophic question: “what, in your opinion, is
temperance
(sophrosyne)?” Charmides answers: “quietness.” Socrates
demonstrates
at some length that “quickness and cleverness” are better than
“quiet-
ness.” Charmides then proposes “modesty” as his definition of
“temper-
ance.” Socrates, with help from Homer, dismisses that
suggestion, too.
In taking on the young man’s next attempt at a definition,
Socrates also ends up taking on Critias, Charmides’ older
“guardian and
cousin.” Indeed, Socrates interrogates Critias, his friend and
student,
24. with such vehemence, that Critias accuses him of merely “trying
to
refute me, instead of pursuing the argument.” Socrates doesn’t
dispute
the accusation: “And what if I am?” (Plato, Charmides)
To engage in a conversation with Socrates—whose name
appears
in many definitions of irony—is to have your words turned
inside out
and against each other. “Whatever statement we put forward
always
somehow moves round in a circle, and will not stay where we
put it,”
complains Euthyphro, another young man who has fallen into a
conver-
sation with Socrates. (Plato, Euthyphro: 13). One learns.
Charmides
certainly learns, though they never do settle on a definition of
temper-
ance. Euthyphro has much to learn.
But talking with Socarates offers quite a different experience
than most residents of Athens or anywhere else expect from a
conversa-
25. tion. He rarely shot the breeze. He engaged in few pleasantries.
Instead,
he jumped on contradictions. He bore in. He mocked. He tore
apart.
This description, which echoes that of Euthyphro, is from
Plato’s Laches:
1142 social research
Whoever comes into close contact with Socrates and has
any talk with him face to face, is bound to be drawn round
and round by him in the course of the argument—though
it may have started at first on a quite different theme—
and cannot stop until he is led into giving an account of
himself, of the manner in which he now spends his days,
and of the kind of life he has lived hitherto; and when once
he has been led into that, Socrates will never let him go
until he has thoroughly and properly put all his ways to the
test (Plato, Laches: 187e).
Socrates is certainly aware that he can be a handful: “All day
long
26. and in all places [I] am always fastening upon you, arousing and
persuad-
ing and reproaching you. You will not easily find another like
me. . .”
(Hulse 1995: 21). There is something intemperate, if you will,
about the
way Socrates converses. Alcibiades acknowledges that often “I
act like
a runaway slave and keep out of his way” (Parker 1979: 14).
Euthyphro
eventually unfastens himself, “Another time, then, Socrates. I
am in a
hurry now. . .” (Plato, Euthyphro: 20).
I want to argue that there is a larger explanation for Socrates’
odd
and difficult conversation, that it was not just due to this
singular man’s
odd and difficult personality—or, as Plato would have us
believe, his
exalted ethical standards. My point is that thought in fifth-
century BCE
Athens—the kind of thought that Socrates exemplified—was
outgrow-
27. ing the oral tradition, outgrowing mere conversation. It was a
kind of
thought formed, in part, by writing—or, more precisely, by a
kind of
proto-writing. Socrates, as was typical of Athens’ free-born
males, was
literate. Indeed, Greece, where vowels were first added to the
alpha-
bet, was the first country to have widespread literacy (for free-
born
males). And writing, thinkers two and half millennia later have
come
to believe, encourages analysis (including ethical analysis),
encourages
turning ideas inside out and against each other.
But unlike his contemporary, Thucydides; his student, Plato;
or Plato’s student, Aristotle; Socrates did not write out his
thoughts.
Thinking Through Moving Media 1143
Instead, he tried to force literate ways of thinking into an earlier
form of
communication. It was a sometimes awkward attempt, requiring
28. “fasten-
ing on,” full of “arousing and persuading and reproaching,” not
always
welcome: “Another time, then, Socrates.” It left the old
philosopher suffi-
ciently unpopular that a majority of his fellow citizens voted
that he be
executed. (It didn’t help that his students Critias and Charmides
proved
intemperate, vicious actually, when they imposed an oligarchy
on
Athens.) Socrates was in no position to understand that he was
asking too
much of discourse. But the thoughts in Socrates’ conversation—
despite
his reverence for discourse—were looking for another medium
in which
to express themselves. They were looking for writing.
“No innovation,” writes the French historian Fernand Braudel,
“has any value except in relation to the social pressure which
main-
tains and imposes it.” (1984: 431) Here I am talking about an
intellec-
29. tual pressure—the pressure to analyze—that flowed from,
imposed,
and then maintained this astoundingly powerful innovation:
writing.
With Thucydides, Plato and, in particular, Aristotle—with
writing—the
Greeks obtained, to take out of context a line from Shelley in
Prometheus
Unbound, “wisdom” that “once they could not think.”
A beTTer gAzeTTA
Eventually, there would be an even newer wisdom for
humankind to
begin trying to think. In due time (a couple of millennia), a new
kind
of thought began to push up against the limits of writing. I will
try to
make this point with regard to my research on journalism.
By 1566 a newssheet was being distributed, weekly, in Venice. I
found copies hidden among diplomatic letters in London. It was
called,
among other names, the gazetta, which may have been the name
of the
coin for which it sold: hence, the title of so many of the world’s
30. newspa-
pers; hence, the Russian word for newspaper. And since the
European
newspaper has spread around the world, and since the European
news-
paper descends from these Venetian news sheets, every
newspaper in
the world today has DNA that can be traced to 1566 in Venice
(Stephens
2007: 133–139).
1144 social research
Where was the new thought here? With weekly and therefore
more established and dependable distribution of news, a mostly
new
political force was being created: a public, increasingly as
informed
on events as its leaders. And this public was gaining an
increasingly
comprehensive and reliable view of the world as a well-lit,
comprehen-
sible place—the stage upon which a series of discrete but
connected
31. events, a week’s news events, occurred.
This way of thought came, in part, from printing—or, again
more precisely, a proto-printing. The letterpress had arrived in
Venice
almost a century earlier. Literacy was on the rise, now that there
were
so many more books around to read. And all those reprints of
Cicero
and his contemporaries, as they were imbibed by Europe’s
literate,
were beginning to increase the continent’s knowledge levels.
One-shot
printed newsbooks and news ballads had also been appearing,
featur-
ing glimpses, however incomprehensive and unreliable, of
events far
away. Copies of Columbus’s own letters on his discoveries had
even
begun appearing, shortly after his return in 1493, in multiple
editions
across the continent. The flow of news and ideas had been
increasing in
volume and speed.
32. But those 1566 Venetian news sheets were not printed. Each
copy
was handwritten. This comprehensive and reliable view of the
world
could only display itself, consequently, in some hundreds of
copies.
Given limits in distribution, the public in question was so small
it
barely deserved the name. And this comprehensible and reliable
view
of the world had to pass through the hands of slow and
potentially inac-
curate copyists.
The kind of thinking exemplified by the gazetta, in other words,
was not well served by the gazetta. This way of thought was
pushing
past, through, beyond the limitations of the handwritten. And
some
other new—and connected—religious, scientific, geographic,
mercan-
tile, and literary worldviews were also bumping up against
those limi-
tations in fifteenth- and sixteenth-century Europe. They each
33. had their
own dissatisfactions with writing. Scientists, for example,
needed
more regular and reliable information on new discoveries than
even
the most industrious letter writers could provide; merchants—at
least
Thinking Through Moving Media 1145
those not wealthy enough to hire their own correspondents—
needed
better information on events that might influence markets.
They, too,
required a new form of communication to illuminate, examine
and
sustain the new rounder, plainer, more realistic, more knowable
world
they were espousing.
The wanted form of communication began to arrive when the
printing press turned away from reprints of Cicero and began
devot-
ing itself to forms that made better use of its capabilities. As
Socrates’
34. way of thinking began to find its true home in the writings of
Plato, the
worldview initially inscribed in the gazetta began to find its
true home
with the appearance of the world’s first printed weekly in
Strasbourg in
1605. Don Quixote also appears in 1605. A way of thought was
facilitated
by the new newspaper, the new novel, the new scientific journal
(later
in that century). It became a dominant way of thought in Europe
and
America up until the twentieth century.
eISeNSTeIN MeeTS joYce IN pArIS
One way of looking at twentieth-century thought—and I
belatedly
apologize for skipping so blithely over centuries and
philosophies—is
as a rebellion against the well-lit, comprehensive, reliable,
comprehen-
sible worldview that had long been promulgated by the printing
press
and the periodical. It was too static, too rigid, too narrow, too
35. certain,
too “linear,” to borrow a term from Marshall McLuhan: one
point after
another, one point leads to another. Cubism, abstract art,
futurism,
dada, stream of consciousness, pop art, op art, postmodernism,
and
their various cousins helped lead this rebellion.
Their revolutionary ways of looking at the world came, in part,
from the arrival of a new form of communication on the cusp of
this
new century: early film—or, to use the vocabulary introduced
here,
proto-moving media. For early film was fluid, jumpy, capable of
cutting
in and out, and inevitably self-conscious about its perspectives.
Just
before she drafted the remarkable modernist middle section of
To the
Lighthouse in the spring of 1926, Virginia Woolf composed a
short essay
on “the Cinema.” The words and phrases she uses to describe
this new
36. medium and its potential are revealing, for they are words and
phrases
1146 social research
of modernism: “burgeons, bulges, quivers, disappears”; “speed
and
slowness; dartlike directness and vaporous circumlocution”;
“violent
changes of emotion”; “thought in its wildness”; “collision”;
“cascades”;
“the chaos of the streets” (Woolf 1926).
But cinema, as is typical, was slow to understand and express
its
new powers. It had taken years for the close-up to be accepted.
It had
taken years for parallel editing to be accepted. It had taken
years to
overcome the impulse to imitate theater sufficiently so that the
camera
could wander beyond “the best seat in the house.” The most
adventur-
ous silent filmmakers, such as Sergei Eisenstein, eventually
managed
37. to fill screens with some of Woolf ’s “quivers, “dartlike
directness,”
“violent changes of emotion,” “collision,” “cascades” and
“chaos.”
Eisenstein made the Battleship Potemkin in 1925. But in the
world of
moving images, a technological step forward is inevitably
followed by
an artistic step back: the arrival of sound in 1927 led to more
sluggish
camera work and more filmed plays.
We tend to conclude that new forms of communication are more
mature than they really are. Virginia Woolf thought that of film:
“For
a strange thing has happened,” she writes in that essay, “—
while all
the other arts were born naked, this, the youngest, has been born
fully
clothed. It can say everything before it has anything to say”
(Woolf
1926). Woolf was wrong to assume some sort of precocious
wisdom on
how film might best communicate but right about its struggle to
figure
38. out what it might communicate. Both efforts continue today.
Film, like
all new media, was born naked.
The revolutionary perspectives that were inspired, I am arguing,
in part by film were most often realized, instead, on the painted
canvas
or the printed page. Twentieth-century literature, art,
philosophy, and
(I add with less confidence) physics can be seen as attempts,
often not
conscious, to escape the rigidity of the canvas or page—to
escape their
frustrating, infuriating regularity, clarity, and flatness. These
white
rectangles had once provided a bright, even brilliant stage for
the most
real, most exotic dramas, but the page, the canvas had now
begun to
seem too predictable, too sluggish, too confining, too stiffly
realistic,
too brashly knowing to really know. Yet cubism, abstract art,
futurism,
39. Thinking Through Moving Media 1147
dada, stream of consciousness, pop art, op art, postmodernism,
and all
the rest of the twentieth-century rebellions were launched on the
same
canvases and pages they were trying to overthrow.
And the results—like Socrates’ conversation, like the handwrit-
ten gazetta—often proved less than satisfying. How to say this
without
sounding like a philistine? Despite its manifold insights and
splendors,
twentieth-century art still sometimes looks like attempts, shall
we say,
at a new way of looking at the world, not like that new way of
looking
at the world itself. Twentieth-century literature as it dances and
dwells,
veers and sputters, displays no shortage of beauties. However,
in strain-
ing to burrow back into the mostly unexamined flit and flux of
our
thoughts, it has sometimes tended—again, no disrespect
intended—to
40. be a little too unsteady, unmoored, and agitated to be enjoyably
read:
another time, then, Finnegans Wake. It is possible to look upon
twenti-
eth-century thought as not yet having found its medium.
In 1929 in Paris, James Joyce meets Sergei Eisenstein—an early
partisan of and wizard of montage, among the most radical of
cine-
matic techniques. Joyce’s sight has deteriorated by then, but he
and
Eisenstein discuss a joint project: a film. One hopes—I have
located no
report on what sort of film they had in mind—that Joyce and
Eisenstein
sensed that film was the natural home for the stream of
consciousness:
consciousness being, to say the obvious, full of sights and
sounds, as
well as run-on sentences. One hopes they understood that what
Woolf
called “thought in its wildness” might best be captured in a
medium
that was not static, narrow, regular, or rigid. Joyce and
41. Eisenstein never
made their film. Others, of course, have tried recreating the
stream of
consciousness in moving images—with varying degrees of
success. But
maybe this latest revolution in thought is still in the process of
learning
to express itself. After all, the great triumphs of print—the
Encyclopédie,
the Enlightenment itself, Tolstoy himself—did not arrive for
centuries
after print’s invention. Maybe the struggle against the
immobile, the
certain, the linear still has decades to go, even centuries to go.
Maybe
this struggle has outlived modernism and postmodernism and is
still
with us in the mostly unnamed movements of culture and
thought of
this new of century.
1148 social research
But do we possess, as we engage in this great cultural and phil-
42. osophic undertaking, that most valuable and necessary of tools:
the
appropriate form of communication?
dISeNTANglINg The Web
If computers, smart phones, and whatever other devices Apple
designs for us are to be used just so we can better communicate
with
each other—hundreds of each others; all around the world;
sharing
thoughts; photos, likes and dislikes; “friending”; online dating;
well,
that’s fine. The old ways of socializing have faded considerably
now
that such a large percentage of humanity has made its way into
anony-
mous cities, now that television and computers themselves have
drawn
us into rooms by ourselves. Communication is good.
Communication
without geographical boundaries or extra expense is even better.
And
if you’re not reduced to merely taking in what Leo Tolstoy or
Walter
43. Cronkite want to tell you, if you can post your own thoughts,
photos,
likes and dislikes out there for anybody interested to see—if
you can,
as we used to say, “interact” —well, that is real added value.
Socializing
without the inconvenience or embarrassment of having to lug
along
your physical body is pretty weird but may have some
advantages, too.
If we are also to use these increasingly powerful and increas-
ingly thin digital devices just to get better access to
information, that’s
also fine. Being awash in knowledge is certainly better than
being
deprived of knowledge. As the price of such devices falls and
access
to them spreads, the latest political, scientific, and medical
informa-
tion is becoming available to people in towns small as well as
large,
in places out of the way as well as in the center of things.
Although
44. you wouldn’t always know it from our politics, the case can be
made
that we are living through a watershed moment in human
history: the
end of the era of insufficient information. There is no arguing
with the
importance of that.
But this is all—I’ll hazard the word “just” again—an expansion
of the mission of print. Print—joined by the postal service, the
tele-
phone, and television—allowed us to socialize with numerous
folks
(Pierre Bezukhov, Mr. and Mrs. Ramsay, Rachel and Ross) who
are not
Thinking Through Moving Media 1149
physically there. Print—along with the postal service, the
telephone
and television—opened up worlds we could enter without our
bodies.
And print—along with those other forms of communication and
with a
nod, as always, to writing—was once the great information
45. dispenser,
the great knowledge spreader.
I don’t want to underplay the importance of finishing and
improv-
ing upon print’s mission, but I do think we have a right to
wonder if
improved communication and access to information are really to
be
the great accomplishments of our current communications
revolution,
which, at first glance, looks to be a profound one. Or are we
still miss-
ing something: the true “killer app,” the facilitator of a new way
of
thought?
We can see the beginnings of such a new way of thought, I am
arguing, in Joyce’s writing, in Picasso’s paintings, even in
Einstein’s
and Heisenberg’s physics—in the twentieth century’s encounter
with
the uncertain, the unresolvable, the diverse, the ironic, the
multiper-
spectival. And, I believe, the twenty-first century is bringing
46. forms of
communication that will help us think such thoughts—think
them
through.
Who’S reAdY For VIrgINIA WoolF?
In the rise of the image the fall of the word (1998), I argue for
the potential,
as yet mostly unexplored, of moving images. My point does not
assume
that we might replace words with a new language of images
(which
was part of what Virginia Woolf imagined in her essay on the
cinema).
Umberto Eco has well demonstrated the persistence and futility
of that
dream (1995: 144–177). Instead, my argument is built upon an
analogy
to the way writing made words into objects, enabling them to be
reor-
ganized in lists, compared, analyzed. Fast-cut moving images, I
suggest,
enable little splinters of the world—things, faces, places,
moments,
47. tiny scenes—to be converted into objects, objects that can then
be reor-
ganized, compared, analyzed. And such images can easily be
combined
with language.
Splinters of the world in motion, and working together with
words, can more easily explore the ways in which life is
uncertain
1150 social research
and unresolvable. Such splinters and their sidekicks are
unavoidably
diverse, ironic by inclination, and naturally multiperspectival.
And
because they can more easily and more entertainingly convey
concepts
that are not fixed or tied down, they have the ability—once we
master
the art—to help us learn to navigate the uncertain and
unresolvable.
Here again is Virginia Woolf from her essay, imagining a new
cinema:
48. Then, as smoke pours from Vesuvius, we should be able
to see thought in its wildness, in its beauty, in its oddity,
pouring from men with their elbows on a table; from
women with their little handbags slipping to the floor. We
should see these emotions mingling together and affect-
ing each other. We should see violent changes of emotion
produced by their collision. The most fantastic contrasts
could be flashed before us with a speed which the writer
can only toil after in vain; the dream architecture of arches
and battlements, of cascades falling and fountains rising,
which sometimes visits us in sleep or shapes itself in half-
darkened rooms, could be realized before our waking eyes.
No fantasy could be too far-fetched or insubstantial (Woolf
1926).
Woolf is imagining this in 1926. I had the considerable advan-
tage of writing my book 72 years later. But it was still too
early. The
Web—where it now appears this new cinema is most likely to
flour-
49. ish—was then still an infant. Moving images, in the intervening
13
years, have indeed become more and more important on the
Web.
But these moving images—on YouTube, for example—have not
much
occupied themselves with Woolf’s “thought in its wildness.”
That is not
surprising. Moving images, which took another large step
backward
after their initial move to television, have taken a step backward
again
in beginning to establish themselves on the Web. Some online
video
seems to have condemned itself to recapitulating the history of
silent
film, as much television initially did. So we are mostly still
stuck in the
Thinking Through Moving Media 1151
pre-Eisenstein stage. Some of those who produce video for the
Web do
not yet seem even to have mastered the power of montage. It is
still
50. very early.
But the Web is large. Cameras and editing software are getting
cheap. The percentage of the global population in a position to
make
art expands. We have begun to see—in this still very young
medium—
early signs of new and intriguing kinds of communication, of
motion.
For images are not the only entities that can move, when
converted
into bits and subject to the proper software. Their companions
and
ancient competitors, words themselves, can scurry about.
In spoken language, words slither and slide out of our mouths
in all sorts of interesting and fun ways. But in writing, words
have
been bolted into those thin black lines on white pages—unable
to
budge. It had, therefore, never been possible to combine the
cognitive
power of written language with the power of motion. There was
some
51. evidence that words might be set free in late-twentieth-century
televi-
sion commercials and the work of such directors as Mark
Pellington
for MTV. But online—using the program Flash, for example—
written
words have most definitely been allowed to escape the prison of
the
page and perform all sorts of new tricks: flying here and there,
chang-
ing color, morphing into each other. This is something new in
the
history of human communication.
Isn’t this dynamic language what twentieth-century poets like e.
e. cummings were reaching for, if not prophesying? Doesn’t this
mix of
moving images and moving words—moving media—give us a
chance
finally to capture the whirls, rushes, and eddies of our thoughts
in a
way that is not at all a chore to follow? Moving media may be
at their
most entertaining when they flit and flux. Don’t these signifiers
in
52. motion offer us a chance to look at a face, at a scene, at an issue
from
many sides at once?
The case can be made that we are searching, as we enter this
new century, for a new philosophy: that we need to think
through how
our identities now often seem to shift with our surroundings,
with our
wardrobes; that we need to understand the way we modulate
irony to
signify varying degrees of seriousness; that we need to consider
the
1152 social research
way we dance in and out of belief. How hard it is to approach
these
ideas with words or images that just sit there on the page or
screen.
How much more effectively they might be approached with
words and
images that themselves can shift, dance, and modulate. The
wanted
53. form of communication, from this perspective, is not Wikipedia,
Google, Facebook, the iPhone, the iPad, or Twitter—any more
than it
was MS-DOS, Excel, Word, Windows, or the Huffington Post.
Our chance
to gain “wisdom” that “once” we “could not think,” if this
analysis is at
all correct, rests with moving media.
Technologically, it gets easier and easier. The exertions
necessary
to think such thoughts come naturally, it turns out, to digital
media.
Indeed, all the necessary kinds of movement can be found today
in one
corner of the Web or another.2 But our current “sites,” “pages,”
and
little television screens may not be sufficient to contain these
essays in
motion. We may need forms that do for moving media what the
news-
paper and the novel did for print.
If this indeed is where the more radical phalanxes of this
commu-
54. nications revolution are heading, there may indeed be plenty
about
which our equivalent of bearded old men might grumble:
enlighten-
ing but unfamiliar and perhaps disturbing forms, enlightening
but
unfamiliar, and perhaps disturbing thoughts: disposed to
undercut our
certainties, our senses of identity, that which we take seriously
and our
beliefs—or what is left of our certainties, identities,
seriousness, and
beliefs. For more than a century after film brought us the first
moving
media, decades after the first stirrings of digital media, this
would be
something new. And enlightening and disturbing are what new
forms
of communication do.
NoTeS
1. My reading of this classic passage from the Phaedrus has
been
informed by Derrida (1972: 75–134).
55. 2. See, for some quick examples, the work of Billy Collins and
Julian Grey/Head Gear <http://www.bcactionpoet.org/budapest.
html>; Steven Johnson and RSA animate <http://www.youtube.
com/watch?v=NugRZGDbPFU>; Craig Stephen <http://vimeo.
Thinking Through Moving Media 1153
com/3070130>; Will Herrmann and Benjamin Zephaniah
<http://
www.youtube.com/watch?v=IL8jYA8Ho1U>; Chris Milk
<http://www.
thewildernessdowntown.com/>; and Sir Moving Images <http://
vimeo.com/7062481>.
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arien mack, Alfred and Monette Marrow
Professor of Psychology at the New
School for Social Research, has authored
or coauthored more than 60 articles on
visual perception as well as the book
Inattentional Blindness (with Rock, 1998).
She has been the editor of Social Research
since 1970.
birgit meyer is Professor of Religious
Studies at Utrecht University. As an
anthropologist of religion, she works
on African Christianity; Pentecostal
churches; religion, media, and the public
sphere; and (audio)visual culture, aesthet-
ics, and the senses. She is coeditor of
Material Religion: The Journal of Objects, Art,
59. and Belief.
nicholas mirzoeff, Professor of Media,
Culture and Communication at New York
University, works in the field of visual
culture and is collaborating with the
not-for-profit Islands First on a project
concerning the visual culture of climate
change. He is the author of The Right to
Look: A Counterhistory of Visuality (2010).
mitchell stephens, Professor of
Journalism and Mass Communication at
New York University, is the author, most
recently, of the rise of the image the fall of the
word (1998). His book, A History of News
(1988, 1996), has been translated into
four languages and was a New York Times
“Notable Book of the Year.”
mckenzie wark is Associate Professor
and Chair of Culture and Media, Eugene
Lang College The New School. His publi-
cations include A Hacker Manifesto (2004)
and Dispositions (2002).
Reproduced with permission of the copyright owner. Further
reproduction prohibited without permission.