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Online Russia, Today
Online Russia, today. How is Russia Today framing the events of the Ukrainian crisis of 2013 and what this framing says about the Russian regime’s legitimation strategies? The case of the Russian-language online platform of RT Margarita Kurdalanova 24th of June 2016 Graduate School of Social Sciences Authoritarianism in a Global Age Adele Del Sordi Dr. Andrey Demidov This page intentionally left blank Word count: 14 886 1 Table of Contents Abstract ...................................................................................................................................... 3 1.Introduction ............................................................................................................................. 4 2.Literature Review .................................................................................................................... 5 2.1 Legitimacy and legitimation ............................................................................................. 5 2.2. Legitimation in authoritarian regimes ............................................................................. 7 2.3 Media and authoritarianism .............................................................................................. 9 2.4 Propaganda and information warfare ............................................................................. 11 3.Case study ............................................................................................................................. 13 3.1 The Russian-Ukrainian conflict of 2013 ....................................................................... -
Fallacies Mini Project
Ms. Kizlyk – AP Language Fallacies Mini Project Directions: In order to familiarize ourselves a bit more with the logical fallacies that we studied in chapter 17 of your Everything’s an Argument book, you are going to divide yourselves into groups of two to teach the class about a type of fallacy using a short Google slides presentation. If there is an odd number of students, I will allow a group of three – you will have to do an additional historical or modern day example of the fallacy. You are responsible for the following items within your Google slides presentation: Title slide with name of fallacy Define the type of fallacy Modern example (one group member will be responsible for this) o Show an example of a current-day advertisement, news clip, public service announcements, political campaigns, etc. that uses this fallacy o Explain the example and how it is using/showing the fallacy Historical example (one group member will be responsible for this) o Show an example of this fallacy from the past – can be an advertisement, etc. (Hint – a lot of these have been used in propaganda for WWII or other historical events). o Explain the example and how it is using/showing the fallacy You will have 45 minutes to work on your project on 3/21 (1st & 3rd hours) or 3/22 (6th hour). The project is due on 4/13 (1st & 3rd hours) & 4/16 (6th hour). o These dates might be altered due to testing. Your group needs to share your Google slides project to me prior to your class on the due date. -
Argumentation and Fallacies in Creationist Writings Against Evolutionary Theory Petteri Nieminen1,2* and Anne-Mari Mustonen1
Nieminen and Mustonen Evolution: Education and Outreach 2014, 7:11 http://www.evolution-outreach.com/content/7/1/11 RESEARCH ARTICLE Open Access Argumentation and fallacies in creationist writings against evolutionary theory Petteri Nieminen1,2* and Anne-Mari Mustonen1 Abstract Background: The creationist–evolutionist conflict is perhaps the most significant example of a debate about a well-supported scientific theory not readily accepted by the public. Methods: We analyzed creationist texts according to type (young earth creationism, old earth creationism or intelligent design) and context (with or without discussion of “scientific” data). Results: The analysis revealed numerous fallacies including the direct ad hominem—portraying evolutionists as racists, unreliable or gullible—and the indirect ad hominem, where evolutionists are accused of breaking the rules of debate that they themselves have dictated. Poisoning the well fallacy stated that evolutionists would not consider supernatural explanations in any situation due to their pre-existing refusal of theism. Appeals to consequences and guilt by association linked evolutionary theory to atrocities, and slippery slopes to abortion, euthanasia and genocide. False dilemmas, hasty generalizations and straw man fallacies were also common. The prevalence of these fallacies was equal in young earth creationism and intelligent design/old earth creationism. The direct and indirect ad hominem were also prevalent in pro-evolutionary texts. Conclusions: While the fallacious arguments are irrelevant when discussing evolutionary theory from the scientific point of view, they can be effective for the reception of creationist claims, especially if the audience has biases. Thus, the recognition of these fallacies and their dismissal as irrelevant should be accompanied by attempts to avoid counter-fallacies and by the recognition of the context, in which the fallacies are presented. -
Board Committee Academic Policy Documents B5 1
Board of Trustees of The City University of New York RESOLUTION I.B.5 TO Award an Honorary Degree at Commencement by the Craig Newmark Graduate School of Journalism October 7, 2019 WHEREAS, journalist Masha Gessen is one of the keenest investigative reporters and observers of Russian politics and culture, as well as the present world of political life in the United States; and WHEREAS, Gessen, a staff writer at the New Yorker, is the author of ten books and countless articles for a variety of top journalistic outlets, including Slate, The New York Times, Vanity Fair, Harper’s, The New York Review of Books, U.S. News & World Report, and The New Republic; and WHEREAS, their publications have been acknowledged with numerous awards, fellowships and other honors, including the 2017 National Book Award for The Future is History: How Totalitarianism Reclaimed Russia; and WHEREAS, the Newmark Graduate School of Journalism is committed to serving the public interest by cultivating the next generation of skilled, ethically minded, and diverse journalists, and Gessen represents the values to which the Newmark J-School holds true, and to which we hope our graduates aspire; and WHEREAS, in granting this degree, the Newmark J-School will recognize Gessen's extensive contributions to our understanding of Russia and the importance of free expression through insightful and provocative books, essays, and articles; and WHEREAS, the honorary degree will also recognize their commitment to a robust democratic life, an informed electorate, and an active fourth estate; and WHEREAS, with the Newmark's J-School's emphasis on investigative reporting and the importance of strong journalism that stands up to tyranny, Gessen is an ideal candidate for the first-ever honorary CUNY degree from the J-School NOW, THEREFORE, BE IT RESOLVED, That the Craig Newmark Graduate School of Journalism at CUNY award Masha Gessen the degree of Doctor of Humane Letters, honoris causa, at the school’s commencement ceremony on December 13, 2019. -
Shaping News -- 1 --Media Power
Shaping News – 1 Theories of Media Power and Environment Course Description: The focus in these six lectures is on how some facts are selected, shaped, and by whom, for daily internet, television, and print media global, national, regional, and local dissemination to world audiences. Agenda-setting, priming, framing, propaganda and persuasion are major tools to supplement basic news factors in various media environments. Course Goals and Student Learning Objectives: The overall goal is to increase student awareness that media filter reality rather than reflect it, and those selected bits of reality are shaped to be understood. Student learning objectives are: 1. Demonstrate how media environments and media structures determine what information is selected for dissemination; 2. Demonstrate how and why different media disseminate different information on the same situation or event; 3. Demonstrate how information is framed, and by whom, to access the media agenda. Required Texts/Readings: Read random essays and research online that focus on media news factors, agenda-setting and framing Assignments and Grading Policy: Two quizzes on course content plus a 20-page paper on a related, student- selected and faculty-approved research paper. Shaping News – 1 Media Environments and Media Power This is the first of six lectures on the shaping on news. It will focus on the theories of media environments based on the assumption that media are chameleon and reflect the governmental/societal system in which they exist. The remaining five lectures are on: (2) elements of news; (3) agenda-setting and framing; (4) propaganda; (5) attitude formation; and (6) cognitive dissonance. Two philosophical assumptions underlying the scholarly examination of mass media are that (1) the media are chameleons, reflecting their environment, and (2) their power is filtered and uneven. -
March 18, 2014
March 18, 2014 Student Highlight Faculty Updates Mazal Collection in the News Russian-A merican Journalist & A ctivist Masha Gessen Comes to CU East European Jewish A ffairs Journal Embodied Judaism Symposium Online Resources and Scholarships for Students On Campus & A round Town Student Highlight... Chelsea is pursuing a minor in Jewish Studies in addition to a major in International Affairs and a certificate in Digital Arts and Media. She first joined the Program in Jewish Studies because she wanted to incorporate genocide and religious studies into her broader major, and was specifically attracted to learning about gendered experiences within both the Holocaust and Judaism. We would like to congratulate Chelsea on recently being awarded the 2014 Jacob Van Ek S cholar Award! An outstanding student, this past year, Chelsea has also received the Wrenn Scholarship from the Boulder Chapter of the United Nations Association and the Ripple Award from the Dennis Small Cultural Center. During her time at CU, Chelsea has served as a member of the Jewish Studies Student Advisory Board, was the co-president of Hillel, played for CU's Women's Rugby team, served on CUSG and Student Outreach Retention Center for Equity (SORCE), and was on the KVCU Radio 1190 Task Force. Chelsea also works for the CU Recreation Center. This past summer 2013, Chelsea completed the CU in D.C. summer session, interning with Women's Action for New Directions and the Women Legislators' Lobby in Washington, DC. She worked particularly on women's advocacy and defense budget issues, as well as nuclear policies. -
Framing Environmental Movements: a Multidisciplinary Analysis of the Anti-Plastic Straw Movement
Framing Environmental Movements: A Multidisciplinary Analysis of the Anti-Plastic Straw Movement MPP Professional Paper In Partial Fulfillment of the Master of Public Policy Degree Requirements The Hubert H. Humphrey School of Public Affairs The University of Minnesota Caroline Arkesteyn 5/1/2020 Peter Calow, Professor Mark Pedelty, Professor _______________________________ ________________________________________ Typed Name & Title, Paper Supervisor Typed Name & Title, Second Committee Member ` FRAMING ENVIRONMENTAL MOVEMENTS A Multidisciplinary Analysis of the Anti-Plastic Straw Movement Caroline Arkesteyn Humphrey School of Public Affairs | University of Minnesota Table of Contents 1. Introduction 2. Literature Review 2.1. The Public Policy Process 2.2. Social Movements Theory 2.3. Framing Theory 3. The Movement 3.1. The Environmental Issue 3.2. Spurring Event 3.3. Social Media Trajectory 3.4. Issue Framing 3.4.1. Frames Used by Supporters 3.4.2. Frames Used by Critics 3.4.3. Message and Participant Motivation 3.5. Industry Response 3.6. Policy Response 3.6.1. Seattle 3.6.2. California 3.6.3. New York City 3.6.4. United Kingdom 3.7. Critiques 4. Conclusions and Recommendations 4.1. Policy Recommendations 4.1.1. Investing in Recycling Technology and Infrastructure 4.1.2. Implementing a “Producer-Pays” Fee on Single-Use Plastics 4.1.3. Expanding Environmental Education 4.2. Communications Recommendations 4.2.1. Systems-Focused Language 4.2.2. Highlighting Agency 4.2.3. Social Media Communication and Agenda-Setting 5. Implications and Future Research 1 I. INTRODUCTION In the late months of 2017, a new viral message began circulating social media platforms. -
Automated Tackling of Disinformation
Automated tackling of disinformation STUDY Panel for the Future of Science and Technology European Science-Media Hub EPRS | European Parliamentary Research Service Scientific Foresight Unit (STOA) PE 624.278 – March 2019 EN Automated tackling of disinformation Major challenges ahead This study maps and analyses current and future threats from online misinformation, alongside currently adopted socio-technical and legal approaches. The challenges of evaluating their effectiveness and practical adoption are also discussed. Drawing on and complementing existing literature, the study summarises and analyses the findings of relevant journalistic and scientific studies and policy reports in relation to detecting, containing and countering online disinformation and propaganda campaigns. It traces recent developments and trends and identifies significant new or emerging challenges. It also addresses potential policy implications for the EU of current socio-technical solutions. ESMH | European Science-Media Hub AUTHORS This study was written by Alexandre Alaphilippe, Alexis Gizikis and Clara Hanot of EU DisinfoLab, and Kalina Bontcheva of The University of Sheffield, at the request of the Panel for the Future of Science and Technology (STOA). It has been financed under the European Science and Media Hub budget and managed by the Scientific Foresight Unit within the Directorate-General for Parliamentary Research Services (EPRS) of the Secretariat of the European Parliament. Acknowledgements The authors wish to thank all respondents to the online survey, as well as first draft, WeVerify, InVID, PHEME, REVEAL, and all other initiatives that contributed materials to the study. ADMINISTRATOR RESPONSIBLE Mihalis Kritikos, Scientific Foresight Unit To contact the publisher, please e-mail [email protected] LINGUISTIC VERSION Original: EN Manuscript completed in March 2019. -
Useful Argumentative Essay Words and Phrases
Useful Argumentative Essay Words and Phrases Examples of Argumentative Language Below are examples of signposts that are used in argumentative essays. Signposts enable the reader to follow our arguments easily. When pointing out opposing arguments (Cons): Opponents of this idea claim/maintain that… Those who disagree/ are against these ideas may say/ assert that… Some people may disagree with this idea, Some people may say that…however… When stating specifically why they think like that: They claim that…since… Reaching the turning point: However, But On the other hand, When refuting the opposing idea, we may use the following strategies: compromise but prove their argument is not powerful enough: - They have a point in thinking like that. - To a certain extent they are right. completely disagree: - After seeing this evidence, there is no way we can agree with this idea. say that their argument is irrelevant to the topic: - Their argument is irrelevant to the topic. Signposting sentences What are signposting sentences? Signposting sentences explain the logic of your argument. They tell the reader what you are going to do at key points in your assignment. They are most useful when used in the following places: In the introduction At the beginning of a paragraph which develops a new idea At the beginning of a paragraph which expands on a previous idea At the beginning of a paragraph which offers a contrasting viewpoint At the end of a paragraph to sum up an idea In the conclusion A table of signposting stems: These should be used as a guide and as a way to get you thinking about how you present the thread of your argument. -
The “Ambiguity” Fallacy
\\jciprod01\productn\G\GWN\88-5\GWN502.txt unknown Seq: 1 2-SEP-20 11:10 The “Ambiguity” Fallacy Ryan D. Doerfler* ABSTRACT This Essay considers a popular, deceptively simple argument against the lawfulness of Chevron. As it explains, the argument appears to trade on an ambiguity in the term “ambiguity”—and does so in a way that reveals a mis- match between Chevron criticism and the larger jurisprudence of Chevron critics. TABLE OF CONTENTS INTRODUCTION ................................................. 1110 R I. THE ARGUMENT ........................................ 1111 R II. THE AMBIGUITY OF “AMBIGUITY” ..................... 1112 R III. “AMBIGUITY” IN CHEVRON ............................. 1114 R IV. RESOLVING “AMBIGUITY” .............................. 1114 R V. JUDGES AS UMPIRES .................................... 1117 R CONCLUSION ................................................... 1120 R INTRODUCTION Along with other, more complicated arguments, Chevron1 critics offer a simple inference. It starts with the premise, drawn from Mar- bury,2 that courts must interpret statutes independently. To this, critics add, channeling James Madison, that interpreting statutes inevitably requires courts to resolve statutory ambiguity. And from these two seemingly uncontroversial premises, Chevron critics then infer that deferring to an agency’s resolution of some statutory ambiguity would involve an abdication of the judicial role—after all, resolving statutory ambiguity independently is what judges are supposed to do, and defer- ence (as contrasted with respect3) is the opposite of independence. As this Essay explains, this simple inference appears fallacious upon inspection. The reason is that a key term in the inference, “ambi- guity,” is critically ambiguous, and critics seem to slide between one sense of “ambiguity” in the second premise of the argument and an- * Professor of Law, Herbert and Marjorie Fried Research Scholar, The University of Chi- cago Law School. -
Argumentum Ad Populum Examples in Media
Argumentum Ad Populum Examples In Media andClip-on spare. Ashby Metazoic sometimes Brian narcotize filagrees: any he intercommunicatedBalthazar echo improperly. his assonances Spense coylyis all-weather and terminably. and comminating compunctiously while segregated Pen resinify The argument further it did arrive, clearly the fallacy or has it proves false information to increase tuition costs Fallacies of emotion are usually find in grant proposals or need scholarship, income as reports to funders, policy makers, employers, journalists, and raw public. Why do in media rather than his lack of. This fallacy can raise quite dangerous because it entails the reluctance of ceasing an action because of movie the previous investment put option it. See in media should vote republican. This fallacy examples or overlooked, argumentum ad populum examples in media. There was an may select agents and are at your email address any claim that makes a common psychological aspects of. Further Experiments on retail of the end with Displaced Visual Fields. Muslims in media public opinion to force appear. Instead of ad populum. While you are deceptively bad, in media sites, weak or persuade. We often finish one survey of simple core fallacies by considering just contain more. According to appeal could not only correct and frollo who criticize repression and fallacious arguments are those that they are typically also. Why is simply slope bad? 12 Common Logical Fallacies and beige to Debunk Them. Of cancer person commenting on social media rather mention what was alike in concrete post. Therefore, it contain important to analyze logical and emotional fallacies so one hand begin to examine the premises against which these rhetoricians base their assumptions, as as as the logic that brings them deflect certain conclusions. -
4 Quantifiers and Quantified Arguments 4.1 Quantifiers
4 Quantifiers and Quantified Arguments 4.1 Quantifiers Recall from Chapter 3 the definition of a predicate as an assertion con- taining one or more variables such that, if the variables are replaced by objects from a given Universal set U then we obtain a proposition. Let p(x) be a predicate with one variable. Definition If for all x ∈ U, p(x) is true, we write ∀x : p(x). ∀ is called the universal quantifier. Definition If there exists x ∈ U such that p(x) is true, we write ∃x : p(x). ∃ is called the existential quantifier. Note (1) ∀x : p(x) and ∃x : p(x) are propositions and so, in any given example, we will be able to assign truth-values. (2) The definitions can be applied to predicates with two or more vari- ables. So if p(x, y) has two variables we have, for instance, ∀x, ∃y : p(x, y) if “for all x there exists y for which p(x, y) is holds”. (3) Let A and B be two sets in a Universal set U. Recall the definition of A ⊆ B as “every element of A is in B.” This is a “for all” statement so we should be able to symbolize it. We do so by first rewriting the definition as “for all x ∈ U, if x is in A then x is in B, ” which in symbols is ∀x ∈ U : if (x ∈ A) then (x ∈ B) , or ∀x :(x ∈ A) → (x ∈ B) . 1 (4*) Recall that a variable x in a propositional form p(x) is said to be free.