DOCSLIB.ORG

Black Mirror

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Black Mirror Master Thesis in Public Service Audiovisual Communication Reality approach on Social Media through fictional series Black Mirror Author: Helena Rigabert Duque Tutor: Dr. Manuel Castro Gil Faculty of Philology UNED Academic Year 2019/2020 – June call To my students, who have encouraged me to pursue this research and whose participation made the study possible. 3 INDEX 0. Index of Tables and Figures………………………………………………..…………..5 1. Abstract and keywords…………………………………………………...…………….9 2. Introduction……………………………………………………..................................10 3. Goals and Hypothesis…………………………………………………………….…..12 4. Theoretical Framework…………………………………………………………….…13 4.1. Audiovisual fiction as a learning resource……………………………...…….13 4.2. Influence of fiction on the perception of reality………………………………15 4.3. A brief approach on Social Media…………………………………………….16 5. Methodology…………………………………………………………………………18 5.1. Mixed research……………………………………………..………………...20 5.2. Designing questionnaires………………………………………………….….21 6. Case study: Black Mirror……………………………………………………………..24 6.1. Episode 1 Season 3 – Nosedive……………………………………………….25 6.2. Episode 2 Season 5 – Smithereens………………………………………..…..38 6.3. Episode 6 Season 3 – Hated in the Nation…………………………………….49 7. Results analysis……………………………………………………………….………58 7.1. Episode 1 Season 3 – Nosedive………………………………………….……59 7.2. Episode 2 Season 5 – Smithereens……………………………………...…….69 7.3. Episode 6 Season 3 – Hated in the Nation…………………………………….77 8. Conclusions and further research……………………………………………………..83 9. References……………………………………………………………...…………….85 10. Annexes……………………………………………………………………………...90 11. About the author………………………………………………………………..…..115 4 INDEX OF TABLES Table 1. Examples of data for which quantitative or qualitative assessment was used………..20 Table 2. Examples of each type of question and their methodological approach………….…..23 Table 3. Existing social media identified in Nosedive………………………………………...59 Table 4. Breakdown of votes belonging to social media and participants who selected more than one option………………………………………………………………………………..60 Table 5. Qualitative results grouped into reasons for using Instagram………………………..62 Table 6. Qualitative results grouped into reasons for giving bad rating…………………….....63 Table 7. Results of question 9 in Nosedive……………………………………………………64 Table 8. Results of question 4 in Nosedive……………………………...…………………….65 Table 9. Percentage of participants who selected each number of options about identification of behaviours seen in the episode and what happens in reality………………………………..66 Table 10. Percentage of participants who selected each number of options about behaviours encouraged by social media…………………………………………………………………..67 Table 11. Results of question 15 in Nosedive………………………………………...……….68 Table 12. Percentage of participants who selected each number of options about the reasons for seeking online popularity…………………………………………………………………68 Table 13. Results of question 2 in Smithereens……………………………………………….69 Table 14. Breakdown of votes regarding the identification of the social network depicted in Smithereens…………………………………………………………………………………..70 Table 15. Results of question 7 in Smithereens…………………………………………..…..71 Table 16. Results of question 8 in Smithereens.………………………………………………72 Table 17. Results of question 5 in Smithereens……………………………………...………..73 Table 18. Qualitative results grouped into categories for the reasons of using the phone when it felt inappropriate…………………………………………………………………………....75 Table 19. Results of question 2 in Hated in the Nation………………………..………….…...77 Table 20. Qualitative results about reasons for using Twitter………………………………..79 Table 21. Qualitative results about real life cases of online slandering…………………….…81 5 INDEX OF FIGURES Figure 1. Example of visual input seen with eye implants in Nosedive………………………..25 Figure 2. Depiction of social media in the phone-adapted version in Nosedive……………....26 Figure 3. Comparison of Instagram, Tinder and the fictional social media in Nosedive............27 Figure 4. common graphic elements between Nosedive’s social media and Instagram…….....27 Figure 5. Interface for Instagram’s computer version with common graphic elements……….28 Figure 6. Notification message in Nosedive and Instagram…………………………………..28 Figure 7. Comparison of indicators of having rated/liked an upload………………………….29 Figure 8. Similarities about rating between fictional social media and real applications.......…29 Figure 9. Call feature in Nosedive and WhatsApp Voice Call for iOS and Android…………..30 Figure 10. Image of penalty and double damage punishments in Nosedive’s social media…...30 Figure 11. Example of behaviour pattern regarding social media shown in Nosedive………...31 Figure 12. Example of social media usage in a wedding ceremony in Nosedive……………....31 Figure 13. Lacie checks her popularity and takes a photograph to get Naomi’s attention……..32 Figure 14. Entry restrictions and express lane as examples of Nosedive’s society…………....33 Figure 15. Lacie taking a carefully planned picture of her coffee and writing a comment….....34 Figure 16. Lacie consults a social media specialist who analyses her interactions………...….35 Figure 17. Prejudice over Lacie hitchhiking and the truck driver Susan due to her ranking.….36 Figure 18. Naomi and her fiancé running simulations on their social media in Nosedive……..37 Figure 19. Comparison between Smithereen’s icon and loading screen and Twitter………….38 Figure 20. Similarities between Smithereen and Twitter profiles………………………….…39 Figure 21. Comparison between Smithereen and Twitter posts thread………………………..39 Figure 22. Depiction of corporatism in Smithereen company and Twitter……………………40 Figure 23. Home Page of Persona and Facebook……………………………………………..40 Figure 24. A grieving mother trying to access her daughter’s Persona account……………….41 Figure 25. Depictions of Hitcher App and Uber………………………………………………41 Figure 26. Examples of behaviour patterns in Smithereens………………………………...…42 6 Figure 27. Teenagers take pictures of the ongoing police operation……………………….….42 Figure 28. Chris Gillhaney reads about the gun replica in Smithereen…………………….….43 Figure 29. Depiction of Smithereen account analytics………………………………………..44 Figure 30. Local police realise that Smithereen has more information on the suspect………...44 Figure 31. Billy Bauer uses his laptop when invoking “God-mode”………………………….45 Figure 32. Chris Gillhaney assumes his addiction and confesses the accident was his fault.…46 Figure 33. Billy Bauer acknowledges he cannot control what he had created………………...47 Figure 34. Chris referring to phone addiction……………………………………………...….47 Figure 35. People looking at their phones at the end of Smithereens………………………….48 Figure 36. Comparison between social media in Hated in the Nation and Twitter…………....50 Figure 37. Comparison (2) between social media in Hated in the Nation and Twitter………...50 Figure 38. Comparison between a video platform in Hated in the Nation and Youtube………51 Figure 39. Fictional comments shown in Hated in the Nation vs. real comment…………...…52 Figure 40. Woman who used the hashtag appealing to her freedom of speech…………….….52 Figure 41. Explanation of the woman who suffered cyberbullying in Hated in the Nation…...53 Figure 42. Instructions for the “Game of Consequences” portrayed in Hated in the Nation…..53 Figure 43. Examples of media and users’ reactions when the lethal hashtag is made public….54 Figure 44. Pages of the hacker’s manifesto in Hated in the Nation…………………………....54 Figure 45. Depiction of a drone bee observing its target on top of a CCTV………………...…55 Figure 46. Scene where characters find out the real purpose of the deadly hashtag…….……..56 Figure 47. The explicit moral lesson stated in Hated in the Nation………………………….56 Figure 48. The explicit moral lesson stated in Hated in the Nation……………………………57 Figure 49. Age range of participants in the questionnaire for Nosedive……………………….59 Figure 50. Results of question 3 in Nosedive………………………………………………….60 Figure 51. Qualitative results grouped into six main areas to define the moral of the story.…..60 Figure 52. Results of question 12 in Nosedive……………………………………………..….62 Figure 53. Results of question 10 in Nosedive………………………………………………...63 7 Figure 54. Results of question 7 in Nosedive……………………………………………….....64 Figure 55. Results of question 8 in Nosedive………………………………………………….64 Figure 56. Results of question 5 in Nosedive………………………………………………….66 Figure 57. Results of question 6 in Nosedive……………………………………………….…66 Figure 58. Results of question 16 in Nosedive………………………………………………...68 Figure 59. Age range of participants in the questionnaire for Smithereens………………...….69 Figure 60. Results of question 3 in Smithereens………………………………………………70 Figure 61. Results of question 14 in Smithereens……………………………………………..70 Figure 62. Results of question 16 in Smithereens……………………………………………..71 Figure 63. Ratio of participants who use between 1-2 or 3-4 social networks………………...71 Figure 64. Percentage of votes identifying different number of scenes with reality……….….73 Figure 65. Results of question 9 in Smithereens…………………………………………..…..74 Figure 66. Results of question 10 in Smithereens……………………………………………..74 Figure 67. Results of question 11 in Smithereens……………………………………………..75 Figure 68. Results of question 12 in Smithereens…………………………………………..…75 Figure 69. Results of question 15 in Smithereens………………………………………….….76 Figure 70. Age range of participants in the questionnaire for Hated in the Nation…………....77 Figure 71. Results of question 5 in Hated in the Nation……………………………………….78 Figure 72. Results of question 3 in Hated in
Load more

Recommended publications
  • How to Cite Complete Issue More Information About This Article
    Matrizes ISSN: 1982-2073 ISSN: 1982-8160 [email protected] Universidade de São Paulo Brasil Franco Ferraz, Maria Cristina; Saint Clair, Ericson Towards a genealogy of online hate: contagion, viralization and resentment Matrizes, vol. 13, no. 1, 2019, -, pp. 133-147 Universidade de São Paulo Brasil DOI: https://doi.org/10.11606/issn.1982-8160.v13i1p133-147 Available in: https://www.redalyc.org/articulo.oa?id=143065805008 How to cite Complete issue Scientific Information System Redalyc More information about this article Network of Scientific Journals from Latin America and the Caribbean, Spain and Journal's webpage in redalyc.org Portugal Project academic non-profit, developed under the open access initiative 133 Towards a genealogy of online hate: contagion, viralization and resentment1 Por uma genealogia do ódio online: contágio, viralização e ressentimento MARIA CRISTINA FRANCO FERRAZa Federal University of Rio de Janeiro, Graduation Program in Communication. Rio de Janeiro – RJ, Brazil ERICSON SAINT CLAIRb Fluminense Federal University, Department of Arts and Cultural Studies. Rio de Janeiro – RJ, Brazil ABSTRACT The dissemination of hate in social media is investigated with special emphasis on its 1 A first version of this article functioning mechanisms. The concepts of contagion and resentment are studied through was presented to the Group of Work Communication the works of Gabriel Tarde and Nietzsche. Tarde conceives the suggestibility of beliefs and and Sociability of the XXVII desires (imitation) as the driving force of the socius production. Viralization becomes Compós at PUC (Pontifícia Universidade Católica) of a vector of production of unstable homogeneities, under the mobile background of Minas Gerais, Belo Horizonte - MG, in June 2018.
    [Show full text]
  • Semantic Network Analysis of Tweets About
    A Service of Leibniz-Informationszentrum econstor Wirtschaft Leibniz Information Centre Make Your Publications Visible. zbw for Economics Hong, Yoorim Conference Paper How the discussion on a contested technology in Twitter changes: Semantic network analysis of tweets about cryptocurrency and blockchain technology 22nd Biennial Conference of the International Telecommunications Society (ITS): "Beyond the Boundaries: Challenges for Business, Policy and Society", Seoul, Korea, 24th-27th June, 2018 Provided in Cooperation with: International Telecommunications Society (ITS) Suggested Citation: Hong, Yoorim (2018) : How the discussion on a contested technology in Twitter changes: Semantic network analysis of tweets about cryptocurrency and blockchain technology, 22nd Biennial Conference of the International Telecommunications Society (ITS): "Beyond the Boundaries: Challenges for Business, Policy and Society", Seoul, Korea, 24th-27th June, 2018, International Telecommunications Society (ITS), Calgary This Version is available at: http://hdl.handle.net/10419/190383 Standard-Nutzungsbedingungen: Terms of use: Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Documents in EconStor may be saved and copied for your Zwecken und zum Privatgebrauch gespeichert und kopiert werden. personal and scholarly purposes. Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle You are not to copy documents for public or commercial Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich purposes, to exhibit the documents publicly, to make them machen, vertreiben oder anderweitig nutzen. publicly available on the internet, or to distribute or otherwise use the documents in public. Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, If the documents have been made available under an Open gelten abweichend von diesen Nutzungsbedingungen die in der dort Content Licence (especially Creative Commons Licences), you genannten Lizenz gewährten Nutzungsrechte.
    [Show full text]
  • Philosophy of Technology Yale Summer Session B, 2020 Course Syllabus Instructor: Joanna Demaree-Cotton ([email protected])
    PHIL S183: Philosophy of Technology Yale Summer Session B, 2020 Course Syllabus Instructor: Joanna Demaree-Cotton ([email protected]) Class times: Mondays and Wednesdays 9am EST – 12:15pm EST Class meeting format: Zoom (link to be distributed). Students will require an adequate internet connection and will need to connect to the online classroom with audio and video. Office Hours: Times and days tbc. These are times I reserve outside of class when I will be available to talk to online. You can pop in unannounced or reserve an appointment via Canvas. We can use this time to answer any questions you have, chat about course material, talk about ideas you’re interested in or feel puzzled about, talk about your progress, discuss feedback on your work, or address concerns you have. Appointments on Canvas must be made at least 12 hours in advance. Course Description: What should a self-driving car do in a crash when every likely outcome leads to the death of some number of innocent people? To what extent is it morally acceptable to pursue the enhancement of humans? Should we use virtual reality or chemicals to make us feel happy? Is it ethical to use social media to call out bad behavior? Who’s responsible when a drone kills a civilian? Does playing violent video games make us bad people? Can an algorithm be racist? The goal of the philosophy of technology is to step back and reflect on the ethical impact of technology. Over the course of the summer session, we will apply classic debates in ethics to case studies in modern developments in technology.
    [Show full text]
  • Black Mirror
    Quote “The alienation of the spectator to the profit of the contemplated object [...] is expressed in the following way: the more he contemplates the less he lives; the more he accepts recognizing himself in the dominant images of need, the less he understands his own existence and his own desires. [...] This is why the spectator feels at home nowhere, because the spectacle is everywhere.” “L’aliénation du spectateur au profit de l’objet contemplé [...] s’exprime ainsi : plus il contemple, moins il vit ; plus il accepte de se reconnaître dans les images dominantes du besoin, moins il comprend sa propre existence et son propre désir. [...] C’est pourquoi le spectateur ne se sent chez lui nulle part, car le spectacle est partout. “ Guy Debord – The Society of the Spectacle Cultural and literary studies Satire of contemporary technocratic world Black Mirror • Netflix original series since 2014 • 4 seasons • Dystopian satire • Side effects of our addiction to new technologies Objects of study • Nosedive (episode 1 season 3) • USS Callister (episode 1 season 4) • The Waldo Moment (episode 3 season 2) Questions • How does this dystopian satire shed light on the current society of the spectacle? • Is the satirical impact impaired by the use of cinematographic genres with traditional techniques? • Does the genre, as a medium for satire, become itself an object of satire? Nosedive, satire of social hypocrisy • Political correctness • Superficiality and obsession • Dependence and competition • Role of media and politics Nosedive, satire of Hollywood
    [Show full text]
  • Ethics in the Digital Age
    Ethics in the Digital Age Professor Daniel Moerner ([email protected]) Last updated 10/1/2020 Course Assistants: Andrew Pitel; Eamon Duede; Sam Segal Meeting Times: The majority of this course will be run asynchronously. We will not meet during the officially scheduled lecture times. Instead, each week I will assign readings and post short lectures onthe reading. Each week you will also be required to complete a short assignment, by Thursday at 9 pm Central Time. Discussion sections will be held synchronously, either offline or online at the discretion of theCA, and as conditions permit. Optional student hours will be held synchronously online. Student Hours: Tuesdays, 9-11 am, Central Time, on Zoom. Summary: Advanced technology is now integrated into every part of our lives. Often without thinking carefully about the consequences, we have built the Internet, shared our lives on Twitter and Facebook, invested in self-driving cars, and pursued research on technological enhancement of the human body. The goal of philosophy of technology is to step back and reflect on these developments, by bringing together the work of philosophers, historians, anthropologists, and sociologists. Part of the goal of this reflection is to think about the norms that we should use to guide continued technological development. The philosophy of technology is an exciting and broad field. This course serves as an in-depth introduction to the fields of applied ethics and technology studies. Over the course of the quarter, we will pairclassic debates in applied ethics with case studies from recent developments in technology. Our goal is to come to a deeper understanding of how we should act in the digital age.
    [Show full text]
  • PHIL 1950: Philosophy in Current Events, Text, and Film Instructors: David Cunning Carrie Swanson Office: 257 EPB, MW 11:30-1 O
    PHIL 1950: Philosophy in Current Events, Text, and Film Instructors: David Cunning Carrie Swanson office: 257 EPB, MW 11:30-1 or by appt. office: 256 EPB, by appt. [email protected] [email protected] This is a 1 semester-hour course in which students take part in a combination of movie screenings, Philosophy Club discussions, and philosophy department talks. The course requirements are attendance and participation at any eight events over the course of the semester, and also a posting to the course ICON discussion board for each of those eight attended events. The course is for a letter grade, though of course students can opt to take the course P/NP. The theme for spring will be aligned with the UI theme semester – Our Lives Online – and will focus on social issues surrounding technology and the internet and will include Ghost in the Shell, Blade Runner, Ex Machina, Minority Report, The Train, Walkabout, Quest for Fire, and 2001: A Space Odyssey. The movie screening will be on technology and internet-related issues, and the philosophy club meetings will feature episodes of the Netflix show, Black Mirror. The movies will be shown on Tuesday evenings at 6:30pm on the following dates in the Franklin Miller Screening Room (AJB 105) – Jan 24, Feb 7, Feb 21, Mar 7, Mar 21, Apr 4, Apr 18, May 2 – and they are also referenced in the schedule below. The ICON discussion board for each event will open within a day of the event, and the posts will be due six days later – one week after the event itself – at which time the board will close.
    [Show full text]
  • The Winonan - 2010S the Winonan – Student Newspaper
    Winona State University OpenRiver The Winonan - 2010s The Winonan – Student Newspaper 10-26-2016 The Winonan Winona State University Follow this and additional works at: https://openriver.winona.edu/thewinonan2010s Recommended Citation Winona State University, "The Winonan" (2016). The Winonan - 2010s. 48. https://openriver.winona.edu/thewinonan2010s/48 This Newspaper is brought to you for free and open access by the The Winonan – Student Newspaper at OpenRiver. It has been accepted for inclusion in The Winonan - 2010s by an authorized administrator of OpenRiver. For more information, please contact [email protected]. Vol. 96, No. 9 / Oct. 26, 2016 THE ‘BEN’ ONYEAGHALA CANDLELIGHT VIGIL HONORS STUDENT PAGE 2 FILM SERIES FILM STUDIES STUDENTS FOLLOW THEME PAGE 8 INONAN CROSS COUNTRY TEAM SUCCEEDS IN CHAMPIONSHIP MEET W thewinonan.winonastateu.com PAGE 17 ADDRESSING RACE IN WINONA PAGE 10 “If someone gets uncomfortable, I’m really excited because discomfort is a sign that people are questioning their worldview.” -Mary Jo Klinker COLLAGE BY TAYLOR NYMAN Winona State University Student Newspaper / Since 1919 NEWS ‘Full of positivity and light’ Students honor life of Chukwudi Benjamin Onyeaghala fter more than a week of searching, AWinona State University student Chukwudi Benjamin “Ben” Onyeaghala, 19, of White Bear Lake, Minn. was found dead in the Mississippi River on Tuesday, Oct. 16. Students gathered on Sunday, Oct. 23 to celebrate his life with a candlelight vigil at the gazebo followed by a balloon release and flower toss into the Mississippi River. At 6 p.m. Sunday night, more than 100 people gathered at the gazebo at the center of campus to honor Onyeaghala’s life.
    [Show full text]
  • Intro to Digital Tech & Emerging Media
    DTEM 1401 Version 1.2 Fall 2019 INTRO TO DIGITAL TECH & EMERGING MEDIA Course Information The course Introduction to Digital Technology and Emerging Media offers a comprehensive overview of the possibilities of Course Schedule: Mon & Thu communication in a digital world. Through a series of readings, 10-11:15 pm lectures and assignments, students study the rhetoric, history, theory, and practice of new media. Location: FMH 301 As the digital media landscape is constantly evolving, this course will Instructor Contact take a specific interest in understanding the evolution of media technologies and investigate the emergence of older forms of “new” E-mail: [email protected] media, from the original internet to big data, from graphical user Twitter: @klangable interfaces to social media platforms. As we do so, we will focus on how we use digital media, and how that use impacts individual Phone: 718-817-4870 identities, connections between people, our knowledge levels, Office: Faculty Memorial Hall, relationships of power, and so on. Room 438 Office Hours: MR 12:30-2pm, Objectives email for appointment. The course will allow students to: How to email your professor • gain an understanding of core concepts of digital content, such as http://klangable.com/blog/? mobility, interactivity, networking, as well its technical components page_id=4746 and how it impacts communication and information. • historicize media technologies we consider(ed) “new” media. • understand and contribute to contemporary debates over changes in identity, sociality, the economy, education, and play associated with the emergence of new media. • recognize how digital media constantly impact and/or structure their everyday social interactions, identities, and seemingly- mundane or rote behaviors.
    [Show full text]
  • Navigating the Self in Near Future Science Fiction Films Film Studies
    Navigating the Self in Near Future Science Fiction Films Film Studies Undergraduate Research Thesis Elizabeth Riggs Dr. Ryan Friedman 1 Introduction The genre of science fiction has been around almost since the advent of film itself, beginning with George Méliè’s Trip to the Moon (1902). For many decades, science fiction books and films ​ ​ have looked outward to explore the cultural anxieties that threatened a society, whether they be alien invasions, rapid advancements in technology, or tension between nations and ideologies. Science fiction is defined as a genre that emphasizes actual, speculative, or extrapolative science, which in turn, interacts in a social context; the genre attempts to reconcile the unknown and examine the given reality (Sobchak). This paper will build upon the definition of science fiction, focusing on the importance of emerging science in a social context to understand how individuals are defining themselves against or through the science of their reality. As a whole, science fiction films have largely focused on the effects of society as a whole, however there has been a shift towards the end of the 20th century and the beginning of the the 21st, toward a focus on what it means to be an individual in a futuristic world. The films under study are The Truman Show (1998), Never Let Me Go (2004), Black Mirror (2011-2016), ​ Under the Skin (2013), Her (2013), and Ex Machina (2015). These films take the more personal ​ ​ ​ side of technology--artificial intelligence--to the personal sides of media--reality television and social media--and explore projected near futures from a humanistic perspective.
    [Show full text]
  • Customer Ratings As a Vector for Discrimination in Employment Relations? Pathways and Pitfalls for Legal Remedies
    Customer ratings as a vector for discrimination in employment relations? Pathways and pitfalls for legal remedies Marco Biagi Conference “Assessing Worker performance in a Changing Technological and Societal Environment”, Modena, 19-21 March 2018 ROSSANA DUCATO*, MIRIAM KULLMANN† and MARCO ROCCA‡ “[phone beeps] [gasps] ‘Two stars?! Two stars?’ ‘Wasn't a meaningful encounter’” --NOSEDIVE, BLACK MIRROR SEASON 3, EP. 1 1. Introduction Screenwriters1 and novelists2 have already explored the dystopian prospects of a society where human interactions are constantly submitted to ratings. This is inspired by the growing presence in our daily lives of the possibility of rating work performances, mostly through the well-known system of 1-5 “stars”. This practice is particularly widespread in the gig- economy, with the case of Uber being the most visible example3. In the words of the well- known UK Aslam and Ferrar v Uber case4, this “amounts to a performance management/disciplinary procedure”, as customer ratings are directly used by the platform to decide upon the relationship with the given driver, up to the deactivation of his or her account. However, the use made by Uber of customer’s ratings has also been described as a vehicle for workplace discrimination, in light of the high potential for biases to creep into evaluations for drivers.5 * Ph.D., Postdoctoral researcher at Université Catholique de Louvain and Université Saint-Louis – Bruxelles (Belgium). † Ph.D., Assistant Professor at Vienna University of Economics and Business (WU) (Austria). ‡ Ph.D., Postdoctoral researcher at Hasselt University, Lecturer at Université de Liège and Université Libre de Bruxelles (Belgium). 1 Shteyngart, Super Sad True Love Story, Random House, 2010.
    [Show full text]
  • Valuaton Studies 4(2)
    Valuation Studies 1(1) 2013: xx–xx Valuation Studies vol. 4(2) 2016 Contents: Editorial Note: Folded Valuations? ...................................................... 93-102 Claes-Fredrik Helgesson Exemplary Goods: Exemplars as Judgment Devices .......................... 103-124 Erwin Dekker The Organizational Valuation of Valuation Devices. Putting Lean whiteboard management to work in a hospital department ............... 125-151 Amalie Martinus Hauge Handling Rejection as Failure: Aspiring Writers Getting the Rejection Slip .................................................................................................... 153-176 Henrik Fürst Conference note: Classifcation Situations—A New Field of Research for Valuation Studies? ............................................................................. 177-189 Julian Jürgenmeyer and Karoline Krenn LiU Electronic Press http://valuationstudies.liu.se Valuation Studies logo by Rebecca Elfast Valuation Studies is a peer reviewed open access journal connecting several vibrant research felds working on the study of valuation as a social practice. Editors: Claes-Fredrik Helgesson, Technology and Social Change, Linköping University, Sweden Fabian Muniesa, Centre de Sociologie de l’Innovation, Mines ParisTech, France Board of editors: Editorial board (continued): Liliana Doganova, Mines ParisTech, FR Klaus Høyer, University of Copenhagen, DK Martin Giraudeau, London School of Peter Karnøe, Aalborg University, DK Economics and Political Science, UK Paul Kockelman, Columbia University, US
    [Show full text]
  • Gender, Society and Technology in Black Mirror
    Aditya Hans Prasad WGSS 7 Professor Douglas Moody May 2018. Gender, Society and Technology in Black Mirror The anthology television show Black Mirror is critically acclaimed for the manner in which it examines and criticizes the relationship between human society and technology. Each episode focuses on a specifically unnerving aspect of technology, and the topics explored by it range from surveillance to mass media. These episodes may initially provide a cynical perspective of technology, but they are far more nuanced in that they provide a commentary on how human technology reflects the society it is produced for and by. With that in mind, it is evident that Black Mirror is an anthology series of speculative fiction episodes that scrutinizes the darker implications of these technologies. Often, these implications are products of particular social constructs such as race, socioeconomic class and gender. It is particularly interesting to analyze the way in which Black Mirror presents the interaction between gender and technology. Many of the television show’s episodes highlight the differences in the way women interact with technology as compared to men. These intricacies ultimately provide viewers with an understanding of the position women often hold in a modern, technologically driven society. Black Mirror is renowned for the unsettling way it presents the precarious situations that come up when technology begins to reflect the flaws of a society. The episode “Fifteen Million Merits” explores, among other things, the hyper-sexualized nature of modern mass media. The episode takes place in a simulated world, where humans exist inside a digital world where all they do is cycle to earn credits, spend credits on products of the media and sleep.
    [Show full text]