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Social Psychology of Violence
Social Psychology of Violence From "Encyclopedia of Violence, Peace and Conflict" Situational, Cognitive, and Systemic Sources of Violence Three Kinds of Violence: Episodic, Structural, and Cultural Analysis of Conflict and Violence at Multiple Levels Social Psychology of Peace-making Social Psychology of Structural and Cultural Violence Peace Psychology: The Pursuit of Peace-building Further Reading Glossary Enemy Images Exaggerated representations of the ‘other’ as thoroughly diabolical, aggressive, and untrustworthy. Dehumanization The mental process of stripping away the human qualities of the other. Fundamental Attribution Error The tendency to perceive the bad behavior of out-group members to bad character and to perceive the bad behavior of in-group members to situational factors. Structural Violence Indirect violence through social injustice, inequity, and failure to meet basic human needs for items such as food and shelter. Superordinate Goals Goals that lie within the interests of each group in a conflict but that can be attained only through intergroup cooperation, which reduces tensions and destructive conflict. Social psychology examines the psychological influence of people on people. Although violence such as the mass killing at Virginia Tech in April 2007 by a lone gunman is often seen as individual aggression, social psychology analyzes such acts through the lens of social and situational influences. Situational, Cognitive, and Systemic Sources of Violence Following World War II, psychological analyses of violence often emphasized personality variables, such as the degree to which people are receptive to prejudice or have a tendency to endorse authoritarian beliefs. This emphasis arose as an effort to understand the rise of fascism in Europe and later, the problem of race relations in the United States. -
Exploring the Perception of Nationalism in the United States and Saudi Arabia Reem Mohammed Alhethail Eastern Washington University
Eastern Washington University EWU Digital Commons EWU Masters Thesis Collection Student Research and Creative Works 2015 Exploring the perception of nationalism in the United States and Saudi Arabia Reem Mohammed Alhethail Eastern Washington University Follow this and additional works at: http://dc.ewu.edu/theses Part of the Islamic World and Near East History Commons, and the United States History Commons Recommended Citation Alhethail, Reem Mohammed, "Exploring the perception of nationalism in the United States and Saudi Arabia" (2015). EWU Masters Thesis Collection. 330. http://dc.ewu.edu/theses/330 This Thesis is brought to you for free and open access by the Student Research and Creative Works at EWU Digital Commons. It has been accepted for inclusion in EWU Masters Thesis Collection by an authorized administrator of EWU Digital Commons. For more information, please contact [email protected]. EXPLORING THE PERCEPTION OF NATIONALISM IN THE UNITED STATES AND SAUDI ARABIA A Thesis Presented To Eastern Washington University Cheney, WA In Partial Fulfillment of the Requirements For the Degree Master of Arts in History By Reem Mohammed Alhethail Fall 2015 ii THESIS OF REEM MOHAMMED ALHETHAIL APPROVED BY DATE ROBERT SAUDERS, GRADUATE STUDY COMMITTEE DATE MICHAEL CONLIN, GRADUATE STUDY COMMITTEE DATE CHADRON HAZELBAKER, GRADUATE STUDY COMMITTEE iii MASTER’S THESIS In presenting this thesis in partial fulfillment of the requirements for a master’s degree at Eastern Washington University, I agree that (your library) shall make copies freely available for inspection. I further agree that copying of this project in whole or in part is allowable only for scholarly purposes. -
Psychological Principles in Social Engineering
Psychological Principles in Social Engineering September 20, 2011 Introductions • Joe Sechman, CISSP|CISA|CSSLP, Director of Attack and Penetration Testing Practice • Robert Carr, CISSP|OSCP , Senior Manager within Attack and Penetration Testing Practice 2 Presentation Goal • Increase awareness regarding social engineering techniques by examining common psychological principles and real -world examples • *Disclaimer* we are NOT psychologists or law enforcement 3 What is Social Engineering? Social engineering is the ability to manipulate people, by deception, into giving out information or performing an action. 2 [1] Photo: Breaking Bad from AMCTV: http://www.amctv.com/breaking-bad/videos/breaking-bad-talked-about-scenes-jesse-and-the-meth-head [2] Mann, Ian (2008). Hacking the Human: Social Engineering Techniques and Security Countermeasures. Burlington, VT: Gower. 4 Psychological Principles • Conformity (Solomon Asch) • Obedience to Authority (Stanley Milgram) • Ingratiation (J.S. Seiter) • Influence/Persuasion (Robert Cialdini) 5 Conformity • Conformity • The act of matching attitudes, beliefs, and behaviors to what individuals perceive is normal of their society or social group. 6 Conformity • Types • Informational • An individual seeks information from the group to come to a decision. • Normative • An individual changes their behavior in public to align with the group. 7 Conformity • The Asch Experiment • Tested whether individuals will conform with a group. • All but one of the participants were confederates of the experiment. 8 Conformity • The Asch Experiment • “Vision Tests” 9 Conformity • “Vision Test” • Results • 18 subjects • 74% of subjects complied at least once. • 32% of responses were compliant 10 Conformity • “Vision Test” • Further Observations • None of the participants complied 100% • Criticisms • Societal Views • What is compliant and what is polite? 11 Conformity Examples • Cults • Jonestown Massacre • Led by Jim Jones • November 18, 1978. -
1971-1972 Report of the Office of the Ombudsman
• Economic Status of Faculty (Meyerson, Reitz) • COMMISSION: Three-Year Plan • SENATE: Structure of Senate; Fall Meeting • First Annual Report of the Ombudsman Volume 19, Number 6 October 3, 1972 • DEATHS • GRANTS • WATS for the University Published weekly by the University of Pennsylvania Open Letter: The Search for a Provost TO: The Students, Faculty, Alumni, Administration, and Trustees of the University From: The Consultative Committee to Advise the President on the Selection of a Provost Date: October 2, 1972 The Consultative Committee for the selection of a new Provost is now searching for qualified candidates and invites nominations from the University Community. The Provost serves as the chief academic officer of the Uni versity and, as such, has primary responsibility for the quality of both teaching and research. His influence over academic standards is maintained through his review of proposals re lating to the appointment, tenure and promotion of all faculty members with the rank of assistant professor or above and through his recommendations to the President concerning the appointment of departmental chairmen and deans. Furthermore, in his role as budgetary officer he reviews proposals for new academic programs, for the expansion of existing programs, NEWS IN BRIEF and for the retention of old programs. The Provost's day-to-day decisions affect primarily the inter HARRISBURG VOTES YES ests and welfare of the faculty but they also affect students The State appropriation of $13.8 million to the University indirectly through the quality of the faculty attracted and re cleared the General Assembly with approval by the Senate tained and through his budgetary impact on programs. -
Social Science Studies and Experiments with Web Applications
Social Science Studies and Experiments with Web Applications Author Dawit Bezu Mengistu Supervisor Aris Alissandrakis Exam date 30 August 2018 Subject Social Media and Web Technologies Level Master Course code 5ME11E-VT18 Abstract This thesis explores a web-based method to do studies in cultural evolution. Cu- mulative cultural evolution (CCE) is defined as social learning that allows for the accumulation of changes over time where successful modifications are maintained un- til additional change is introduced. In the past few decades, many interdisciplinary studies were conducted on cultural evolution. However, until recently most of those studies were limited to lab experiments. This thesis aims to address the limitations of the experimental methods by replicating a lab-based experiment online. A web-based application was developed and used for replicating an experiment on conformity by Solomon Asch[1951]. The developed application engages participants in an optical illusion test within different groups of social influence. The major finding of the study reveals that conformity increases on trials with higher social influence. In addition, it was also found that when the task becomes more difficult, the subject's conformity increases. These findings were also reported in the original experiment. The results of the study showed that lab-based experiments in cultural evolution studies can be replicated over the web with quantitatively similar results. Keywords| Cumulative Cultural Evolution, web-based experiment, optical illusion, real-time communication 1 Dedication To Simon & Yohana 2 Acknowledgements I want to thank the Swedish Institute (SI) for granting me a scholarship. I would like to express my great appreciation to my supervisor Dr. -
A Portrayal in 12 Angry Men
Chicago-Kent Law Review Volume 82 Issue 2 Symposium: The 50th Anniversary of 12 Article 21 Angry Men April 2007 The Banality of Evil: A Portrayal in 12 Angry Men Nancy S. Marder IIT Chicago-Kent College of Law Follow this and additional works at: https://scholarship.kentlaw.iit.edu/cklawreview Part of the Law Commons Recommended Citation Nancy S. Marder, The Banality of Evil: A Portrayal in 12 Angry Men, 82 Chi.-Kent L. Rev. 887 (2007). Available at: https://scholarship.kentlaw.iit.edu/cklawreview/vol82/iss2/21 This Article is brought to you for free and open access by Scholarly Commons @ IIT Chicago-Kent College of Law. It has been accepted for inclusion in Chicago-Kent Law Review by an authorized editor of Scholarly Commons @ IIT Chicago-Kent College of Law. For more information, please contact [email protected], [email protected]. THE BANALITY OF EVIL: A PORTRAYAL IN 12 ANGRY MEN NANCY S. MARDER* INTRODUCTION Popular culture thrives on a portrayal of evil as murder, mayhem, and violence. Today's movies try to "outdo" predecessors with gruesome acts committed by egregious monsters.I Unfortunately, this media depiction of evil has lost its power to explore the much greater evil that humankind faces when societies destroy, impoverish, and enslave on a massive scale as a result of small actions taken by ordinary citizens. Hannah Arendt cap- tured this evil in her phrase "the banality of evil."'2 Ironically, the phrase and its meaning have become banal-too often repeated to form the basis for depictions by the media, which must always strive for the new and dif- ferent. -
THIS Winitkbagk) SYLLABARY
Amelia Louise Susman Schultz, Sam Blowsnake, and Ho-Chunk Auto-Literacy1 In June 103 years ago, Amelia was born in New York City into a German Jewish family, sharing the Brooklyn home of tante, a great aunt who was a seamstress. At age six, she started grade school at PS 44, skipped 2 grades, and graduated as valedictorian of James Marshall High School at 14. Joseph Greenberg shared her subway ride, sometimes conversing in Latin with a school mate. Since she was just under five feet tall, she was ineligible to work at Macys, the usual graduation option for women until marriage. Instead, she enrolled in Brooklyn College, 1931-1935, gaining an AB degree in Psychology with Solomon Asch while earning $20/month through National Youth Administration (NYA) of the CCC. Seeking a graduate degree, she was warned by classmate Irving Goldman that only Columbia anthropology under Franz Boas willingly accepted women into its graduate program. Most other disciplines were strictly men only. Accepted at Columbia University, 1935-1939, she wrote two dissertations. The first was a study of acculturation at multitribal Round Valley in northern California, relying on documents in the San Francisco archive more than interviews with these intertribals whose traumas included genocide, girl slavery, and land loss to the ranching family of their BIA agent. Her work was part of a comparative team study in eight tribes, eventually published as Acculturation in Seven American Indian Tribes (Marian Smith = Puyallup; Jack Harris = White Knife Shoshoni; Marvin Opler = Southern Ute; Henry Elkin = Northern Arapaho; Natalie Joffe = Fox; Irving Goldman = Carrier; and William Whitman = San Ildefonso). -
Social Psychology and Science: Some Lessons from Solomon Asch
Personality and Social Psychology Review Copyright © 2001 by 2001, Vol. 5, No. 1, 2–14 Lawrence Erlbaum Associates, Inc. Social Psychology and Science: Some Lessons From Solomon Asch Paul Rozin Department of Psychology University of Pennsylvania This article presents a methodological critique of the predominant research para- digms in modern social psychology, particularly social cognition, taking the approach of Solomon Asch as a more appropriate model. The critique has 2 parts. First, the dom- inant model of science in the field is appropriate only for a well-developed science, in which basic, real-world phenomena have been identified, important invariances in these phenomena have been documented, and appropriate model systems that capture the essence of these phenomena have been developed. These requirements are not met for most of the phenomena under study in social psychology. Second, the model of sci- ence in use is a caricature of the actual scientific process in well-developed sciences such as biology. Such research is often not model or even hypothesis driven, but rather relies on “informed curiosity” to motivate research. Descriptive studies are consid- ered important and make up a substantial part of the literature, and there is less exclu- sive reliance on experiment. The two parts of the critique are documented by analysis of articles in appropriate psychology and biology journals. The author acknowledges that important and high quality work is currently being done in social psychology, but believes that the field has maladaptively narrowed the range of the phenomena and methodological approaches that it deems acceptable or optimal. Psychology appears to progress by removing the ob- Before we inquire into origins and functional rela- stacles it has placed in its path. -
PSYCHOLOGY Chapter 12 SOCIAL PSYCHOLOGY
PSYCHOLOGY Chapter 12 SOCIAL PSYCHOLOGY Casey Cooper, Ph.D. SOCIAL PSYCHOLOGY How does the presence of other people influence the behavior of individuals, dyads, and groups? Trayvon Martin, 17, was shot to death at the hands of George Zimmerman, a volunteer neighborhood watchman, in 2012. Was his death the result of self-defense or racial bias? That question drew hundreds of people to rally on each side of this heated debate. Figure 12.1 (credit “signs”: modification of work by David Shankbone; credit “walk”: modification of work by "Fibonacci Blue"/Flickr) WHAT IS SOCIAL PSYCHOLOGY? Social psychology deals with all kinds of interactions between people, spanning a wide range of how we connect: from moments of confrontation to moments of working together and helping others. Social psychologists believe that an individual’s thoughts, feelings, and behaviors are influenced by social situations. Intrapersonal topics – emotions and attitudes, the self, and social cognition. Interpersonal topics – helping behavior, aggression, prejudice and discrimination, attraction and close relationship, and group processes and intergroup relationships. Figure 12.2 (credit: Sgt. Derec Pierson, U.S. Army) SITUATIONAL & DISPOSITIONAL INFLUENCES ON BEHAVIOR Situationism – the view that our behavior and actions are determined by our immediate environment and surroundings. • Used by social psychologists. Dispositionism – the view that our behavior is determined by internal factors (attribute of a person such as personality traits and temperament). • Favored in the U.S. • Used by personality psychologists. Modern social psychologists often consider both the situation and individual. FUNDAMENTAL ATTRIBUTION ERROR Fundamental attribution error – tendency to overemphasize internal factors as explanations/attributions for the behavior of other people and underestimate the power of the situation. -
Bandwagon Effect: Lesson Plan
Bandwagon Effect: Hop On! Bandwagon Effect: Lesson Plan Topic The bandwagon effect is the psychological phenomenon in which an individual does something because others, particularly a large group of others, are doing it. This action or behavior is done regardless of whether it aligns with the individual’s personal belief or even factual evidence. Possible subjects/classes Time needed ● Psychology ● English 30-45 minutes ● Economics/Marketing ● Politics Video link: https://academy4sc.org/topic/bandwagon-effect-hop-on/ Objective: What will students know/be able to do at the end of class? By the end of this lesson, students will be able to ● Define the bandwagon effect. ● Explain how and why the bandwagon effect functions in every social field. ● Combat the bandwagon effect in their daily lives. Key Concepts & Vocabulary Conformity, bandwagaon Materials Needed A popular song and device to play music for the introductory activity Before you watch If you can get student confidants in on your plan, play popular, well-known music in your classroom. Encourage students to sing along. You’ll need student confidants because students are highly unlikely to actually sing in your classroom without outside motivation. Your confidants should be able to attract students not in on the plan to join in. Bandwagon Effect: Hop On! If you fail to get students to sing, whether your confidants did not attract students or you decided against using confidants, this can also be learning experience. Regardless of the results, question students about what just happened. Why did no one or few people sing at the beginning? Encourage students to think beyond simple answers like “I didn’t want to” or “I didn’t know the lyrics” to deeper responses. -
11 Social Influence
9781405124003_4_011.qxd 10/31/07 3:09 PM Page 216 Social Influence 11 Miles Hewstone and Robin Martin KEY CONCEPTS autokinetic effect compliance consistency conversion deindividuation door-in-the-face technique evaluation apprehension foot-in-the-door technique group polarization groupthink informational influence lowballing technique majority influence (conformity) minority influence (innovation) norms normative influence obedience to authority referent informational influence self-categorization theory social comparison social facilitation social influence whistleblowing 9781405124003_4_011.qxd 10/31/07 3:09 PM Page 217 CHAPTER OUTLINE This chapter considers two main types of social influence, both of which can be understood in terms of fundamental motives. First, we discuss ‘incidental’ social influence, where people are influenced by the presence or implied presence of others, although there has been no explicit attempt to influence them. We consider the impact of the mere presence of other people on task performance, and the impact of social norms. In the second part of the chapter, we ask why people succumb to social influence, highlighting types of social influence and motives underlying influence on the part of the target of influence. In the third part of the chapter, we turn to ‘deliberate’ social influence. We introduce theory and research on compliance, the influence of numerical majorities and minorities, group decision-making and obedience. Throughout we will see that social influence is an ambivalent concept. On the one hand, it is the glue of society: it makes things work, and society would be utterly chaotic without it. But on the other hand it can be a dark force, underlying some of the most extreme, even immoral, forms of human social behaviour. -
Conformity and the Groupthink Mentality
Conformity and the Groupthink Mentality What is “groupthink?” Groupthink, a term coined by social psychologist Irving Janis (1972), occurs when a group makes faulty decisions because group pressures lead to a deterioration of “mental efficiency, reality testing, and moral judgment” (9). Groups affected by groupthink ignore alternatives and tend to take irrational actions that dehumanize other groups. A group is especially vulnerable to groupthink when its members are similar in background, when the group is insulated from outside opinions, and when there are no clear rules for decision making. (emphasis added) Janis, Irving L. (1972). Victims of Groupthink. New York: Houghton Mifflin. Question 1: How do the underlined portions of the text above contribute to oppression, discrimination or the mistreatment of others? Explain in the space below. Groupthink is one of the most troublesome downfalls of organized society. Today, it manifests itself on a sliding scale of severity, ranging from genocide to bullying to superstition to fashion fads to the “Digg mentality” of news reporting. Still, most of us refuse to believe that our opinions, perception and worldview are being in any way shaped by those of others. And yet they are. Even subcultures, the very essence of which is to stand out, are founded on group conformity — or, as James Thurber famously puts it, “why do you have to be a nonconformist like everyone else?” What’s perhaps most interesting about conformity is how our own relationship to it changes throughout the course of our lives. We spend our teenage years trying, desperately, to fit in, only to mature into trying, just as desperately, to stand out — a point eloquently echoed by one Etsy employee in his recent contribution to the tremendously important It Gets Better Project.