Propaganda & Persuasion
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Words That Work: It's Not What You Say, It's What People Hear
ï . •,";,£ CASL M T. ^oÛNTAE À SUL'S, REVITA 1ENT, HASSLE- NT_ MAIN STR " \CCOUNTA ;, INNOVAT MLUE, CASL : REVITA JOVATh IE, CASL )UNTAE CO M M XIMEN1 VlTA • Ml ^re aW c^Pti ( °rds *cc Po 0 ^rof°>lish lu*t* >nk Lan <^l^ gua a ul Vic r ntz °ko Ono." - Somehow, W( c< Words are enorm i Jheer pleasure of CJ ftj* * - ! love laag^ liant about Words." gM °rder- Franl< Luntz * bril- 'Frank Luntz understands the power of words to move public Opinion and communicate big ideas. Any Democrat who writes off his analysis and decades of experience just because he works for the other side is making a big mistake. His les sons don't have a party label. The only question is, where s our Frank Luntz^^^^^^^™ îy are some people so much better than others at talking their way into a job or nit of trouble? What makes some advertising jingles cut through the clutter of our crowded memories? What's behind winning campaign slogans and career-ending political blunders? Why do some speeches resonate and endure while others are forgotten moments after they are given? The answers lie in the way words are used to influence and motivate, the way they connect thought and emotion. And no person knows more about the intersection of words and deeds than language architect and public-opinion guru Dr. Frank Luntz. In Words That Work, Dr. Luntz not only raises the curtain on the craft of effective language, but also offers priceless insight on how to find and use the right words to get what you want out of life. -
The Effectiveness of Influence Activities in Information Warfare
The Effectiveness of Influence Activities in Information Warfare Cassandra Lee Brooker A thesis submitted in fulfilment of the requirements for the degree of Master of Research School of Business May 2020 Thesis/Dissertation Sheet Surname : BROOKER Given Name/s : CASSANDRA LEE Abbreviation for degree : MRes Faculty : UNSW Canberra School : School of Business Thesis Title : The Effectiveness of Influence Activities in Information Warfare Abstract Rapid, globalised power shifts, technological advances, and increasingly interconnected, ungoverned communications networks have resulted in the rise of asymmetric grey zone threats. The lines are now blurred between political, civil, and military information environments. The rise of influence activities is the new ‘sharp power’ in information warfare (the iWar). Western democracies are already at war in the information domain and are being out-communicated by their adversaries. Building on the commentary surrounding this contemporary threat, and based on a review of the literature across three academic disciplines of: Systems Thinking, Influence, and Cognitive Theory; this study aimed to investigate solutions for improving Australia’s influence effectiveness in the iWar. This study asked how systems thinking can offer an effective approach to holistically understanding complex social systems in the iWar; as well as asking why understanding both successful influencing strategies and psychological cognitive theories is central to analysing those system behaviours. To answer the aim, a systems thinking methodology was employed to compare two contrasting case studies to determine their respective influencing effectiveness. The successful case system comprising the terrorist group ISIS was compared and contrasted with the unsuccessful case system of Hillary Clinton’s 2016 election campaign – using a single stock of influence to determine relevant reinforcing and balancing feedback. -
President Biden Appeals for Unity He Faces a Confluence of Crises Stemming from Pandemic, Insurrection & Race by BRIAN A
V26, N21 Thursday, Jan.21, 2021 President Biden appeals for unity He faces a confluence of crises stemming from pandemic, insurrection & race By BRIAN A. HOWEY INDIANAPOLIS – In what remains a crime scene from the insurrection on Jan. 6, President Joe Biden took the oath of office at the U.S. Capitol Wednesday, appealing to all Americans for “unity” and the survival of the planet’s oldest democ- racy. “We’ve learned again that democracy is precious,” when he declared in strongman fashion, “I alone can fix Biden said shortly before noon Wednesday after taking the it.” oath of office from Chief Justice John Roberts. “Democ- When Trump fitfully turned the reins over to Biden racy is fragile. And at this hour, my friends, democracy has without ever acknowledging the latter’s victory, it came prevailed.” after the Capitol insurrection on Jan. 6 that Senate Minor- His words of assurance came four years to the day ity Leader Mitch McConnell said he had “provoked,” leading since President Trump delivered his dystopian “American to an unprecedented second impeachment. It came with carnage” address, coming on the heels of his Republican National Convention speech in Cleveland in July 2016 Continued on page 3 Biden’s critical challenge By BRIAN A. HOWEY INDIANAPOLIS – Here is the most critical chal- lenge facing President Biden: Vaccinate as many of the 320 million Americans as soon as possible. While the Trump administration’s Operation Warp “Hoosiers have risen to meet Speed helped develop the CO- VID-19 vaccine in record time, these unprecedented challenges. most of the manufactured doses haven’t been injected into the The state of our state is resilient arms of Americans. -
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. -
Dog Whistling Far-Right Code Words: the Case of 'Culture
Information, Communication & Society ISSN: (Print) (Online) Journal homepage: https://www.tandfonline.com/loi/rics20 Dog whistling far-right code words: the case of ‘culture enricher' on the Swedish web Mathilda Åkerlund To cite this article: Mathilda Åkerlund (2021): Dog whistling far-right code words: the case of ‘culture enricher' on the Swedish web, Information, Communication & Society, DOI: 10.1080/1369118X.2021.1889639 To link to this article: https://doi.org/10.1080/1369118X.2021.1889639 © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group Published online: 23 Feb 2021. Submit your article to this journal Article views: 502 View related articles View Crossmark data Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=rics20 INFORMATION, COMMUNICATION & SOCIETY https://doi.org/10.1080/1369118X.2021.1889639 Dog whistling far-right code words: the case of ‘culture enricher’ on the Swedish web Mathilda Åkerlund Sociology Department, Umeå University, Umeå, Sweden ABSTRACT ARTICLE HISTORY This paper uses the Swedish, once neo-Nazi expression culture Received 21 August 2020 enricher (Swedish: kulturberikare) as a case study to explore how Accepted 31 January 2021 covert and coded far-right discourse is mainstreamed, over time KEYWORDS and across websites. A sample of 2,336 uses of the expression Far-right; mainstreaming; between 1999 and 2020 were analysed using critical discourse fi dog whistling; critical analysis. The ndings illustrate how the expression works like a discourse analysis; coded ‘dog whistle’ by enabling users to discretely self-identify with an language use imagined in-group of discontent white ‘Swedes’, while simultaneously showing opposition to the priorities of a generalised ‘establishment’. -
Deception, Disinformation, and Strategic Communications: How One Interagency Group Made a Major Difference by Fletcher Schoen and Christopher J
STRATEGIC PERSPECTIVES 11 Deception, Disinformation, and Strategic Communications: How One Interagency Group Made a Major Difference by Fletcher Schoen and Christopher J. Lamb Center for Strategic Research Institute for National Strategic Studies National Defense University Institute for National Strategic Studies National Defense University The Institute for National Strategic Studies (INSS) is National Defense University’s (NDU’s) dedicated research arm. INSS includes the Center for Strategic Research, Center for Complex Operations, Center for the Study of Chinese Military Affairs, Center for Technology and National Security Policy, Center for Transatlantic Security Studies, and Conflict Records Research Center. The military and civilian analysts and staff who comprise INSS and its subcomponents execute their mission by conducting research and analysis, publishing, and participating in conferences, policy support, and outreach. The mission of INSS is to conduct strategic studies for the Secretary of Defense, Chairman of the Joint Chiefs of Staff, and the Unified Combatant Commands in support of the academic programs at NDU and to perform outreach to other U.S. Government agencies and the broader national security community. Cover: Kathleen Bailey presents evidence of forgeries to the press corps. Credit: The Washington Times Deception, Disinformation, and Strategic Communications: How One Interagency Group Made a Major Difference Deception, Disinformation, and Strategic Communications: How One Interagency Group Made a Major Difference By Fletcher Schoen and Christopher J. Lamb Institute for National Strategic Studies Strategic Perspectives, No. 11 Series Editor: Nicholas Rostow National Defense University Press Washington, D.C. June 2012 Opinions, conclusions, and recommendations expressed or implied within are solely those of the contributors and do not necessarily represent the views of the Defense Department or any other agency of the Federal Government. -
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. -
British Anti-Communist Propaganda and Cooperation with the United States, 1945-1951. Andrew Defty
British anti-communist propaganda and cooperation with the United States, 1945-1951. Andrew Defty European Studies Research Institute School of English, Sociology, Politics and Contemporary History University of Salford Submitted in fulfilment of the requirements of the Degree of Doctor of Philosophy, January 2002 British anti-communist propaganda and cooperation with the United States, 1945-1951 Contents Acknowledgements................................................................................................. .......ii Abbreviations.................................................................................................................iii Abstract..........................................................................................................................iv Introduction....................................................................................................................! Chapter 1 The Origins of Britain's anti-communist propaganda policy 1945-1947.............................28 Chapter 2 Launching the new propaganda policy, 1948.....................................................................74 Chapter 3 Building a concerted counter-offensive: cooperation with other powers, 1948-1950 ........123 Chapter 4 'Close and continuous liaison': British and American cooperation, 1950-1951 .................162 Conclusion .....................................................................................................................216 Notes Introduction .........................................................................................................226 -
PERSUADE OR PERISH Addressing Gaps in the U.S
PERSUADE OR PERISH Addressing Gaps in the U.S. Posture to Confront Propaganda and Disinformation Threats Dr. Haroro J. Ingram Program on Extremism Policy Paper February 2020 PERSUADE OR PERISH 1 INGRAM | PROGRAM ON EXTREMISM Abstract: The purpose of this policy paper is to assess the U.S. government’s posture to deal with malicious ‘influence activities’ (i.e. propaganda and disinformation) by state and nonstate actors. It argues that while the U.S. government has provided inconsistent support for its foreign policy and national security information sector for decades, since 2017 an effort has been made to lay the foundations for a rejuvenated U.S. posture to address propaganda and disinformation threats. However, significant gaps remain that will weaken those foundation building efforts if left unaddressed. This paper concludes with four recommendations focusing on (i.) the need to learn lessons from the institutions’ history, (ii.) the value of an overarching paradigm through which to understand a spectrum of threats, (iii.) the important role of overt attributed U.S government messaging, and (iv.) initiatives to strategically cohere interagency activities. The United States and its allies are facing a complex spectrum of propaganda and disinformation threats that are rapidly evolving strategically, operationally, and technologically. 1 The U.S. government’s ability to address these malicious ‘influence activities’ will depend on its adoption of an appropriately balanced, resourced, and legislatively empowered posture that will be as much a product of institutional history as contemporary strategic-policy decisions. This policy paper assesses the U.S. government’s posture to deal with these threats and outlines ways in which strategic-policy gaps, drawn from this analysis, can be tackled. -
Contrasting Portrayals of Women in WW1 British Propaganda
University of Hawai‘i at Hilo HOHONU 2015 Vol. 13 of history, propaganda has been aimed at patriarchal Victims or Vital: Contrasting societies and thus, has primarily targeted men. This Portrayals of Women in WWI remained true throughout WWI, where propaganda came into its own as a form of public information and British Propaganda manipulation. However, women were always part of Stacey Reed those societies, and were an increasingly active part History 385 of the conversations about the war. They began to be Fall 2014 targeted by propagandists as well. In war, propaganda served a variety of More than any other war before it, World War I purposes: recruitment of soldiers, encouraging social invaded the every day life of citizens at home. It was the responsibility, advertising government agendas and first large-scale war that employed popular mass media programs, vilifying the enemy and arousing patriotism.5 in the transmission and distribution of information from Various governments throughout WWI found that the the front lines to the Home Front. It was also the first image of someone pointing out of a poster was a very to merit an organized propaganda effort targeted at the effective recruiting tool for soldiers. Posters presented general public by the government.1 The vast majority of British men with both the glory of war and the shame this propaganda was directed at an assumed masculine of shirkers. Women were often placed in the role of audience, but the female population engaged with the encouraging their men to go to war. Many propaganda messages as well. -
Propaganda Fitzmaurice
Propaganda Fitzmaurice Propaganda Katherine Fitzmaurice Brock University Abstract This essay looks at how the definition and use of the word propaganda has evolved throughout history. In particular, it examines how propaganda and education are intrinsically linked, and the implications of such a relationship. Propaganda’s role in education is problematic as on the surface, it appears to serve as a warning against the dangers of propaganda, yet at the same time it disseminates the ideology of a dominant political power through curriculum and practice. Although propaganda can easily permeate our thoughts and actions, critical thinking and awareness can provide the best defense against falling into propaganda’s trap of conformity and ignorance. Keywords: propaganda, education, indoctrination, curriculum, ideology Katherine Fitzmaurice is a Master’s of Education (M.Ed.) student at Brock University. She is currently employed in the private business sector and is a volunteer with several local educational organizations. Her research interests include adult literacy education, issues of access and equity for marginalized adults, and the future and widening of adult education. Email: [email protected] 63 Brock Education Journal, 27(2), 2018 Propaganda Fitzmaurice According to the Oxford English Dictionary (OED, 2011) the word propaganda can be traced back to 1621-23, when it first appeared in “Congregatio de progapanda fide,” meaning “congregation for propagating the faith.” This was a mission, commissioned by Pope Gregory XV, to spread the doctrine of the Catholic Church to non-believers. At the time, propaganda was defined as “an organization, scheme, or movement for the propagation of a particular doctrine, practice, etc.” (OED). -
Teacher's Guide
Teacher’s Guide Propaganda: What’s the Message? Time Needed: One to two class periods Learning Objectives. Students will be able to: Materials Needed: Differentiate between forms of persuasive media. Student worksheets, Gallery Walk copies Identify bias, propaganda, and symbolism in media. Copy Instructions: Identify forms of propaganda in use. Student packet (Six pages double-sided; class set) Gallery Walk (One copy for the room) STEP BY STEP TEACHER PREP Place each page of the Gallery Walk around the classroom and divide the class into seven groups prior to teaching this lesson. (The groups will be rotating through these during class.) ANTICIPATE by asking students how they might try to convince someone to do something. (Examples: parents to extend curfew, teacher to postpone a due date, choice of movie with friends, etc.) Ask students if there are any common techniques. DISTRIBUTE one student packet to each student. READ through the packet with the class, answering questions or clarifying terms along the way if needed. DIVIDE students into up to seven small groups to rotate through the Gallery Walk pages. INSTRUCT students to spend 3-5 minutes at each station and complete the Gallery Walk pages in their student packet. (Tip: use an egg timer to keep track of the pace) If you have time for an 8th station, you can ask the students to stop at the challenge page as well. REVIEW the answers to the stations. ASSIGN students to complete the two Activity pages in their packet as review. CLOSE by asking students to think of all the places these propaganda techniques can be found.