The Impact of Out-Of-Context Quotes in Opinion Polarization Analysis
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Ronald Reagan Presidential Library Digital Library Collections This
Ronald Reagan Presidential Library Digital Library Collections This is a PDF of a folder from our textual collections. Collection: Cohen, Benedict S.: Files Folder Title: Robert Bork – White House Study, Joseph Biden Critique (3 of 3) Box: CFOA 1339 To see more digitized collections visit: https://www.reaganlibrary.gov/archives/digitized-textual-material To see all Ronald Reagan Presidential Library inventories visit: https://www.reaganlibrary.gov/archives/white-house-inventories Contact a reference archivist at: [email protected] Citation Guidelines: https://reaganlibrary.gov/archives/research- support/citation-guide National Archives Catalogue: https://catalog.archives.gov/ ERRORS ANO OMISSIONS IN THE "RESPONSE PREPARED TO WHITE HOUSE ANALYSIS OF JUDGE BORK'S RECORD" September 8, 1987 HIGHLIGHTS ERRORS AND OMISSIONS IN THE "RESPONSE PREPARED TO WHITE HOUSE ANALYSIS OF JUDGE BORK'S RECORD" On Thursday, September 3, Senator Biden issued a report prepared at his request reviewing Judge Bork's record. The report criticized an earlier White House document performing a similar review on the ground that it "contain[ed] a number of inaccuracies" and that "the picture it paint[ed] of Judge Bork is a distortion of his record." It claimed that it would undertake "to depict Judge Bork's record more fully and accurately." In fact, however, the Biden Report is a highly partisan and incomplete portrayal of the nominee. If it were a brief filed on the question, its misleading assertions and omissions go far enough beyond the limits of zealous advocacy to warrant Rule 11 sanctions. It contains at least 81 clear distortions and mischaracterizations. Among the most significant: o The Report claims that Judge Bork's perfect record of nonreversal by the Supreme Court in the more than 400 majority opinions he has written or joined is "uninformative" -- flippantly dismissing the clearest, most extensive, and most recent evidence of Judge Bork's views. -
Britain in Psychological Distress: the EU Referendum and the Psychological Operations of the Two Opposing Sides
SCHOOL OF SOCIAL SCIENCES, HUMANITIES AND ARTS DEPARTMENT OF INTERNATIONAL AND EUROPEAN STUDIES MASTER’S DEGREE OF INTERNATIONAL PUBLIC ADMINISTRATION Britain in psychological distress: The EU referendum and the psychological operations of the two opposing sides By: Eleni Mokka Professor: Spyridon Litsas MIPA Thessaloniki, 2019 TABLE OF CONTENTS Summary ……………………………………………………………………………… 5 INTRODUCTION ……………………………………………………………………. 6 CHAPTER ONE: OVERVIEW OF PSYCHOLOGICAL OPERATIONS ………….. 7 A. Definition and Analysis …………………………………………………………… 7 B. Propaganda: Techniques involving Language Manipulation …………………….. 11 1. Basic Propaganda Devices ……………………………………………………... 11 2. Logical Fallacies ……………………………………………………………….. 20 C. Propaganda: Non-Verbal Techniques …………………………………………… 25 1. Opinion Polls …………………………………………………………………… 25 2. Statistics ………………………………………………………………………… 32 CHAPTER TWO: BRITAIN‟S EU REFERENDUM ………………………………. 34 A. Euroscepticism in Britain since 70‟s ……………………………………………... 34 B. Brexit vs. Bremain: Methods, Techniques and Rhetoric …………………………. 43 1. Membership, Designation and Campaigns‟ Strategy …………………………… 44 1.a. „Leave‟ Campaign …………………………………………………………… 44 1.b. „Remain‟ Campaign …………………………………………………………. 50 1.c. Labour In for Britain ………………………………………………………… 52 1.d. Conservatives for Britain ……………………………………………………. 52 2. The Deal ………………………………………………………………………… 55 3. Project Fear …………………………………………………………………..…. 57 4. Trade and Security; Barack Obama‟s visit ……………………………………... 59 3 5. Budget and Economic Arguments ……………………………………………… 62 6. Ad Hominem -
Response Opposing Committee to Bridge the Gap 820920 Motion To
. - . .- . ...-A 00CMETED USHRC 0)I I4 AN :54 UNITED STATES OF AMERICA WI..E5f, t Tr ' - NUCLEAR REGULATORY COMMISSION ' BEFORE THE ATOMIC SAFETY AND LICENSING BOARD , __ _ In the Matter of ) ) Docket No. 50-142 THE REGENTS OF THE UNIVERSITY ) (Proposed Renewal of Facility OF CALIFORNIA ) License Number R-71) ) (UCLA Research Reactor) ) October 8, 1982 ) , UNIVERSITY'S RESPONSE TO CBG'S MOTION OF SEPTEMBER 20, 1982 ! DONALD L. REIDHAAR GLENN R. WOODS CHRISTINE HELWICK 590 University Hall 2200 University Avenue Berkeley, California 94720 Telephone: (415) 642-2822 Attorneys for Applicant- ! THE REGERTS OF THE UNIVCRSITY .._ OF CALIFORNIA 8210150456 821008 PDR ADOCK 05000142 O PDR ' .. - - . I. INTRODUCTION In its Order dated September 28, 1982 the Board suspended the schedule for responses to summary disposition motions and directed the parties to respond to CBG's " Motion __ to Summarily Dismiss Staff and Applicant Motions for Summary Disposition, or Alternative Relief as to Same," (the Motion) ' dated September 20, 1982. The parties were also directed to respond to the City of Santa Monica's ' letter of September 20, | 1982 requesting an entension of time to respond to the summary i disposition motions. The Board requested that the parties' responses be received by October 8, 1982. I -- University objects to all manner of specific relief requested by CBG in its Motion as unwarranted under the Commission's Rules of Practice ' considered in light of the particular circumstances of this proceeding. Properly construed the Commission's rules preclude the summary dismissal of the Staff and University motions since those motions have not been 'subinitted shortly before a hearing that is set to commence or t which has commenced, but instead according to the schedule specifically set by the Board for the filing of such motions. -
The Battle Over the Burden of Proof: a Report from the Trenches University of Pittsburgh Law Review
UNIVERSITY OF PITTSBURGH LAW REVIEW Vol. 79 ● Fall 2017 THE BATTLE OVER THE BURDEN OF PROOF: A REPORT FROM THE TRENCHES Michael D. Cicchini ISSN 0041-9915 (print) 1942-8405 (online) ● DOI 10.5195/lawreview.2017.525 http://lawreview.law.pitt.edu This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 United States License. This site is published by the University Library System of the University of Pittsburgh as part of its D- Scribe Digital Publishing Program and is cosponsored by the University of Pittsburgh Press. THE BATTLE OVER THE BURDEN OF PROOF: A REPORT FROM THE TRENCHES Michael D. Cicchini* Table of Contents Introduction ............................................................................................................ 63 I. The Burden of Proof Jury Instruction ............................................................ 64 A. The Trouble with Truth-Based Instructions .......................................... 65 B. A Simple Thought Experiment ............................................................. 67 C. The Empirical Studies ........................................................................... 68 D. A Seemingly Simple Request ................................................................ 70 II. Prosecutor Arguments Regarding the Studies ............................................... 71 A. The Participants Who Voted “Guilty” Could Have Been Right............ 71 B. Actual Jurors Are Needed to Test a Jury Instruction............................. 72 C. The Studies -
Turning Sexual Science Into News: Sex Research and the Media
Sex Research and the Media -- 1 Turning Sexual Science into News: Sex Research and the Media Kimberly R. McBride, Ph.D.1,2, Stephanie A. Sanders, Ph.D.2,3, Erick Janssen, Ph.D.2,4,Maria Elizabeth Grabe, Ph.D.5 , Jennifer Bass, M.P.H.2, Johnny V. Sparks, Ph.D.6,Trevor R. Brown, Ph.D.7, Julia R. Heiman, Ph.D.2,4,8 1 Section of Adolescent Medicine, Department of Pediatrics, Indiana University School of Medicine, Indianapolis, Indiana 2 The Kinsey Institute for Research in Sex, Gender, and Reproduction, Indiana University, Bloomington, Indiana 3 Department of Gender Studies, Indiana University, Bloomington, Indiana 4 Department of Psychological and Brain Sciences, Indiana University, Bloomington, Indiana 5 Department of Telecommunications, Indiana University, Bloomington, Indiana 6 Department of Telecommunication, University of Alabama, Tuscaloosa, Alabama 7 School of Journalism, Indiana University, Bloomington, Indiana 8 To whom correspondence should be addressed at The Kinsey Institute for Research in Sex, Gender, and Reproduction, Morrison Hall 313, 1165 East Third Street, Bloomington, Indiana 47405-3700; email [email protected] Keywords: SEX RESEARCH; SEXUALITY; MEDIA; JOURNALISM; MEDIA TRAINING Sex Research and the Media -- 2 Abstract In this article we report on the findings of a two-part project investigating contemporary issues in sexuality researchers’ interaction with journalists. The goal of the project was to explore best practices and suggest curricular and training initiatives for sexuality researchers and journalists that would enhance the accurate dissemination of sexuality research findings in the media. We present the findings of a survey of a convenience sample of 94 sexuality researchers about their experiences and concerns regarding media coverage and a summary of the main themes that emerged from an invitational conference of sexuality researchers and journalists. -
Public Speaking in the Church Notes WESTERN REFORMED SEMINARY, LAKEWOOD, WASHINGTON DR
Public Speaking in the Church Notes WESTERN REFORMED SEMINARY, LAKEWOOD, WASHINGTON DR. LEONARD W. PINE, PROFESSOR FALL 2020 BASIC PRINCIPLES FOR EFFECTIVE SPEAKERS 1. The effective speaker is a person whose character, knowledge, and judgement command respect. 2. The effective speaker has a message to deliver, has a definite purpose in giving that message, and is consumed with the necessity of getting that message across and accomplishing that purpose. 3. The effective speaker realizes that the primary purpose of speech is the communication of ideas and feelings in order to get a desired response. 4. The effective speaker analyzes and adjusts to every speaking situation. 5. The effective speaker chooses topics which are significant and appropriate. 6. The effective speaker reads and listens with discernment. (Neither blindly accepting the ideas of others, nor stubbornly refusing to consider opinions opposed to his own.) 7. The effective Speaker secures facts and opinions through sound research and careful thought so that his speech, both on and off the platform, may be worthy of the listener's time. 8. The effective speaker selects and organizes materials so that they form a unified and coherent whole. 9. The effective speaker uses language that is clear, direct, appropriate, and vivid. 10. The effective speaker makes his delivery vital and keeps it free from distracting elements. THE PROCESS OF COMMUNICATION I. Defining Communication "The process of sending and receiving information that results in the receiver's accurate comprehension of the intended message." II. Characteristics of Communication A. Dynamic Neither a chain reaction not a static event, but an ongoing process/experience. -
Think Critically (Pdf)
Think Critically! Level: High school and Higher Education (16-20) Author: Nicole Fournier-Sylvester Overview An important strategy for addressing hate speech is to work with youth to develop and apply critical thinking skills to the social media platforms that they engage with every day. By equipping young people with the skills to recognize propaganda and manipulation techniques they will become better positioned to evaluate arguments and engage in meaningful discussions. Based on the insights of college and university teachers who have used www.newsactivist.com to this end, the following exercises, rubrics and examples of interventions provide concrete strategies to develop the critical thinking skills of students through online discussions. The integrated comment boxes are meant to encourage feedback and an exchange of ideas and resources between teachers who share this commitment. Learning Objectives To recognize errors in reasoning, propaganda and manipulation techniques as presented in social media To assess the credibility of online sources To apply critical thinking skills in online discussions on social and political issues by engaging in systematic questioning and ongoing reflection Duration The following guidelines are meant to be flexible and adaptable to a variety of learning settings. Although teachers/facilitators are encouraged to tailor content based on their contexts, the sequencing of the units should be maintained. Ideally, learners should be able to commit to two hours a week to complete readings and exercises -
Appendix 1 a Great Big List of Fallacies
Why Brilliant People Believe Nonsense Appendix 1 A Great Big List of Fallacies To avoid falling for the "Intrinsic Value of Senseless Hard Work Fallacy" (see also "Reinventing the Wheel"), I began with Wikipedia's helpful divisions, list, and descriptions as a base (since Wikipedia articles aren't subject to copyright restrictions), but felt free to add new fallacies, and tweak a bit here and there if I felt further explanation was needed. If you don't understand a fallacy from the brief description below, consider Googling the name of the fallacy, or finding an article dedicated to the fallacy in Wikipedia. Consider the list representative rather than exhaustive. Informal fallacies These arguments are fallacious for reasons other than their structure or form (formal = the "form" of the argument). Thus, informal fallacies typically require an examination of the argument's content. • Argument from (personal) incredulity (aka - divine fallacy, appeal to common sense) – I cannot imagine how this could be true, therefore it must be false. • Argument from repetition (argumentum ad nauseam) – signifies that it has been discussed so extensively that nobody cares to discuss it anymore. • Argument from silence (argumentum e silentio) – the conclusion is based on the absence of evidence, rather than the existence of evidence. • Argument to moderation (false compromise, middle ground, fallacy of the mean, argumentum ad temperantiam) – assuming that the compromise between two positions is always correct. • Argumentum verbosium – See proof by verbosity, below. • (Shifting the) burden of proof (see – onus probandi) – I need not prove my claim, you must prove it is false. • Circular reasoning (circulus in demonstrando) – when the reasoner begins with (or assumes) what he or she is trying to end up with; sometimes called assuming the conclusion. -
Logical Fallacies
An Introduction “[We] let our young men and women go out unarmed, in a day when armor was never so necessary. By teaching them all to read, we have left them at the mercy of the printed word. By the invention of the film and the radio, we have made certain that no aversion to reading shall secure them from the incessant battery of words, words, words. They do not know what the words mean; they do not know how to ward them off or blunt their edge or fling them back; they are a prey to words in their emotions instead of being the masters of them in their intellects. We who were scandalized in 1940 when men were sent to fight armored tanks with rifles, are not scandalized when young men and women are sent into the world to fight massed propaganda with a smattering of "subjects"; and when whole classes and whole nations become hypnotized by the arts of the spell binder, we have the impudence to be astonished. We dole out lip-service to the importance of education--lip- service and, just occasionally, a little grant of money; we postpone the school-leaving age, and plan to build bigger and better schools; the teachers slave conscientiously in and out of school hours; and yet, as I believe, all this devoted effort is largely frustrated, because we have lost the tools of learning, and in their absence can only make a botched and piecemeal job of it.” “ It is here [in teaching of formal logic] that our curriculum shows its first sharp divergence from modern standards. -
Unfamiliar Concepts As an Obstacle for Critical Thinking in Public Discussions Regarding Women’S Rights Issues in Latvia
Unfamiliar concepts as an obstacle for critical thinking in public discussions regarding women’s rights issues in Latvia. Reflective thinking in the ‘fake news’ era Full Professor Sandra VEINBERG Liepaja University LATVIA [email protected] Abstract: In Europe it is now out of the question to express any doubts regarding the prevention of violence against women. The majority of the Latvian population also condemns the physical abuse of women; however, the Istanbul Convention which deals with this matter was not ratified here. A number of factors were at play, the most significant of which was pressure exerted through the direct influence of a campaign that had been organised by opponents of the broadest understanding of human rights. Such pressure was exerted on decision makers (MPs and political parties), with indirect impact on the population via social media and the news media outlets. Campaigns by interest groups which spread opposing views are not unusual in a democratic society; however, in this case there was no discussion between the opposing parties. The public domain was not open to an interaction of views and beliefs based on arguments and critical thinking, as the argument of the opponents rested entirely upon their beliefs, whereas the supporters of the convention relied upon valid proof. This article looks at the reasons behind the failure in terms of group communication to establish a constructive discussion on a topic that was so essential to Latvian society: one which served to combat and eradicate violence against women. It also seeks to establish whether the use of an irrational form of convincing technique contradicts the logic of critical thinking, and whether the emergence of unfamiliar and/or incomprehensible concepts on the agenda of a public discussion may serve to put the brakes on the constructive discussion of women’s rights issues which is so essential today to Latvian society as a whole. -
Biblical Background
W7J72 (2010): 219-36 BIBLICAL STUDIES THE AMBIGUITY OF BIBLICAL "BACKGROUND" NOEL K. WEEKS n theory any information that one can obtain about the background of a bib Ilical passage is to be welcomed as an aid to interpretation. Yet, just comparing the number of interpretations proposed in the scholarly literature with the num ber that command widespread acceptance makes clear that there is a consider able gap between the postulation of a significant background and the acceptance of that postulation as an interpretative key. This article will suggest that uncer tainty applies to much that is proclaimed as background to particular biblical teaching. Why is there such a disjuncture between the ideal and the actual? My focus in this article will be primarily the problem as it impacts OT studies, but I suspect that some of the issues may be present in NT studies and I will include NT examples in the discussion. Since my essential thesis is that wrong models for individual human and societal dynamics are often involved, there is some relevance for thinking about later periods of history also. I. Background as Corroborating the Text: The Fall of the "Albrìght Synthesis" The significant shift that has taken place in OT studies in the last years of the twentieth century will be well known. In effect the field has gone from a situation in which "background" was used as proof that the author had used reliable sources and hence the text was generally reliable, to a predominate use of "back ground" to show the entrapment of the author in his historical context and thus to make any trans-historical authority of the text problematic. -
Character Assassination (General)
UvA-DARE (Digital Academic Repository) Character assassination (general) Samoilenko, S.; Shiraev, E.; Keohane, J.; Icks, M. DOI 10.2307/j.ctt20krxgs.13 10.14324/111.9781787351899 Publication date 2018 Document Version Final published version Published in The Global Encyclopaedia of Informality License CC BY Link to publication Citation for published version (APA): Samoilenko, S., Shiraev, E., Keohane, J., & Icks, M. (2018). Character assassination (general). In A. Ledeneva (Ed.), The Global Encyclopaedia of Informality: Understanding Social and Cultural Complexity (Vol. 2, pp. 441-446). (Fringe). UCL Press. https://doi.org/10.2307/j.ctt20krxgs.13, https://doi.org/10.14324/111.9781787351899 General rights It is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulations If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: https://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. UvA-DARE is a service provided by the library of