COM 200 - MIDTERM REVIEW

LESSON 3 POST-POSITIVISTIC APPROACHES: EXPLAIN SOME COMMON POST-POSITIVISTIC METHOD CONCERNS (convenience sampling, self-selection, self-reporting, and statistical significance).

•*2!!!!!! METHOD!!!! CONCERNS!!!!!! OF POST-POSITIVISM* 1. *THE REPRESENTATIVE!!!!! SAMPLE!!! MUST BE GATHERED IN A WAY WHERE IT WILL PRODUCE GENERALIZABLE!!! RESULTS!!!!* 2. *RESEARCHERS NEED TO ANALYZE THE DATA LOGICALLY TO FIND DEFENSIBLE CLAIMS!!!!!!* -------------------------------------------- •*METHOD CONCERN #1: THE REPRESENTATIVE!!!!! SAMPLE!!! MUST BE GATHERED IN A WAY WHERE IT WILL PRODUCE GENERALIZABLE!!! RESULTS!!!!* =HARD FOR IT NOT TO DEPENDING ON A LOT OF THINGS =*RECALL: THE IDEA OF POST-POSITIVISTIC RESEARCH IS THAT YOU NEED TO MAKE GENERALIZBALE!! CLAIMS!! ABOUT A GROUP/THING* =AKA YOU WANT IT GENERALIZABLE BEYOND THAT CLAIM OR INSTANCE =*THE ISSUE!! IS HOWWWWW YOURE GATHERING!!! THE SAME!!! AND HOW THATS GONNA AFFECT!!! WHETHER THE RESULTS ARE GENERALIZABLE OR NOT!!* 1. *CONCERN #1: SAMPLE SIZE!!!* a. *GENERALLY, WE WANT LARGER!!!! SAMPLES!!!* (ALTHOUGH THERES PROBLEMS WITH BOTH) =WE TAKE A SAMPLE BC WE CANT INTERVIEW EVERYONE -IE: IN SURVEYS, WE WANNA ASK THE MOST PEOPLE =WE WANT THAT SAMPLE TO BE REPRESENTATIVE!!!!* b. *IN OPPOSITION, HAVING A TINY SAMPLE WILL GIVE U RESULTS THAT WONNTTT BE AS RELIABLE!!!!* 2 *CONCERN #2: SAMPLE SOURCE!!!!* =AKA WHO UR ACTUALLY ASKING AND HOW IT CAN LEAD TO GENERALIZABLE RESULTS a. *THERE ARE 3!!!!!! TYPES!!!!! OF SAMPLE SOURCES:* -CONVENIENCE SAMPLING -SELF-SELECTION -SELF-REPORTING b. *SAMPLE SOURCE TYPE 1: CONVENIENCE SAMPLING!!!* =ITS HARD TO FIND WHOS CONVENIENT FOR YOU TO ASK (AS A POST-POSITIVISM RESEARCHER) -IE: COLLEGE STUDENTS ARE A POPULAR GROUP BC THEYRE CONVENIENT (ANOTHERMETHODOLOGICAL CONCERN FOR A QUANTITATIVE RESEARCHER AKA POST POSITIVISM RESEARCHER) c. *SAMPLE SOURCE TYPE 2: SELF-SELECTION!!!* =THERE MAY BE SOME SUBJECTS THAT ARE DIFFICULT FOR SOME PEOPLE TO TALK ABOUT -IE: SEXUALITY//GRIEF//SEXUAL ABUSE =AKA YOU MAY ONLY BE HEARING FROM THAT SUBSET OF THOSE PPL YOU ASKED WHO ARE COMFORTABLE TALKING ABOUT IT =CHALLENGE IS YOU WANNA MINIMIZE THE BIAS IN THAT SAMPLE!!!! (OF WHO WILL/WONT TALK ABOUT THAT HARD SUBJECT) (IF IT IS A HARD SUBJECT) (ANOTHER METHODOLOGICAL CONCERN FOR A QUANTITATIVE RESEARCHER AKA POST POSITIVISM RESEARCHER) d. *SAMPLE SOURCE TYPE 3: SELF-REPORTING!!!* =CHALLENGE IN THIS IS MAYBEEEE!! RESPONSE ISNT TRUTHFUL -IE: BEFORE TECHNOLOGY WAS ADVANCED ENOUGH, THIS ADVERTISING FIRM ASKED ITS CUSTOMERS TO KEEP A LOG OF HOW OFTEN/WHAT THEY WATCH ON TV!! THE ISSSUEEE IS WHETHER PEOPLE WERE GONNA TELL THE TRUTH OR NOT ON THE LOGS. (ANOTHER METHODOLOGICAL CONCERN FOR A QUANTITATIVE RESEARCHER AKA POST POSITIVISM RESEARCHER) --------------------------------------------- •*METHOD CONCERN #2: RESEARCHERS!!!! NEED TO ANALYZE THE DATA!! LOGICALLY!! TO MAKE DEFENSIBLE!!!!!! CLAIMS!!!!* =SO NOT WANTING TO FIND AN ABSOLUTE TRUTH BUT YOU WANNA MAKE SURE YOU TREATED THAT DATA WELL SO THAT IT CAN SURRENDER SOME INSIGHTS THAT ARE DEFENSIBLE =SO THAT PEER REVIEWERS ARE GONNA BE ABLE TO READ AND BELIEVE 1. *CONCERN #1: STATISTICAL SIGNIFICANCE!!!!* a. *AKA THE DEGREE TO WHICH WE CAN SAY THAT THE RESULT WE SAW IN OUR SAMPLE WILL SHOW UP IN THE GENERAL POPULATION* =SO IF SOMETHING IS SIGNIFICANT, IT'S LIKELY THAT ITS GONNA SHOW UP IN THE GENERAL POPULATION b. *IS NOTTTT SOMETHING THAT JUST SHOWED UP IN JUST YOUR STUDY* c. *"THE STATISTICAL SIGNIFICANCE ALLOWS U TO REJECT THE NULL HYPOTHESIS" AKA BASICALLY IF CAN SHOW THE S. SIG, YOU CAN REJECT THE HYPOTHESIS THAT TEHRESNO EFFECT BETWEEN TWO ELEMENTS* "AH! IM PRETTY CERTAIN THAT THESE TWO HAVE A RELATIONSHIP SO I CAN REJECT THE NULL HYPOTHESIS" =BEING ABLE TO WORK THRU THIS IS IMPORTANT BC OF THE NEXT POINT 2. *CONCERN #2: CORRELATION!!! DOES NOT!!!!!! ALWAYS EQUATE CAUSATION!!!!* a. *AKA THERE MIGHT BE A THIRD!!! UNSEEN FACTOR!!!* =AKA SOMETHING MAY HAPPEN BETWEEN TWO THINGS BUT THAT DOESNT MEAN ONE CAUSED THE OTHER TO HAPPEN -IE: EATING ICE CREAM DOESNT CAUSE DEFORESTATION EVEN THOUGH THEYRE BOTH PROPORTIONAL IN RATES. AN INCREASE IN WEATHER CAN BE A THIRD FACTOR THAT CUASE PPL TO EAT MORE ICE CREAN AND CREATE HOT WEATHER FOR DEFORESATION TO HAPPEN =finding correlation is easy =proving causation is hard 3. *CONCERN #3: AAAVVOIDDDD CONFIRMATION BIAS!!!!!* a. *IF YOURE FINDING ALL SORTS OF CORRELATION!! AND YOURE CLAIMING CAUSATION, BC THATS WHAT YOU WANTED TO SEE, THIS IS A REAL DANGER!!!* =HARD TO AVOID CONFIRMATION BIAS -*CONFIRMATION BIAS:* OONNNLLLYYY!!! PAYING ATTENTION TO WHAT YOU ALREADY BELIEVE b. *GOOD RESEARCH WORK CAN PROVEE W DATA THAT YOU DIDNT FALL FOR CONFIRMATION BIAS*

LESSON 3 POST-POSITIVISTIC APPROACHES: EXPLAIN SOME COMMON POST-POSTIVISTIC METHODOLGIES (surveys, experiments, content analysis, etc.).

•*3 MAIN POST-POSITIVISTIC RESEARCH STUDY TYPES* 1. *EXPERIMENTS* =U MAY THINK OF LAB WORK WHEN U HEAR THIS =BUT ALL IT MEANS IS THAT U DID UR BEST TO ONLYYY HAVE ONE THING BE DIFFERENT SO U CAN DETERMINE CAUSE 2. *SURVEY* =UR ASKINGPPL ABOUT NUMERICAL RESULTS BACK =SOME OF ITS DESCRIPTIVE BUT UR MORE LOOKING FOR RELATIONSHIP -IE: HOURS OF EXERCISE 3. *QUANTITATIVE CONTENT ANALYSIS* =A RESEARCH METHOD ESP DONE IN COM AND NOT DONE IN OTHER FIELDS =LOOKS AT PREVALENCE OF THINGS UR INTERESTED IN IN OFTEN MEDIA CONTENT -IE: RESEARCHERS MIGHT SAY PREVALENCE OF VIOLENCE IN CHILDRENS CARTOON.

LESSON 1 DEFINITIONS OF COMMUNICATION: EXPLAIN THE CIRCUIT OF CULTURE (Gay, et al; 1997).

!!MAIN IDEA!! -THE IDEA OF CULTURE BEING SHARED means that COMMUNICATION AND CULTURE ARE IN RELATION TO ONE ANOTHER -RELATIONSHIP BETWEEN CULTURE!! AND COMMUNICATION!! IS TIGHTLY INTERWOVEN!!! AND INTERLINKED!!! =communication ENABLES spread/reiteration of culture =BOTH communications and media propogate VALUES AND SCHEMA of culture thru repeated interactions and exchange enabled by communications process gu Gay et al.'s NOTION OF THE CIRCUIT OF CULTURE= ONE WAY OF LOOKING AT COMPLEX RELATIONSHUP BETWEEN CULTURE!! AND COMMUNICATION!! The circuit of culture is a way of exploring a product of a culture as a complex object that is affected by and has an impact on a number of different aspects of that culture. REFER TO DIAGRAM: linking together these areas are these arrows - the arrows are very important, because as du Gay says, none of these variables can really be considered in isolation. Representation - how is the meaning conveyed to the audience, user, or co-communicator? What signs, modes and discourses help convey the meaning - not only the 'factual' or informational meaning, but also the social meaning. For example, what does the colour pink represent in your cultural context? Identity - refers to how meaning is internalized by the receiver or audience. Our identity is shaped by our culture, which creates a range of viable and non-viable identity options that are presented, refined and renegotiated through our communication and exchange of cultural objects. By consuming and displaying certain communicative texts and strategies, we are both claiming certain identity positions, and simultaneously rejecting others. Production — here refers to the production of meaning. Meaning can be produced and reproduced in a number of ways. An individual may produce meaning about themselves in the way they dress or wear their hat. AppleTMproduces meaning about itself in the way they design and build the iPhoneTM. A terrorist organization may produce meaning about itself by making videos they put on Youtube. This act of meaning production may be unproblematic within mainstream culture, and help maintain the hegemony, the dominance of a particular set of schema or values. Alternatively, this production may challenge dominant beliefs or values in some. A pop culture example of this might have been early Lady Gaga, whose mode of dress was confrontational because it deviated from existing cultural schema about appropriate dress for someone of her class, race, gender and occupation. Consumption - The flip side of production is consumption. Consumption of texts, whether they be an outfit, a conversation, or a pop-song, reflects cultural values and expectations - conforming to values and expectations leads to unproblematic consumption - it's what is expected, it fits our internalized schema. Texts that do not fit this schema are confronting, challenging, even shocking. To continue to use Lady Gaga as an example, when she released a nine-minute long music video centered around a narrative of female violence, it was shocking both in terms of its format (which wasn't standard MTV fare) and its narrative structure. Regulation - finally, regulation refers to the forces which constrain the production, distribution, and consumption of texts. These forces may be explicit, such as the television broadcasters code of conduct, or they may be implicit, such as the blogger litmus test of 'would you say this in front of your mother?'

LESSON 2 CRITICAL APPROACH: EXPLAINNN SOME COMMON CRITICAL METHOD CONCERNS (audience and interpretation).

*CRITICAL METHOD CONCERNS!!!* 1. *BEING AWARE!!! OF POSITIONALITY!!!* a. *WHICH REFERS TO THE AUTHORS//SCHOLAR'S POSITION!!* =IF ALL OF US ARE IMPLICATED IN THESE SYSTEMS OF POWER, THEN WE CAN ESCAPE POWER =SO BEING AWARE OF UR POSITION IS IMPORTANT IN SCHOLARSHIP -IE: BASICALLY, YOU DONT WANT TO UNCOVER ONE FORM OF HEGEMONIC POWER ONLYYYY TO REINFORCE ANOTHER FORM OF HEGEMONIC POWER BC UR UNAWARE!! OF HOW U ARE PLAYING INTO THAT HEGEMONIC FORM! b. *SO CRITICAL SCHOLARS ARE REALLY GOOD AT SAYING "HERES MY POSITION, HERES WHERE IM COMING FROM"* "U SHOULD KNOW MY POSITION IN ORDER TO UNDERSTAND MY APPROACH TO THIS SCHLOARSHIP" RATHERRR THAN TRYING TO SAY "IM AN OBJECTIVE REPORTER OF THE EVENT. IM IN FACT INVESTED, HERES MY BACK GROUND SO U CAN UNDERSTAND MY SCHOLARSHIPBETTER 2. *POLYSEMY!! AND AUDIENCES!!* -*polysemy:* the coexistence of many possible meanings for a word or phrase. a. *AKA A CONCERN IS MAKING SUREEE YOURE NOTTTTTTTT OVERRRRSIMPPIFYINGGG AUDIENCE!!! EXPERIENCE!!!* =YOU WANNA MAKE SURE U KNOW HOWWW ARE AUDIENCES NEGOTIATING MEANING HERE =HOW ARE THEY WORKING WITH OR MAYBE AGAINST SYSTEMS OF POWER??? =AKA BEING VERY SENSITIVE!!!! TO THE WAYS IN WHICH THERE ARE MULTIPLE MEANINGS (THATS WHAT POLYSEMY IS. HAVING MULTIPLE MEANINGS AND HOW MANY DIFFERENT WAYS PPL CAN INTERPRET THINGS) b. *YOU WANT TO MAKE SURE YOU CAPTURE HOW THEYRE TRULY INTERACTING W THESE TEXTS* =SUCH AS ACCEPTING SOME FORMS OF OPPRESSION OR MAYBE REJECTING OTHERS (RECALL DEF OF TEXTUAL ISNT JUST BOOKS, ITS PHENOMENOMS) 3. *PERSUASIVE INTERPRETATION!!!8 a. *SINCE THE SCHOLAR IS IN CHARGE OF FINDING THE TEXT, AND LEADING THE INVESTIGATION (NO SEPARATION OF THEORY UR GOING TO TEST AND A DATA UR GONA USE TO TEST IT). RATHER, THE SCHOLAR IS GONNA HAVE A SENSE FOR WHATS GOING ON AND GATTTHERRRR EVIDENCE TO DEVELOP THAT INTERPRETATION TO MAKE THAT INTERPRETATION* =ITS ABOUT MAKING A GOOD CASE "CAN I PROVIDE ENOUGH EVIDENCE OF MY ANALYSIS IN ORDER TO CONVINCE EXPERT READERS???" =THE SCHOLAR BARES THE BURDEN OF MAKING THE INTERPREATION!1 AND MAKING IT PERSUASIVE!!!! W ENOUGH TEXTUAL EVIDENCE TO PROVE THEIR TEXTUAL CLAIM

LESSON 1 COMMUNICATION MEDIA: EXPLAIN THE STATEMENT "THE MEDIUM IS THE MESSAGE"

--------------------------------------- •*"THE MEDIUM IS THE MESSAGE"* 1. *MARSHALL MCLUHAN = A THINKER/WRITER THAT WAS A WRITER THAT WAS INTERESTED MEDIA!! SYSTEMS!!!* a. *MCLUHAN CAME UP WITH THE QUOTE* =CAME FROM HIS BOOK, UNDERSTANDING MEDIAA b. *IMPORTANT TO THINK ABOUT WHAT HE LAYS OUT* =TALKS ABOUT SPEECH =SPEECH IS A MEDIUM!!!!!! (ALTHOUGH NOT INVENTED) =WRITING IS A MEDIUM!!! (THAT IS INVENTED) c. *MCLUHAN IS INTERESTED IN "THE WAYS IN WHICH CERTAIN AFFORDANCES OF DIFFERENT MEDIAS PRIVILEGE CERTAIN WAYS OF THINKING"* =A STUDENT OF HIS RESPONDED "DIFFERENT SOCIETIES, DEPENDING ON WHICH FORM OF MEDIA THEY ALLOW, SHAPE THE NATURE OF THAT SOCIETY" 2. *WHAT MCLUHAN MEANS BY THE QUOTE: YOU COULD TAKE THE SAME MESSAGE AND RUN IT THRU DIFFERENT MEDIUMS AND ITS GONNA BE DIFFERENT!!!!!!!* -IE: A MOVIE VERSION OF A STORY WILL BE DIFFERENT FROM THE BOOK. THE BOOK TOOK U TEN HOURS, MOVIE TOOK 2. MOVIE PROVIDES PICTURES WHILE BOOK DOESNT. . a. *THE IDEA IS, THE MEDIUM (THE MEANS IN WHICH UR GETTING THAT MESSAGE FROM THE COMMUNICATOR TO THE RECEIVER) FUNDAMENTALLY!! AFFECTS WHATS GOING ON INSIDE THAT MESSAGE!!!!!* =AKA BEFORE INTERPRETING THE MESSAGE//LOOKING AT EFFECTS, U NEED TO UNDERSTAND THE THE AFFORDANCES OF DIFFERENT MEDIA SYSTEMS ALLOW THEM TO DO DIFFERENT THINGS!!!!* --------------------------------------

LESSON 2 ADDITIONAL: EXPLAIN WHATTT MIXED RESEARCH INVOLVES

---------------------------------------------------------- •*MIXED!!!!!!! METHODS RESEARCH1!!!!* 1. *MANY STUDIES AREEEEE MIXED!!! METHOD!!* a. *MEANING THEYRE DOING WITHIN A SINGLE STUDY* -IE: THERE MIGHT BE MORE POST-POSITIVISTIC WORK OR MORE INTERPRETIVISTIC WORK OR SOMETHING ELSE =SO ITS NOT LIKE THEY ARE PURE AND STAND APART FROM ONE ANOTHER b. *THIS IMPLIES THAT THEY WORK SOOO WELL TOGETHER THAT ONE RESEARCH TEEAAMMMMMMM CAN USE MULTIPLE METHODS!!! TO SAY DIFFFEREENTTT THINGSSS ABOUT THEIR SAME DATA SET!!!* INVOVLES A MIXTURE

LESSON 2 INTERPRETATIVE APPROACH: EXPLAIN THICK DESCRIPTION AND WHY ITS IMPORTANT IN THIS RESEARCH

IS A INTERPRETIVISM METHOD CONCERN!!!!!* =aka things u wanna keep in mind when doing this type of research 3. *THICK DESCRIPTION* a. *WHEN WRITING NOTES, YOU REALLY WANT TO MAKE SURE ITS DETAILED!! SO YOURE TRULY CAPTURING THAT SITUATION* =ESP WHEN DESCRIBING UR RESULTS TO OTHERS -IE: WRITING WHAT!! SUBJECT IS DOING//HOW THEYRE COMMUNICATING =WANNA WRITE THICKLY WRITTEN DESCRIPTION TO GET READERS IN THE SETTING YOU WERE IN WHEN RESEARCHING TO UDNERSTAND THE SUBJECTS COM ASNWER WHY ITS IMPORTANT AKA BC BY DOING THIS YOULL BE ABLE TO CAPTURE THE TRUE COMPONENT OF THIS RESEARCH IMPORANT BC U REALLY WANNA CAPTURE THEM BC UR OBSERVING THEMMM 1. *ADOPTS A CONSTRUCTIVIST ORiENTATION* a. *AKA SOCIAL REALITY IS CONSTRUCTED* =EVEN IFFF THERE IS AN OBJECTIVE REALITY, THE SOCIAL REALITY IN OUR LIVES IS CONSTRUCTEDD IN CONTEXT b. *A TREMENDOUS FOCUS ON DEEETTTTAAAILLLEDDDD UNDERSTANDINGGG!! OF HOW PARTIUCLAR!!! SOCIAL REALITY IS CONSTRUCTED!!/MAINTAINED THRU EVERYDAY PRACTICE* -KEY WORD: PARTICULAR. NOT ALL 2. *RESEARCHER SEEKS TO UNDERSTAND HOWWWW THE PARTICIPANTS CREATE!!! AND NEGOTIATE!!! MEANING!!!* a. *NOT JUST HOWW MEANING OCCURS IN GENERAL* =REALLY GETTING INTO A PARTICULAR CULTURE//SUBCULTURE//ORGANIZATION AND UNDERSTANDDINGG WHAT MEANING IS FOR THEM -IE: IN STATISICAL MODELS, IT EXPLAINS CAUSE AND EFFECT RELATIONSHIPS -IE: IN OPPOSITION, IN INTERPRETIVISM, IT TRIES TO UNDERSTNAD "WHAT DOES IT MEAN FOR THEM???" 3. *OCCURS IN NATURAL!!!!!!! SETTING!!!* a. *THERES A LOT OF FIELD WORK!! SOMETIMES INVOLVUED* -IE: IN PHONE INTERVIEWS =ALLOWS PARTICIPANT TO NATURALLLYYYY EXPLAIN THEIR COMMUNICATION =NOTTT SO MUCH ABOUT DIRECTIVE QUESTIONNG 4. *THE RESEARCHER IS A PARTICIPANT!!* a. *NOTTT ABOUT MINIMIZING THE RESEARCHERS ROLE!! IN GENERATING THE RESULT!8 =NO SORT OF STEPPING OUTSIDE THE EVENT IN ORDER TO STUDY IT -IE: PROFESSOR TOOK AN ETHNOGRAPHY CLASSS IN COM. HIS EHTNOGRAPHY WAS STUDYING THE IMMIGRANT CITY OF UKRAINE. MATT WENT THERE A COUPLE TIMES A WEEK AND HE WOULD TALK TO THEM!! TRYING TO MAP OUT WHAT MEANING WAS LOOKING LIKE FOR ONE IMMIGRANT FAMILY IN UKRAINE.

LESSON 4 SURVEILLANCE AND PRIVACY: EXPLAIN NISSENBAUM'S CONCEPT OF CONTEXTUAL PRIVACY

•*EXPLAIN NISSENBAUM'S CONCEPT OF CONTEXTUAL PRIVACY* 6. *NISSENBAUM'S CONCEPT OF CONCEPTUAL PRIVACY* a. *REFERS TO THE FRAGILE!!! SET OF RELATIONSHIPS!!!!! AROUND WHAT SORT OF INFORMATION IS COMMUNICATED TO WHO UNDER WHAT CONTEXT* =IS NOTTT EITHER SOMETHING ISSS OR ISSS NOT PRIVATE* b. *THE RELATIONSHIPS!!! AROUND WHAT SORT OF INFORMATION IS COMMUNICATED TO WHO!! UNDER WHAT CONTEXT.....* -*SUBJECT:* WHO WE'RE TALKING ABOUT HERE/THE SUBJECT OF THE INFORMATION -*SENDER:* WHOS SENDING IT -*RECIPIENT:* WHOS GETTING IT -INFORMATION TYPE:* WHAT IS ACTUALLY BEING TRANSMITTED -*TRANSMISSION PRINCIPLE:* WHATS THE NORM THAT ADHERES IN THIS SORT OF SITUATION c. *AN EXAMPLE!!!! OF A CONTEXTUAL UUUUNDERSTANDING!!! OF PRIVACY* -IE: IF ACADEMIC WRITERS WANT TO GET PUBLISHED, THEY HAVE TO GET PEER REVIEWED, U SUBMIT A WORK TO AN EDITOR, THAT EDITOR SENDS WORK TO BLIND REVIEWERS, AND UR NOTIFIED OF THE PUBLICATION DECISION SO UNDER A CONTEXTUAL APPROACH.... IF UR TALKING ABOUT AN ARTICLE THATS SUBMITTED, THE SENDER THATS MAYBE SENDING A DECISION TO REJECT THE ARTICLE, THE EDITOR IS SENDING THAT INFO TO THE WRITER, THE INFORMATION TYPE IS THE DECISION TO REJECT, AND THE TRANSMISSION PRINCIPLE IS WRITERS DESERVE TO KNOW THE FATE OF THEIR SUBMISSION -*SUBJECT:* AN ARTICLE!!!! -*SENDER:* THE EDITOR!!!! -*RECIPIENT:* THE WRITER!!!!!! -INFORMATION TYPE:* THE DECISION TO REJECT!!!!!! -*TRANSMISSION PRINCIPLE:* WRITERS DESERVE!!! TO KNOW THE FATE OF THEIR SUBMISSIONS!!!! =HERE. THERES NOOOOO VIOLATION OF PRIVACY =ITS THE FULFILLMENT OF AN EXPECTATION!! !!!!!!!!!!!=THE EDITOR SENDING UR ARTICLE TO BLIND REVIEWERS MAKES SENSE AND ISSNTTT AN INVASION OF PRIVACY AS THERES THIS CONTEXTUAL!!!!!!!!!!!!!!!!! UNDERSTANIND OF PRIVACY!!!!!!!!!!!!! d. *AN EXAMPLE OF A CONTEXTUAL MISSSUNDERSTANDING!!!!! OF PRIVACY!!!!* =SAME SITATION BUT SLIGHTLY CHANGED* -*SUBJECT:* AN ARTICLE!!!! -*SENDER:* THE EDITOR!!!! -*RECIPIENT:* AUTHOR'S CHAIR!!! -INFORMATION TYPE:* THE DECISION TO REJECT!!!!!! -*TRANSMISSION PRINCIPLE:* WWRITTTERSSSS DESERVE!!! TO KNOW THE FATE OF THEIR SUBMISSIONS!!!! =NOW LETS SAY ITS THE SAME SITUATION: SUBJECT SUBMITTED AN ARTICLE TO JOURNAL, EDITOR WANTS TO REJECT, BUT ALSO WENT TO TOLD SUBJECT'S CHAIR (aka person in charge of subjects department). =!!!!!!!!THAT SEEMS LIKE A STRONGG VIOLATION!!!!!!!!!! OF PRIVACY =TRANSMISSION PRINCIPLE IS STILL THE SAME BUUUUUUTTT JUSTTT THE WRITER DESRVES TO KNOW ^^^both are very specific contextual appraoches. (its gonna vary, for example w tax returns. if tax return company releases ur info to a newspaper, thats a violation of the expection of privacy. the norm is the IRS IS IN CONTROL OF IT and wouldnt RELAEASE UR INFO. URRRR IN CHARGE OF THAT DECISION) 7. *DANA BOYD ALSO TALKS ABOUT THE CONTEXTUAL!!!! NOTIONS OF PRIVACY* a. *SHE INTERVIEWED A NUMBER OF TEENS WHERE THERES THIS COMMON NOTION OF THEM NOTTT BEING PRIVATE ONLINE* =SHE SAYS THE TEENS HAVE A MORE CONTEXTUAL!!!!! APPROACH TO THEIR PRIVACY (than other generations) b. *BOYD ARGUES PRIVACY IS NOTTTTTTTT A STATIC CONSTRUCT!!!* =AKA NOT A PROPERTY OF ANY INFORMATION c. *INSTEAD, ITS A PROCESS BY WHICH PEOPLE SEEK TO HAVE CONTOL OVERRR A SOCIAL SITUATION BY MANAGING IMPRESSIONS, INFORMATION FLOWS, AND CONTEXTS* =ITS ABOUT THE RELATIONSHIP!!! OF PRIVACY!! (this connects to the other reading we had by her which talks about collapsing contexts. there we have info that is ripped out of its context. the privacy norms that holds in one context MAY NOT hold in another social context) ------------------------------------------- OVERALL TEHRES A BUNCH OF RESPONSES TO THIS =PPL HAVE BEEN TRYING TO FIGURE OUT, SINCE THE INTERNET IS NOT QUITE PRIVATE AND PUBLIC, HOW DO WE PUZZLE THRUUU THIS TYPE OF PUBLIC/PRIVATE/SOCIAL/ TYPE OF COMMUNICAITON? =THERES LOTS OF REPONSES -IE; PRIVACY INTERNATIONAL SPENDS A LOT OF TIME THINKING ABOUT THIS =THERES SOME PRIVACY FUNDAMENTALISTS WHO SAY U JUST GONNA GET OUT AND REJECT IT ALL TOGETHER -ie: quit facebook day =THEN THERES OTHER GOVERNMETAL RESPONSES WHICH SAY U COULD MAKE IT =INTERNET COMPANIES BE OPT IN COMPANIES, YOU HAVE TO GO INTO FB TO CHANGE UR SETINGS TO MAKE UR INFO PRIVATE. COMPANIES HAVE TO SET IT UP FOR PRIVACY AND INDIUDALS CAN CHOOSE TO OPT INTO =SO PRIVACY IS NOTTT A STRAIGHTFORWARD ANSWR =ITS A V DELICATE RELATIONSHIP =IN SOME WAYS, WE NEED TO USE THESE PUBLIC PLATFORMS AS MEMBERS OF THE MODERATE SOCIETY =BUT IN USING THEM, DO WE NECESSARILY DEFAULY OVER TO A VERY PUBLIC NOTION THAT A LOT OF COMPANIES MIGHT WANT BUT ITS A BIG CHALLENGE FIGUING OUT WHAT COM LOOKS LIKE ONLINE IN TERMS OF PUBLICY AND PRIVACY ------------------------------------------- ANSWER: A THEORY OF PRIVACY WHERE WHAT'S CONSIDERED TO BE PRIVATE IS DEPENDENT ON THE CONTEXT OF THE SITUATION. WHEN LOOKING AT THE CONTEXT OF THE SITUATION: -THE CONTEXT IS ALSO DEPENDENT ON FIVE PARAMETERS: SUBJECT, SENDER, RECIPIENT, INFORMATION TYPE, AND TRANSMISSION PRINCIPLE -THE ETHICAL CONCERNS (AKA TRANSMISSION PRINCIPLE) ARE CONSIDERED. AND THOSE ETHICAL CONCERNS CAN EVOLVE OVERTIME

LESSON 2 OVERVIEW: DEFINE AND DISTINGUISH ONTOLOGY AND EPISTEMOLOGY

1. *ONTOLOGY* 1. the branch of metaphysics dealing with the nature of being. 2. a set of concepts and categories in a subject area or domain that shows their properties and the relations between them a. *THE STUDY OF THE NATURE!! OF REALITY* =AKA WHATS THE NATURE OF THE WORLD IN REALITY =TALKING ABOUT SOCIAL!! REALITY (NNNOOOTTTTT WHETHER GERMS EXIST =BUT RATHER "WHAT IS THE PUBLIC UNDERSTANDING OF GERM THEORY. =ONE IS A MATERIAL REALITY WHILE THE OTHER IS SOCIAL REALITY b.*FOR RESEARHERS, IS THERE A SINGLE OBJECTIVE REALITY?* =BC THAT AFFECTS HOW U SEE THE WORLD AND HOW YOU DECIDE TO STUDYIT -IE: DO U BELIEVE THERES AN OUT THERE?? THEN THE QUESTION IS UNCOVERING/DISCOVERING IT/MEASURING -IE: IN OPPOSITION, IF U DONT BELIEVE THERES AN OUT THERE THEN THE QUESTION IS, WHAT IS OUT THERE?? IS IT SUBJECTIVE UNDERSTANDING OF THEIR INDIVIDUAL EXPERIENCE c. *SOOO WHAT IS THE ONTOLOGICAL COMMITMENT IS THE RESEARCHER GOING TO MAKE???* =WHAT DO THEY BELEIVE IS THE NATURE OF THE OBJECT THAT THEYRE STUDYING =CAN IT BE CAPTURED (RELATEDLY IS EPISTEMOLOGY) 2. *EPISTEMOLOGY* a. *REFERS TO THE NATURE OF KNOWING "WHAT CAN BE KNOWN" =AKA WHAT IS THE NATURE OF KNOWELDGE =SO IF THERE ISSS AN OBJETIVE REALITY, HOW CAN I GET AT IT??? =HOW CAN I AS A HUMAN KNOW THAT THING --------------------------------------------------- 3. *RESEARCH PARADIGM=ONTOLOGY+EPISTEMOLOGY!!* =AKA ONTOLOGY AND EPISTEMOLOGY COMBINE!!!!! TO AFFECT WHAT WE COULD CALL A RESEARCH PARADIGM* a. *RESEARCH PARADIGM REFERS TO HOWWWWW YOU APPROACH COMMUNICATION!!* =AKA THE LENSES THAT YOU USE TO FOCUS IN ON THE COMMINICATION PROBLEM YOURE LOOKING AT =AKAAA THE WAY IN WHICH YOU RESEARCH THESE PARADIGMS

LESSON 2 CRITICAL APPROACH: EXPLAIN THE ROLE!!! OF THE CRITICAL RESEARCHER (relationship to object of study and the goals of critique).

1. *RELATIONSHIP TO OBJECT* 3. *THE RESEARCHER IS ALLWAAYYSSSS APPPAARTTTTTT OF THE INQUIRY* a. *THERES NOTTTTT A NOTION OF GAINING OBJECTIVITY////MINIMZING THE RESEARCHERS ROEL AS MUCH AS POSSIBLE* b. *RATHER, THE APPROACH OF THIS STUDY IS THAT, THE RESEARCH ISSSS ALWAYSS APART OF THE OBJECT OF STUDY//OBJECT OF INQUIRY* =NOT THE NOTION OF "I WANNA MAKE SURE IM CONTAMINATING THIS SPACE) =RATHER, YOURE APART OF THE CULTURAL SYSTEMS YOURE ANALZYING ------------------------------------------------- GOAL OF CRITIQUE 4. *THE RESEARCHER IS ENGAGING IN CRITIQUE IN ORDERR TO REDUCE!!!! OPPRESSION!! AND AIDDD THE OPPRESSED!!!* a. *THEYRE LOOKING AT SYSTEMS OF POWER//RACE!! THAT ARE HEGEMONIC AND OPPRESSIVE IN ORDER TO IDENTIFY THEM!! AND SUGGEST METHODS FOR ALTERING THEM!! ORRR TO GIVE VOICES TO THOSE WHO ARE OPPRESSED BY THOSE SYSTEMS!!* =NOT THE SEPARATION OF "IM THE CLINICAL RESEARCHER OVER HERE AND I ANALYZE AND DESCRIBE WHAT IM STUDY =RAHTER, THERE SI THIS INTERVENTIONIST MENTALITY!! WHERE THE GOAL IS TO TRY TO DISASSEMABLE THOSE MECHANISMS OF POWER!! =THIS GOES BACK TO EARLIEST IDEAS OF CRITICAL THINKERS WHERE THE GOAL!! FOR SCHOLARS IS A CRITICAL!!! END AND TRANSFORMATIVE!! END FR SOCIETY AIMING FOR "A SOCIETY WITHOUTTT INJUSTICEEE!* c. *THERES A JUSTICE!! MODEL!! BUILT INTO EARLY ON CRITICAL WORK!!!* ----------------------------------------------- so to conclude, power relationshups affect how we see social reality. these power relationships are embedded in our ways of communicating//ways of being and thats NOT just domination. theres also resistance happening in everyday life thats ongoing/comlicated its shifiting and requires ongoing analysis and intervention as such, the researcher is apart of the inquiry BUT the goal of research is to identiffy those forms of oppressive power and challenge them and give the oppressed a voice

LESSON 3 POST-POSITIVISTIC APPROACHES: EXPLAIN THE STATEMENT "CORRELATION IS NOTTT CAUSATION"

2. *CONCERN #2: CORRELATION!!! DOES NOT!!!!!! ALWAYS EQUATE CAUSATION!!!!* a. *AKA THERE MIGHT BE A THIRD!!! UNSEEN FACTOR!!!* =AKA SOMETHING MAY HAPPEN BETWEEN TWO THINGS BUT THAT DOESNT MEAN ONE CAUSED THE OTHER TO HAPPEN -IE: EATING ICE CREAM DOESNT CAUSE DEFORESTATION EVEN THOUGH THEYRE BOTH PROPORTIONAL IN RATES. AN INCREASE IN WEATHER CAN BE A THIRD FACTOR THAT CUASE PPL TO EAT MORE ICE CREAN AND CREATE HOT WEATHER FOR DEFORESATION TO HAPPEN =finding correlation is easy =proving causation is hard

LESSON 2 OVERVIEW: EXPLAIN HOW ADN EXPLAIN WHY ONTOLOGY/EPISTEMPOLGYINFLEUNCE THE CHOICE OF RESARCH PARADIGM

3. *RESEARCH PARADIGM=ONTOLOGY+EPISTEMOLOGY!!* =AKA ONTOLOGY AND EPISTEMOLOGY COMBINE!!!!! TO AFFECT WHAT WE COULD CALL A RESEARCH PARADIGM* a. *RESEARCH PARADIGM REFERS TO HOWWWWW YOU APPROACH COMMUNICATION!!* =AKA THE LENSES THAT YOU USE TO FOCUS IN ON THE COMMINICATION PROBLEM YOURE LOOKING AT =AKAAA THE WAY IN WHICH YOU RESEARCH THESE PARADIGMS b. *FOR EXAMPLE: IFFFF YOU DOOOOO THINK THERES AN OBJECTIVE REALITY AND YOU THINK YOU CAN KNOW MORE OR LESS FOR WHAT THAT THING IS...* =UR GONNA WANNA ENGAGE IN RESEARCH THAT MINIMIZES BIAS AND TRIES TO ISOLATE THAT OBKECT c. *FOR EXAMPLE: IFFF YOU DOONNNNTTTTTTT THINK THERES AN OBJECTIVE REALITY AND UR MORE CONCERNED W HOW WE UNDERSTAND POWER IN THE WORLD...* =THEN UR GONNA ASK "I GOTTA FIND METHODS THAT ARE GONNA HELP ME FIND INTERESTING/HELPFUL/USEFUL THINGS ABOUT POWER*

LESSON 1 COMMUNICATION MEDIA: DEFINE!!!: - THE DISCUSSED MEDIA AFFORDANCES (carrying capacity, message durability, message distribution speed, source control) AND --THE MESSAGE AFFORDANCES (available modalities, message accessibility, message availability, control over presentation).

=MEDIA ALLOWS U TO DO DIFFERENT THINGS. =IMPORTANT FOR U TO UNDERSTAND WHAT THE THING ISSSS AND HOW IT RELATES TO THE PURPOSE ITS BEING PUT TO!!!!! -------------------------------------- •*SOME MEDIA!!!!!1 AFFORDANCES!!!* -AFFORDANCES: WHAT DOES IT ENABLE 1. *CARRYING CAPACITY* a. *REFERS TO THE MESSAGE LOAD A MEDIA SYSTEM CAN HANDLE* -IE: WHEN PROF WAS IN COLLEGE, THE INTERNET WA STILL DEVELOPING. WHAT U COULD SEND AND RECEIVE WAS MINIMAL. TOOK THREE DAYS TO DOWNLOAD A GAME. THE CARRYING SPEED BACK THEN WAS SLOWWWWW -IE: NOWWW WE'RE ABLE TO DO A LOT ON THE INTERNET. THE CARRYING SPEED ON THE INTERNET IS NOWW FASTT b. *ONE WAY TO UNDERSTAND A MEDIA SYSTEM* =WHAT DOES IT AFFORDDDD BASED ON ITS CARRYING CAPACITY -IE: PAPER HAS GOOD CARRYING CAPACITY. U CAN PUT A LOT ON PAPER 2. *MESSAGE DURABILITY* a. *REFERS TO HOW QUICKLY A MESSAGE IS GOING TO DEGRADE (BASED ON MEDIA)* =A LOT OF COMMUNICATION IS EITHER TRYING TO GET THEM TO SURVIVE OVER TIME!1 OR SPEEDING ACROSS SPACE =MESSAGE DURABILITY IS AN ASPECT OF THAT^^^ -IE: PLATO BELIEVED IN WRITING A MESSAGE DOWN HAD GOOD DURABILITY. "IF I WRITE IT DOWN, ITS GOING TO SURVVE IN ONE WAY" -IE: SILENT MOVIES. WE DONT HAVE A LOT TODAY BC THEY DEGRADED AND NO ONE PRESERVED THEM 3. *MESSAGE DISTRIBUTION SPEED* a. *REFERS TO HOW QUICKLY!!! CAN U GET THE MESSAGE TO ITS DESTINATION* b. *THIS IS WHERE A CONDUIT!!! SYSTEM IS PREFERRED OVER A CARRIER!! SYSTEM!!* c. *IS AN ASPECT!! OF MEDIA!!* -IE: THE PONY EXPRESS (AKA A TRAIL USED TO DELIVER MAIL) STRETCHED FROM MISSOURI TO CALIFORNIA. AT THE TIME, THIS WAS THE FASTEST!! AND MOST RELIABLE!!! CARRIER SYSTEM -IE: TELEGRAPH WAS INVENTED which rendered the pony express useless. ITS INSTANTANEOUS. ALLOWS A SMALL COMMUNITY PAPER!!! TO REACH TO LEVELS OF NATIONAL NEWS. SIGNIFICANTLY CHANGED HOW WE INTERACT W MEDIA CONTENT BC DISTRIBUTION SPEED INCREASED INSANELY 4. *SOURCE CONTROL OVER THE MESSAGE CASTING* a. *REFERS TO YOU GETTING TO PICK HOW MANY PEOPLE GET YOUR MESSAGE* -IE: (NEGATIVE EXAMPLE) BROADCASTING TV OR RADIO. YOU SET UP A TOWER AND SEND OUT THE WAVE. YOU DDDDDDDOONNNNTTTTTTTTTTTTT GET TO PICK WHO TUNES IN AND WHO DOESNT. -IE: NOW, WITH THE INTERNET, YOU GET TO DECIDE WHO GETS TO SEE IT -IE: W THE POST OFFICE, U HAVE CONTROL OVER WHO RECEIVES THE MESSAGE --------------------------------------------- =MEDIA ALLOWS U TO DO DIFFERENT THINGS. =IMPORTANT FOR U TO UNDERSTAND WHAT THE THING ISSSS AND HOW IT RELATES TO THE PURPOSE ITS BEING PUT TO!!!!! -------------------------------------- •*SOME MESSAGE!!!! AFFORDANCES* -AFFORDANCES: WHAT DOES IT ENABLE 1. *AVAILABLE MODALITIES* a. *REFERS TO HOW MANY ________!!! ARE GETTING INTO THE RECEIPIENTS HEAD///HOW MUCH CAN THEY ACCESS IT??* =AKA WHATS PRIMARILY EMPHASIZED!!! IN THIS MEDIA SYSTEM -IE: PAPER IS A VISUAL!! MEDIUM. -IE: SPEECHES ARE AN ORAL MEDIUM. PAPERS DONT WORK WELL BC ITS A VISUAL MEDIUM AND NOT AN ORAL ONE -IE: IF U WANT TO EMPHASIZE SOMETHING IMPORTANT IN A SPEECH, U CANTTTTTTT PUT IT IN ITALICS BC PPL CANT TELL 2. *MESSAGE ACCESSIBILITY* a. *REFERS TO HOW QUICKLY!! CAN WE PULL IT UP!!!* (in some ways related to durability) =AKA HOW QUICKLY CAN U FIND SOMETHING!!! UR LOOKING FOR -IE: A BOOK HAS GREAT ACCESSIBILITY. U CAN GO FIND EXACTLY WHAT U WANNA FIND BASED ON PAGE NUMBER AND WHAT U WROTE DOWN PREVIOUSLY. -IE: IF YOURE LISTENING TO PANOPTO AND YOU WANNA FIND IMPORTANT CONTENT WRITTEN IN ITALICS, U GOTTA OPEN PANOPTO AND FIND IT IN THE VIDEO. THATS NOTTTTT AS ACCESSIBLE AS A BOOK 3. *MESSAGE AVAILABILITY* a. *REFERS TO HOW MUCH OF THE MESSAGE ARE YOU SEEING AT ONE PASS* -IE: IF YOURE LOOKING AT A NEWSPAPER, YOURE SEEING A BUNCH OF INFO AT ONCE BC ITS BIG. INNN OPPPOSSITTTION, IF YOURE READING NEWS OFF UR PHONE, YOURE NNNNOOTTTTTT SEEING A BUNCH AT ONCE BC ITS SMALL =IS NEITHER GOOD OR BAD BUT IT AFFECTS HOW YOU LOOK AND CONSUME MEDIA =AKA HOW AVAILABLE!! IS THE MESSAGE 4. *CONTROL OVER PRESENTATION* a. *REFERS TO HOW MUCH CONTROL U HAVE OVER THE PRESENTATION* -IE:: IF U BUY A BOOK, U DONT HAVE A LOT OF CONTROL OVER SIZE OF BOOK, THE FONT. U CAN READ IT, CAN MARK IN IT, BUT U CANT CONTROL HOW ITS PRESENTED -IE: IN OPPOSITION, IN ONLINE TEXTBOOKS U CAN CHANGE FONT AND WORD SIZING AKA HOW ITS PRESENTED

LESSON 3 RELATIONAL DEVELOPMENT: EXPLAIN UNCERTAINTY REDUCTION AND SELF-DISCLOSURE AND HOW THEYRE ASSOCIATED WITH RELATIONAL DEVELOPMENT

EXPLAINATION OF HOW THEYRE ASSOCATED W RELATIONSHIP DEVELOPMENT •*UNCERTAINTY REDUCTION AND SELF-DISCLOSURE* 1. *RELATIONSHIPS DEVELOP!!!!! THROUGH THE TWO CONCEPTS!!!!! OF....* a. *UNCERTAINTY REDUCTION!!!* AND b. *SELF-DISCLOSURE* ------------------------------------------------ •*RELATIONAL DEVELOPMENT CONCEPT: UNCERTAINTY REDUCTION* 1. *BASIC ASSUMPTION: WE WANT TO REDUCE!!! UNCERTAINTY ABOUT OUR ENVIRONMENT* (AKA UNCERTAINTY ABOUT ANYTHING) THERE IS... a.*HIGHHHH!!!!!!!! UNCERTAINTY!! WHEN THERE ARE...* =MANY!!! POSSIBLE OUTCOMES -IE: WHEN U DONT KNOW SOMEONE, YOU DONT KNOW WHAT TO SAY/DONT SAY AROUND THEM b. *LOWWWW!!! UNCERTAINTY!!! WHEN THERE ARE..* =FEWER!!! POSSIBLE OUTCOMES -IE: YOU KNOW YOUR FAMILY REALLY WELL SO YOU KNOW GOOD ASSUMPTIONS U CAN MAKE AROUND THEM 2. *IN SITUATIONS WITH HIGHHHH!!!!! UNCERTAINTY...* a.*THERE ARE MANY!!!! POSSIBLE OUTCOMES* -IE: WHEN U DONT KNOW SOMEONE, YOU DONT KNOW WHAT TO SAY/DONT SAY AROUND THEM -IE: interesting study of ppl w re b. *WE WANT TO REDUCE THIS AS MUCH!! AS POSSIBLE!* -IE: GETTING TO KNOW YOUR BOSS SO THEY CAN LIKE U c. *WHAT WE NEEED!!!!! IN ORDER TO REDUCE!! UNCERTAINTY ABOUT THE ENVIRONMENT* -*NEED INFORMATION!!!!!:* (from them) you want to interact w them to learn about them -*NEED RECIPROCITY!!!!!:* aka a back and forth (from them) 3. *IN SITUATIONS WITH LLOWWWW!!! UNCERTAINTY....* a. *THERE ARE FEWER!!!!!! POSSIBLE OUTCOMES* -IE: YOU KNOW YOUR FAMILY REALLY WELL SO YOU KNOW GOOD ASSUMPTIONS U CAN MAKE AROUND THEM b. *IFFF THERE ISSS LOWWW UNCERTAINTY, IT COULD BE ASSOCIATED!! WITH.....* -*HIGH LEVEL OF INTIMACY:* the closer you are with them, odds are theres lower uncertainty bc u know them better -*HIGH LEVEL OF SIMILARITY* -*HIGH LEVEL OF LIKING* 4. *UNCERTAINTY MAKES RELATIONSHIPS MMORRREEE VOLATILE!!!!* -*VOLATILE:* TENSE/UNCOMFORTABLE -IE: you just met someone at work and you have to work closely w them. situation is more volatile -IE: interesting research shows ppl w relational uncertainty judge irritating partners more harshly. a. *PEOPLE WITH MORE!! UNCERTAINTY IN THEIR ROMANTIC RELATIONSHIPS FEEL MOREEE JEALOUSLY* =IF THERE IS AN UNEXPECTED EVENT, PEOPLE IN RELATIONSHIPS W HIGHER DEGREES OF UNCERTAINTY SEE IT AS MORE NEGATIVE (THEREFORE, UNCERTAITNY MAKES RELATIONSHIPS MORE VOLATILE) ------------------------------------------------ •*RELATIONAL DEVELOPMENT CONCEPT: SELF-DISCLOSURE!!!* 1. *REFERS TO HOW!!!!! UNCERTAINTY GETS REDUCED!!* a. *AKA YOURE TELLING!!//DISCLOSING!!! MORE ABOUT YOURSELF!!!* =COMMUNICATION REDUCES UNCERTAINTY BC STUFF IS MADE CERTAIN -IE: CLEARING UP CHEATING SUSPICIONS 2. *SELF-DISCLOSURE DIMENSIONS!!!* a. *DEPTH!!!! AND BREADTH!!!!* -*DEPTH:* HOW DEEP//PERSONAL THE DISCLOSURE IS -*BREADTH:* HOW MANY TOPICS!!! ARE OPEN TO DISCLOSURE =AS RELATIONSHIPS DEVELOP, DEPTH!! AND BREADTH!!! IIINCCCREASSSEEE!!!! =AKA U REVEAL MORE ABOUT YOURSELF OVER TIME AND AS U GET TO KNOW THEM MORE/GET MORE COMFORTABLE AROUND THEM b. *FREQUENCY!!!! AND DURATION!!!* -*FREQUENCY:* HOW OFTEN!!!! YOURE DISCLOSING!! IN A RELATIONSHIP (AND VICE VERSA WITH THEM) -*DURATION:* HOW LONGGG!!! IS THE SELF-DISCLOSURE -IE: when you are seated next to a stranger on a plane and become friends with them, FREQUENCY & DURATION & DEPTH & BREADTH is LOW. youre never going to see that person again. are referred to as "single-serving" friend c. *VALENCE!!! AND VERACITY!!!* -*VALENCE:* THE POSITIVE!!! OR NEGATIVE!! CHARGE OF THE DISCLOSURE -IE: WHETHER UR SHARING HAPPY OR SAD THINGS OR BOTH -*VERACITY:* HOW TRUEEE!! THE SELF-DISCLOSURE IS -IE: SOME PEOPLE MAY LIE FOR SELF-PRESENTATION EFFECT or EXAGGERATING THE TRUTH ABOUT QUALITIES OF THEIR EVERYDAY LIFE 3. *ALL OF THE DIMENSIONS ABOVE ARE THEN RUN AGAINSTT!! SOCIAL NORMS FOR EXPECTANCY!! VIOLATIONS!!* a. *THERES 3!!! LAYERS!! OF SELF-DISCLOSURE* -*SUPERFICIAL:* such as name/age/career/where ur from or things u can assume just by looking at them -*SOCIAL:* DISCLOSING WHAT U LIKE/DISLIKE -*CORE:* DISCLOSING YOUR DEEP, DEEP BELIEFS b. *EXPECTANCY VIOLATION REFERS TO SOMEONE DISCLOSING TOO MUCH!! OR TOO LITTLE!! UNEXPECTEDLY* =THE SELF-DISCLOSURE LAYER EXPECTED ISNT MET IF YOURE HAVING A SMALL TALK..... =TOO MUCH INFORMATION (TMI) ! BEING SHARED =UR HAVING A GENERAL CONVERSATION AND THEN THEY VIOLATE!! SOCIAL EXPECTATIONS AROUND THAT BY REVEALING TOO MUCH ABOUT THEMSLVES -IE: youre talking about general stuff such as sports teams then someone DROPS to a core belief THATS WILDLY OUT OF STEP. TOO MUCH INFORMATION!! IF YOURE HAVING A DEEP CONVO..... =THEYRE NOT BEING VULNERABLE ENOUGH -IE: CONFRONTING SOMEONE OR CONFIDING IN SOMEONE AND THEM NOT SAYING ANYTHING

LESSON 2 CRITICAL APPROACH: DEFINE AND EXPLAIN THE CONCET OF HEGEMONY

GOOGLE DEF The dominant state is known as the hegemon. In the 19th century, hegemony came to denote the "Social or cultural predominance or ascendancy; predominance by one group within a society or milieu". Later, it could be used to mean "a group or regime which exerts undue influence within a society". 2. *POWER, IN THE FORM OF DOMINATION!!!! AND RESISTANCE!!!!!! OPERATES IN EVERYDAY LIFE IN COMPLICATED!!!!! AND CHANGING!!! WAYS!* a. *SO (GOING OFF OF PREVIOUS POINT), ITS NNNNOTTTTTT A SIMPLISTIC NOTION OF MAYBE A FALSE CONCIOUSNESS!!! OF WHY PPL ARE LED INTO RELATIONSHIPS OF DOMINATION* =RATHER, GIVEN IDEOLOGIES POWER TO NORMALIZE PARTICULAR SOCIAL ARRANGEMENTS, CRITICAL THEORIES LOOK AT CONFORMITIES!!!!! WITH THOSE IDEOLOGICAL FORMATIONS AS A WAY OF UNDERMINING HUMAN AUTONOMY//FREEDOM b. *SO THESE EARLY CRITICIAL THEORISTS STARTED LOOKING AT IDEOLOGICAL ASSUMPTIONS IN EVERYDAYY LIFE* =THEREFORE, CULTURAL!!! STUDIES!! WAS DEVELOPED!!! W =WEHRE THE FOCUS IS ON EVERYDAYYYY CUTLURAL SYSTEMS!! AND THEIR HEGEMONIC EFFECTS!! c. *HEGEMONY REFERS TO/IS FRAMED AS COMMONNN SENSE!!* =AKA SIMPLY A RELATIONSHIP OF DOMINATION THAT ISNT SEEN AS A DOMINANT FORM =AKAAAA ITS JUUUUST THE WAY IT IS!!! (HAVING THAT DOMINATION ISNT BAD OR GOOD, ITS JUST HOW IT WORKS) -IE: WOMEN WEARS HIGH HEELS BC ITS IMPORTANT FOR WOMEN TO LOOK ATTRACTIVE. this is a hegemonic form!!! this is hella framed as common sense and theres power in it bc u dont question it =THEREFORE, THE EXAMPLE ABOVE REDUCES THE AUTONOMY OF WOMEN!!! (SOME MAY ACCEPT OR REJECT THESE IDEAS) d. *THEREFORE HEGEMONIC FORCES CHANGEEE CONSTANTLY!!! BC SOCIAL!!//CULTURAL!! CONDITIONS CHANGE* -IE: IN THE BOOK, "KIDS RULE: NICKELODEON AND CONSUMER CITIZENSHIP", AUTHOR LOOKS AT WAY NICELODEON WAS EMPOWERING!! CHILDREN!! AND HOW THEY ENGAGE IN DOING SO. HER BOOK LOOKS INTO THE PROGRAM ITSELF TO SEE HOW ITS DONE. SHE LOOKS AT THE OWNERSHIP OF THE CHANNEL, THE ADVERTISMENTS/INTERVIEWS W CHILDREN THEMSELVES. THE CHANNEL FREQUENTLY FRAMED ITSELF AND CHILDREN AS SORT OF COUNTERRR-HEGEMONIC FORCES!! AKA STANDING UP TO ADULTS//SEIZING POWER FOR CHILDREN. THEY DO THAT WITHINNN THIS NOTION OF CONSUMER CITIZENSHIP. ITS EMPOWERMENT IN A WAY IT ENCOURAGES AND ACCEPTS A PARTICULAR FORMMM OF CAPITALIST CONSUMERISM. BUT IT STILL ENCOURAGES ONE SET OF IDEOLOGIES OVER ANOTHER

LESSON 4 MEDIA EFFECTS: DEFINE AND DISTINGUISH MEDIA EFFECTS MODERATORS AND MEDIATORS

•*BACKGROUND!! ON MODERATORS, MEDIATORS, AND AFFORDANCES* 1. *ONE THING TO REALIZE BY NOW: MEDIA EFFECTS ARE NOTTT!!! SIMPLE!!* a. *ARE NOTTT DIRECT EFFECTS* =ARE VERYYY COMPLICATED =AUDIENCE USE IS A BIG ISSUE 2. *ONE THING IS THE ISSUE IS OFTEN LESS HOW MASSIVE/MINIMAL THE EFFECTS ARE BUUUUUUT ITS MORE ABOUT THE MODERATORS, MEDIATORS, AFFORDANCES THAT ARE GOING TO EFFECT THE OVERALL IMPACT OF A MEDIA FOR AN INDICIDUAL* ------------------------------------- •*MODERATORS* 1. *REFERS TO THE THE CONDITIONS!!! THAT MAKE MEDIA EFFECTS STRONGGGER!!!! OR WEAKER!!!!* a. *AKA MODERATORS ARE ASPECTS!!!! ABOUT THE MEDIA THAT MAKE THE EFFECTS OF IT STRONGER OR WEAKER* 2. *EXAMPLE #1: *DEPENDENCY:* =media effects are STRONGER!!!! when people are dependent on them bc u dont have multiple channels coming in exposing you to different info -IE: if u have a friend who goes on twitter all the time, then the effects of twitter are going to be stronger if theyre dependent on twitter. AND its their only news source. if the media cant be bypassed then its effects are going to be more pronounced. -IE: one newspaper towns are dangeorous. bc if we're all dependent on that newspaper forgetting local news, then the effects of that one newspaper are probably greater than if we had 3/4 different newspapers from different hometowns 3. *EXAMPLE #2: POLITICAL KNOWLEDGE:* your knowledge of current events and political systems. (a way to gauge how informed people are). media effects are STRONGER!!! when youre more knowledgable bc ur mroe susceptible to media framing political knowledge can moderate effects of media (often in ways u wouldnt expect) sometimes more knowledgeable audiences are more susceptible to media framing (so how media spends on a particular story) bc theyre exposed to that frame ov multiple times 4. *EXAMPLE #4: MISTRUST:* distrust of the media can create a WEAKERR!!!!! media effect bc ur always skeptical of the messages that are coming in. ------------------------------------- •*MEDIATOR!!!!* 1. *REFERS TO THE PHENOMENON!!!!! THAT LIES!! BETWEEN THE EXPOSURE!! AND THE CHANGES* a. *AKA WHAT HAPPENS BETWEEN!! THE EXPOSURE!!!!!! AND THE EFFECT!!!!!* -IE: UR EXPOSED TO A MESSAGE WHERE WE COME BACK LATER TO LOOK AT WHAT KIND OF EFFECT IT HAD ON U. THE MEDIATOR IS WHATS HAPPENED IN BETWEEN. 2. *EXAMPLE#1: DISCUSSION!!!!!* =the discussion of an event. this discussion is the mediator between the message and what kind of effect the message had. -IE u watch a news story and then they discuss it and then u measure the effect. the disucssion is the mediator between the news broadcast and ur conclusions -is a SIGNIGICANT MEDIATOR!!! AS IT CAN... =CORRECT UNDERSTANDINGS =CHALLENGE PROBLEMATIC FACTS =THEREFORE, IT CAN DO BOTHH!!! BY MAKING THE MESSAGE EITHER STRONGER!! OR WEAKER!! 3. *EXAMPLE #3: DELIBERATION* 4. *EXAMPLE #4: EVENTS* ------------------------------------- ANSWER MODERATORS 1. *REFERS TO THE THE CONDITIONS!!! THAT MAKE MEDIA EFFECTS STRONGGGER!!!! OR WEAKER!!!!* a. *AKA MODERATORS ARE ASPECTS!!!! ABOUT THE MEDIA THAT MAKE THE EFFECTS OF IT STRONGER OR WEAKER* MEDIATORS 1. *REFERS TO THE PHENOMENON!!!!! THAT LIES!! BETWEEN THE EXPOSURE!! AND THE CHANGES* a. *AKA WHAT HAPPENS BETWEEN!! THE EXPOSURE!!!!!! AND THE EFFECT!!!!!*

LESSON 3 RELATIONAL MAINTENANCE: DISCUSS!! WHATTTT THE RELATIONAL DIALECTICS MODEL IS ATTEMPTING TO EXPLAIN

•*BACKGROUND!! ON RELATIONAL DIALECTS* -*DIALECT:* a particular form of a language which is peculiar to a specific region or social group. 1. *RELATIONAL DIALECTS!! WORK TO PROVIDE!!! VOCABULARY!!!! FOR THINKING ABOUT THE TENSIONS!!!!! ALLLL RELATIONSHIPS HAVE* a. *EVERY COUPLE MUSTT BALANCE COMPETING!!! DEMANDS!!* 2. *THERE ARE THREEEE!!!!!! MAJOR!! DIALECTICS!!!!* -*DIALECTICS:* AKA POINTS!!! OF TENSION!!! a. *STABILITY-CHANGE* -*STABILITY:* HOW STABLE ARE THEY -*CHANGE:* HOW MUCH THEY UNDERGO CHANGE b. *INTEGRATION-SEPARATION* -*INTEGRATION:* HOW MUCH ARE THEY INTEGRATED -*SEPARATION:* HOW MUCH ARE THEY SEPARATED c. *EXPRESSION-PRIVACY* -*EXPRESSION:* HOW OPEN ARE THEY (how much they communicate within themselves AND abouot their relationship to the larger world -*PRIVACY:* HOW PRIVATE THEY ARE 3. *THE THREE MAJOR DIALECTICS ARE OBSERVED INTERALLY!!! AND EXTERNALLY!!* a. *INTERNALLY* =REFERS TO WITHIN!!! THE RELATIONSHIP // BETWEEN THE TWO PARTNERS b. *EXTERNALLY* =HOW THAT!! COUPLE RELATES TO NORMS IN THE LARGER CULTURE/WORLD ------------------------------------------------ REFER TO CHART IN LESSON 3 > RELATIONAL DEVELOPMENT > RELATIONAL MAINTENANCE > RELATIONAL DIALECTS VIDEO •*RELATIONAL DIALECTS* 1. *STABILITY-CHANGE* a. *INTERNALLY* -*PREDICTABILITY:* HOW MUCH DOES EACH PARTNER WANT TO BE ABLE TO PREDICT THINGS!! IN THE RELATIONSHIP. likes routine in relationship. FOR EXAMPLE, movie night thursdays -*NOVELTY:* refers to being new/original. HOW MUCH DOES EACH PARTNER WANT NEW/INTERESTING THINGS TO GO ON IN THE RELATIONSHIP. likes newness in relationship =THERE CAN BE A RELATIONAL TENSION BETWEEN HOW ROUTINE!!! OR EXCITING!! EACH PARTNER WANTS THINGS IN THE RELATIONSHIP b. *EXTERNALLY* -CONVENTIONALITY:* HOW MUCH!!! DO THEY FEEL THEY SHOULD RELATE CULTURAL EXPECTATIONS OF WHAT A COUPLE IS -*UNIQUENESS:* HOW UNIQUE ARE THEY =THERE CAN BE A RELATIONAL TENSION BETWEEN HOW ORIGINAL!!! OR UNORGINAL!! THEY WANT TO BE IN THE WAY THEY DO THINGS -IE: A COUPLE ON THE SHOW FRIENDS, CHANDLER AND PHOEBE WERE AT A BASEBALL GAME TOGETHER ON THEIR ANNIVERSARY WHEN THEY A COUPLE ON THE BIG SCREEN GOT ENGAGED. PHOEBE SAID IT WAS TACKY!! AND UNORGINIAL AND CHANDLER QUICKLY CANCELED HIS PLANS TO PROPOSE TO HER ON THE BIG SCREEN THAT NIGHT TOO. 2. *INTEGRATION-SEPARATION* a. *INTERNALLY* -*CONNECTION:* HOW MUCH IS THE COUPLE A UNIT TOGETHER. aka how much do we want to spend together. -*AUTONOMY:* HOW MUCH THE COUPLE IS AUTONOMOUS. how much do we want to spend time apart. FOR EXAMPLE, couples start to take vacations apart after years of marriage. =THERE CAN BE A RELATIONAL TENSION BETWEEN HOW MUCH YOU TWO WANNA BE TOGETHER OR APART. b. *EXTERNALLY* -*INCLUSION:* HOW MUCH THE COUPLE LIKES TO DO THINGS WITH OTHER PEOPLE -*SECLUSION:* HOW MUCH THE COUPLE LIKES TO DO THINGS BY THEMSELVES. =THERE CAN BE A RELATIONAL TENSION BETWEEN HOW MUCH IS YOUR COUPLE APART OF A LARGER SOCIAL NETWORK AKA WHETHER YOU TWO ARE SECLUDED OR ARE WITH A BUNCH OF PEOPLE -IE: IN BOB'S BURGERS, LINDA WANTS TO GO ON A DOUBLE DATE BUT BOB DOESNT WANT TO GO ON THE DOUBLE DATE 3. *EXPRESSION-PRIVACY* a. *INTERNALLY* -*OPENNESS:* HOW OPEN PARTNERS ARE W EACH OTHER. aka how much ur expressing to ur s/o. ur expressing EVERYTHING to eachother -*CLOSEDNESS:* HOW CLOSED OFF PARTNERS ARE WITH EACH OTHER. aka u only talk about certain subjects. =THERE CAN BE A RELATIONAL TENSION BETWEEN HOW MUCH YOU SHARE THINGS WITH EACH OTHER b. *EXTERNALLY* -*REVELATION:* HOW MUCH THE COUPLE WANTS TO TALK!! ABOUT//SHARE AABOUT THEMSELVES WITH OTHERS. always talking about the relationship w others. AKA revealinginformation -*CONCEALMENT:* HOW MUCH THE COUPLE DOESNTTTT WANT TO SHARE THEMSELVES WITH OTHERS. for example, people can think a couple is doing great but they surprisingly broke up. they werent sharing those details w other people =THERE CAN BE A RELATIONAL TENSION BETWEEN HOW MUCH THE PARTNERS WANT TO REVEAL INFO ABOUT THE RELATIONSHIP OR CONCEAL!! INFO ABOUT THE RELATIONSHP ------------------------------------------------ ATLANTIC ARTICLE SUGGESTS THE CLASS U GREW UP IN MIGHT SHAPE EXPECTAITONS AROUND COM (SPECIFICALLY AT WORK). WHEN COUPLES MARRY ACROSS CLASSES, THERE MIGHT BE CERTAIN COM NORMS THAT ARE OBVIOUS TO A MIDDLECLASS HOUSEHOLD AND MAY NOTTT BE OBVIOUS TO A HIGH CLASS HOUSEHOLD. "YOU SHOULD NETWORK MORE" "NO I DONT THINK I SHOULD" ASNWER WORK TO PROVIDE!!! VOCABULARY!!!! FOR THINKING ABOUT THE TENSIONS!!!!! ALLLL RELATIONSHIPS HAVE* AKA IDENTIFY AND GIVE A NAEM TO TH TYPEEEE OF TENSIONS PEOPLE HAVE IN RELATIONSHIPS WHETHER ROMANTIC OR NOT

LESSON 3 NONVERBAL COMMUNICATION: EXPLAIN THE IDEA OF "DISPLAY NORMS" IN RELATION TO NONVERBAL COM

•*BACKGROUND!!! ON CULTURAL!!! AND RELATIONAL!! DISPLAY NORMS* 1. *CULTURAL/RELATIONAL DISPLAY NORMS ARE RULES!! GOVERN!! WHICH BEHAVIORS ARE SOCIALLY APPROPRIATE!!! TO DO* -IE: IF YOUR GRANDMA FARTS, YOU SHOUDNTTT LAUGH BECAUSE SHE MAY HAVE HEALTH ISSUES THAT CAUSED HER TO =THERE ARE OTHER SOCIAL CONCERNS WE'LL BE TALKING ABOUT CULTURAL AND RELATIONAL DISPLAY NORMS AROUND NONVERBAL COMMUNICATION 2. *CULTURE AND RELATION DISPLAY NORMS SHAPE NONVERBAL COM DIFFERENTLY* -CULTURE: culture display norms shape when and how we show nonverbals -RELATIONS: relational contexts affect nonverbal MEANING -------------------------------------------------- •*CULTURAL!! DISPLAY NORMS SHAPEEE!!!! WHENNNN!!!!! AND HOWWWW!!! WE SHOW NONVERBALS!!!!* -WE'LL BE LOOKING AT EDWARD HALL'S RESEARCH: a researcher who worked for us foreign embassy who is interested in nonverbal aspects of culture. one of things he was particularly interested in was proxemics =NOT ALL CULTURES ARE THE SAME AND EACH HAVE THEIR DISPLAY NORMS 1. *CULTURAL DISPLAY NORM #1: PROXEMICS!!!!* -proxemics: the branch of knowledge that deals with the amount of space that people feel it necessary to set between themselves and others. a. *REFERS TO THE USE!!!! OF SPACE!!! AS A NONVERBAL CHANNEL* =AKA TOUCH!!!!!! AND DEGREE PEOPLE STOOD CLOSE TO EACH ONE ANOTER b. *EDWARDS SEPARATED CULTURES INTO TWO!!!! CATEGORIES....* -*CONTACT!!! CULTURES:*cultures who liked to be close to one another (FOR EXAMPLE, latin america, middle east) OR -*NON-CONTACT!!! CULTURES:* cultures who valued space from one another. (FOR EXAMPLE: us, northern europe, parts of asia) c. *USE OF SPACE!! CAN BE CONSIDERED AN EXPRESSSIONNNN!!! OF POWER!!!!* =AKA WHO GETS TO CONTROL OR WHO IS PERMITTED!! TO VIOLATE ACCEPTED NORMS AROUND SPACE!!! -ie: for NON-CONTACT cultures, its powerful to invade someones personal space -ie: in CONTACT cultures, closeness is assumed so distancing is a source of power too -IE: IN A PRESIDENTIAL DEBATE, TRUMP STOOD REALLY CLOSE TO HILLARY CLINTON WHEN IT WAS HER TURN TO TALK (therefore,when u look at nv its multichanneld) 2. *CULTURAL DISPLAY NORM #2: OCULESICS* -oculesics: the study of eye movement, eye behavior, gaze, and eye-related nonverbal communication. a. *REFERS TO THE USE OF GAZE/EYE CONTACT!!! AS A NONVERBAL CHANNEL* -IE: STARING INTO SOMEONES EYES CAN BE EITHER A THREAT!! ORR ROMANTIC!! GESTURE b. *EDWARDS SEPARATED CULTURES INTO TWO!!!! CATEGORIES....* -*CULTURES WHO VIEWED NO (regular) EYE CONTACT TO LEADERS AS SIGN OF DISRESPECT* (for example in america) -*CULTURES WHO VIEWED (REGULAR ) EYE CONTACT TO LEADERS AS A SIGN OF DISRESPECT* c. *USE OF GAZE/EYE CONTACT CAN BE USED AS AN EXXPRESSIONNN!! OF POWER!!!* =AKA PEOPLE IN POSITIONS OF POWER CAN HOLD!! A GAZE ONTO SUBORDINATES TO EXERT POWER =IN OPPOSITION, OTHER PEOPLE MAY NNNOTTT EVEN MAKEEE EYE CONTACT W SUBORDINATES TO EXERT POWER 3. *CULTURAL DISPLAY NORM #3: FACIAL DISPLAYS* a. *REFERS TO THERE BEING CULTURAL DISPLAY RULES ABOUT WHEN ITS OK TO DISPLAY CERTAIN EMOTIONS/EXPRESSIONS* -IE: IT MIGHT BE OK TO SHOW SADNESS DURING A SITUATION IN ONE CULTURE AND IT MIGHT NOT BE OK TO SHOW SADNESS IN THE SAME SITUTAION IN ANOTHER CULTURE in contrast, in those cultures where it is ok to show sadness, we might think someone else is heartless for not showing it when in reality its not normal to show sadness in their culture b. *THE WORD "DISPLAY" INSTEAD OF "EXPRESSION" IS USED FOR A REASON* =EXPRESSIONS SOUND LESS BOUND BY RULES -IE: SOMETHING HAPPENS AND I SHOW IT c. *THE SEVEN UNIVERSAL FACIAL EXPRESSIONS OF EMOTION* =REFERS TO THE 7 FACIAL EXPRESSIONS EVERY CULTURE RECOGNIZES TO BE THE SAME -IMPORTANT POINT: WHILE THE EXPRESSION MAY BE UNIVERSAL, THE DISPLAY!!! MAY BE NOT!!!! aka while everyone may recognize these expressions to be the same everywhere, WHENN TO USE THEM VARIES FROM CULTURE TO CULTURE -------------------------------------------------- •*RELATIONAL CONTEXT!!!!!! AFFECTS NONVERBAL MEANING!!!!!* =aka how one interprets nonverbal communucaiton is affected by the relational context 1. *RELATIONAL CONTEXT #1: HAPTICS!!* -haptics: any form of interaction involving touch. Haptic communication, the means by which people and other animals communicate via touching a. *REFERS TO HOW USE OF TOUCH!!! CAN AFFECT HOW PEOPLE INTERPRET NONVERBAL COM* =DEPENDENT ON CULTURE TOO b. *WHAT PEOPLE SEE AS APPROPRIATE!!!!! TOUCH CAN BE VERY CULTURE!!!! AAANDDD RELATIONAL BOUND!!* -IE: ON THE SHOW ET, IDINA MENZEL'S FACE WAS HELD!! BY JOHN TRAVOLTA ON THE OSCAR STAGE. HOLDING SOMEONES FACE IS A VERY SPECIFIC USE OF TOUCH (ATLEAST IN MANY WESTERN CULTURES) c. *THE USE OF TOUCH!!1 CAN EXPRESSSS MANY POWER!! RELATIONSHIPS!!* -IE: HOLLYWOOD UNDER SCRUTINY WITH #METOO MOVEMENT d. *THERE ARE 4!!! TYPES OF TOUCH!!!* (which touch is appropriate is dependent on type of relationship) -*FUNCTIONAL-PROFESSIONAL TOUCH:* for example, its professional and functional for a GYNECOLOGIST to examine you by touching you. ACCEPTABLE IF ITS PROFESSIONAL AND SERVES A FUNCTIONAL PURPOSE -*SOCIAL-POLITE TOUCH:* WHAT IS ACCEPTED WHEN YOURE BEING POLITE SOCIALLY. for example, meeting a business partner for the first time and shaking their hand in america. NOW with the corona, its polite to bump elbows -*FRIENDSHIP-WARMTH TOUCH:* WHATS ACCEPTED WHEN YOURE FRIENDS W SOMEONE. for example, hugging someone. -*LOVE-INTIMACY TOUCH:* VERY INTIMATE TOUCHES RESERVED FOR YOUR S/O. for example, sex. 2. *RELATIONAL CONTEXT #2: KINESICS!!!* a.*REFERS TO THE USE OF BODY MOVEMENTS!! TO COMMUNICATE NONVERBAL MEANING TO OTHERS* =NOTTT SAYING "POWER POSING" MAKES U MORE CONFIDENT =MORE FOCUSED ON HOWW BODY MOVEMENT/MOTIONS ARE COMMUNICATING MEANING TO OTHERS =DEPENDENT ON CULTURE TOO b. *SOCIO-ECONOMIC STATUS CAN INFLUENCE KINESICS* -*INTERESTING STUDY OF KRAVESTING KELPNER:* PEOPLE WITH HIGHER SOCIOECONOMIC STATUS USED DISENGAGEMENT STRATEGIES MORE IN CONVERSATION!! -IE: DOODLING WHEN SOMEONES HAVING A CONVO W U =WHEREAS PPL WHO HAD LOW SOCIOECONIMC STATUS USED MORE ENGAGEMENT STRATEGIES -IE: batman/bruce wayne had high socioeconomic status and does a lot to intimidate criminals. maybe what he's doing when hes trying to intimidate these people w lower socioeconomic status, hes trying to crank up what he already does. HES ALREADY ELITE so hes used to displaying intimidating gestures -IE: WHEN PROF MADE LECTURES ONLINE, HE KEPT POINTING AT THE CAMERA WHILE TALKING. INTERNATIONAL STUDENTS OFTEN ASKED HIM "WHY ARE U SO ANGRY ALL THE TIME??" MATT ASSUMED THATTTT TO BE AN ENGAGEMENT CUE HE WAS TRYING TO BE A BETTER SPEAKER BUT THEY DIDNT SEE THAT AS AN ENGAGEMENT CUE -------------------------------------------------- OVERALL, NOT ONLY DO NONVERBALS TELL US ABOUT HIDDEN EXPRESSIONS IT ALSO TELLS US ABOUT THE SOCIAL//CULTURAL//AND RELATIONAL CONTEXT THAT THAT HAPPENS WITHIN ANSWER EXPLAIN THE IDEA OF "DISPLAY NORMS" IN RELATION!!!!!!!!!!!!!!! TO NONVERBAL COM DISPLAY NORMS ARE RULES!! GOVERN!! WHICH BEHAVIORS ARE SOCIALLY APPROPRIATE!!! TO DO* THOSE RULES ARE INFLUENCED BY YOUR CULTURE AND WHAT YOUR REALTIONSHIP IS TO THE PERSON IS -IE: IF YOUR GRANDMA FARTS, YOU SHOUDNTTT LAUGH BECAUSE SHE MAY HAVE HEALTH ISSUES THAT CAUSED HER TO =THERE ARE OTHER SOCIAL CONCERNS DISPLAY NORMS ARE SHAPED BY CULTUAL AND RELATIONAL CONTEXTS AKA BY CULTURE AND RELATIONSHIP

LESSON 3 FAMILY COMMUNICATION: LIST!!! AND DESCRIBE!!!!! THE FOUR! DIFFERENT TYPES OF FAMILY COMMUNICATION PATTERNS

•*BACKGROUND!!! ON FAMILY COMMUNICATION PATTERNS* =RECALL FAMILIES HAVE SHARED COMMUNICATED PRACTICES. THEY HAVE DEEP!! BONDS AND THOSE BONDS ARE REINFORCED THRU COMMUNICATION 1. *REFERS TO WAYS OF HELPING US UNDERSTAND!! THE DIFFERENT NORMS!! AND SENSE OF IDENTITY!! IN OTHER!! RELATED ISSUES (IE: PRIVACY MANAGEMENT) TO FORM A DISTINCT!! PATTERN OF COMMUNICATION FOR DIFFERENT FAMILIES!* ---------------------------------------------- •*THE 4!! TYPES OF FAMILY COMMUNICATION PATTERNS* ( DETERMINED BY HIGH/LOW CONVERSATION!! AND CONFORMITY: -*CONFORMITY:* refers to how strictly the parents/family expects their children to share their values aka how much u conform/agree w the existing norms within ur family -*CONVERSATION:* how open the family is to talking about a WIDE VARIETY OF TOPICS on a FREQUENT basis =FOR ALL TYPES, CONSIDER!! AND APPLY THIS SCENARIO TO ALL TYPES: the prof has a son in middle school who wants a phone. parents dont think he should get one til hes 13 1. *LAISSEZ-FAIRE!!!!* a. *LLOWWWW!!! CONFORMITY!!!! and LLLOWWW!!!! CONVERSATION!!!!* =KIDS DONT ALWAYS FOLLOW RULES =PARENTS DONT CARE AS MUCH b. *IN TERMS OF THE PHONE SCENARIO...* -*THERES LOW CONFORMITY:* SON WOULD GET A PHONE!! -*THERES LOW CONVERSATION:* THERE WOULDNT BE MUCH INPUT FROM PARENTS 2. *PROTECTIVE!!!!* a. *HHIIGHH!! CONFORMITY!!! and LOWWW!! CONVERSATION* =WHERE KIDS FOLLOW RULES WITHOUT!! QUESTIONING =PARENTS ALLOW THINGS REGARDLESS OF WHETHER ITS RIGHT OR WRONG b. *IN TERMS OF THE PHONE SCENARIO...* -high conformity: son would ask for phone and get denied and listen and never ask for one agian -low convo: parent says no 3. *PLURALISTIC!!!* a. *LOOWWW!!! CONFORMITY!!! and HIGHHH!! CONVERSATION!!!* =SON DOESNT LISTEN/AGREE W PARENTS =LOTS OF CONVO ABOUT WHY HE SHOULDNT GET A PHONE. EVEYRONE WOULD BE INVOLVED. LONG DISCUSSION ABOUT IT. COME TO MUTUAL UNDERSTANIDNG ABOUT IT. -IE: DECIDING WHAT TO WATCH. much more pluralistic b. *IN TERMS OF THE PHONE SCENARIO...* -low conformity: he doesnt agree w parents -high convo: parents expalin a LOT about why and talk alot to discuss in terms of why and when he should get a phone 4. *CONSENSUAL!!!!* a. *HIGHHH!! CONFORMITY!!! and HIGHHH!! CONVERSATION!!!* =SON WILL LISTEN =LOTS OF CONVO ABOUT WHY HE SHOULDNT GET A PHONE. EVEYRONE WOULD BE INVOLVED. LONG DISCUSSION ABOUT IT. COME TO MUTUAL UNDERSTANIDNG ABOUT IT. IE: GETTING A DOG. PARENTS VOTE WEIGHS MROE HEAVILY THAN THE KIDS BC THEY KNOW WHAT HAVING A DOG ENTAILS b. *IN TERMS OF THE PHONE SCENARIO...* -HIGH CONFORMITY: son will agree -high converatiojn: PARENTS WILL GIVE INPUT. will expalin but wont be persuaded as mucn bu son ----------------------------------------------

LESSON 3 RELATIONAL DEVELOPMENT: DISCUSS THE RELATIONAL TURNING POINTS APPROACH AND EXPLAIN HOW IT DIFFERS!!!!!! FROM KNAPPS RELATIONAL STAGES MODEL

•*BACKGROUND!!! ON RELATIONAL TURNING POINTS* 1. *ANOTHER!! WAY TO LOOK AT RELATIONAL DEVELOPMENT!!* (MAYBE MORE FROM A STORYTELLING//NARRATIVE//DESCRIPTIVE PERSPECTIVE)) =BEING ABLE TO IDENTIFY THE KEYY MILESTONES THAT HELP US CHART OUT THE DEVELOPMENT OR FOWNFALL OF THAT RELATIONSHIP 2. *ISNTTTT LINEAR!!! COMPARED TO THE STAIRCASE MODEL* a. *STAIRCASE IS PREDICTIVE* b. *RELATIONAL TURNING POINTS WORK TO DESCRIBE!!!//ANTICIPATE!!! RELATIONAL DEVELOPMENT IN TERMS!!! OF SIGNIFICANT POINTS!! THAT MARK!!!! A CHANGE!! IN THE RELATIONSHIP* =MOVING IT FROM MORE INTIMATE!! TO LESS INTIMATE!!!! OR VICE VERSA 3. *RELATIONAL TURNING POINTS REFERRR TO: SIGNIFICANT!!!!! MOMENTS!!!!! THAT MARK!!!!! CHANGE!!! I A RELATIONSHIP!!* a. *SUGGESTS CHANGE CAN HAPPEN FOR A NUMBER!! OF REASONS* =IF U WERE TELLING STORIES ABOUT THE RELATIONSHIP, THESSEE WOULD BE THE KEY STORIES -IE: HOW ROMANTIC COUPLES MEET. THEY COULD NOT LIKE EACH OTHER AT FIRST BUT THEN THEY END UP DOING. THATS A TURNINGPOINT 4. *RELATIONAL TURNING POINTS CAN HAPPEN FOR A NUMBER OF REASONS!!!* a. *AN INDIVIDUAL* -IE: MAYBE ONE PERSON CHANGES THEIR OPINION OF THE OTHER PERSON. THEIR RELATIONSHIP CAN DISSOLVE AFTER THAT b. *FIRST BIG FIGHTS!!* =HOW THEY COME BACK FROM THAT FIRST BIG FIGHT CAN DETERMINE HOW THAT INTIMATE RELATIONSHIP DEVELOPS -IE: "WE KNEW WE COULD BE OK BC EVEN IF WE WERE IN A DISAGREEMENT, WE COULD MAKE UP AFTERWARD" c. *CIRCUMSTANTIAL TURNING POINTS* -IE: MOVING AWAY!!! WHERE IT BECOMES LONG DISTANCE. RELATIONSHIP MOVES TO BE ONLINE!!!! AND OVER THE OHONE -IE: RACIST MOMS ANSWER DISCUSS 1. *ANOTHER!! WAY TO LOOK AT RELATIONAL DEVELOPMENT!!* (MAYBE MORE FROM A STORYTELLING//NARRATIVE//DESCRIPTIVE PERSPECTIVE)) =BEING ABLE TO IDENTIFY THE KEYY MILESTONES THAT HELP US CHART OUT THE DEVELOPMENT OR FOWNFALL OF THAT RELATIONSHIP EXPLAIN AND DIFFERENTIATE 2. *ISNTTTT LINEAR!!! COMPARED TO THE STAIRCASE MODEL* a. *STAIRCASE IS PREDICTIVE* b. *RELATIONAL TURNING POINTS WORK TO DESCRIBE!!!//ANTICIPATE!!! RELATIONAL DEVELOPMENT IN TERMS!!! OF SIGNIFICANT POINTS!! THAT MARK!!!! A CHANGE!! IN THE RELATIONSHIP* =MOVING IT FROM MORE INTIMATE!! TO LESS INTIMATE!!!! OR VICE VERSA 3. *RELATIONAL TURNING POINTS REFERRR TO: SIGNIFICANT!!!!! MOMENTS!!!!! THAT MARK!!!!! CHANGE!!! I A RELATIONSHIP!!* a. *SUGGESTS CHANGE CAN HAPPEN FOR A NUMBER!! OF REASONS* =IF U WERE TELLING STORIES ABOUT THE RELATIONSHIP, THESSEE WOULD BE THE KEY STORIES -IE: HOW ROMANTIC COUPLES MEET. THEY COULD NOT LIKE EACH OTHER AT FIRST BUT THEN THEY END UP DOING. THATS A TURNINGPOINT 4. *RELATIONAL TURNING POINTS CAN HAPPEN FOR A NUMBER OF REASONS!!!* a. *AN INDIVIDUAL* -IE: MAYBE ONE PERSON CHANGES THEIR OPINION OF THE OTHER PERSON. THEIR RELATIONSHIP CAN DISSOLVE AFTER THAT b. *FIRST BIG FIGHTS!!* =HOW THEY COME BACK FROM THAT FIRST BIG FIGHT CAN DETERMINE HOW THAT INTIMATE RELATIONSHIP DEVELOPS -IE: "WE KNEW WE COULD BE OK BC EVEN IF WE WERE IN A DISAGREEMENT, WE COULD MAKE UP AFTERWARD" c. *CIRCUMSTANTIAL TURNING POINTS* -IE: MOVING AWAY!!! WHERE IT BECOMES LONG DISTANCE. RELATIONSHIP MOVES TO BE ONLINE!!!! AND OVER THE OHONE -IE: RACIST MOMS

LESSON 3 RELATIONAL DEVELOPMENT: DISCUSS WHATTT KNAPPS STAIRCASE MODEL IS ATTEMPTING TO PREDICTTTT AND EXPLAINN

•*BACKGROUND!!! ON THE KNAPP'S!!!! RELATIONSHIP!!! ORR STAIRCASE!!! MODEL OF RELATIONAL DEVELOPMENT* 1. * OLD BUT GOOD WAY VISUALIZE HOW U THINK OF INTERPERSONAL RELATIONS* =HOW THEY COME TOGETHER AND COME APART 2. *DOESNNNTTT!!! ASSUME THAT EVERRRYYYY RELATIONSHIP IS GONNA UNFOLD IN THIS TYPE OF WAY* a. *YOU CAN JUMP BACK!! AND FORTH!! STEPS* b. *ALSO, TERMINATING IS ALWAYS AN OPTION* =SOMETIMES IT ALSO HAPPENS EARLY ON c. *IS SIMPLY A MODEL THATS PREDICITIVE!!!! OF HOW RELATIONSHIPS GO!!!* =MAKING GUESSES ABOUT THINGS 3. *APPLIES TO FRIENDSHIPS!!!! AND ROMANTIC!! RELATIONSHUPS!!* 3. *WE'RE GONNA GO OVER EACH!!! OF THE STEPS* a. *THERE ARE TWO!! MAIN PHASES!! FOR ALL THE STEPS* -FORMATION//COMING TOGETHER THEN -DISSOLUTION//COMING APART ------------------------------------------------ •*THE KNAPP'S!!!! RELATIONSHIP!!! ORR STAIRCASE!!! MODEL OF RELATIONAL DEVELOPMENT* ---FORMATION//COMING TOGETHER--- 1. *INITIATING* a. *IF YOURE GONNA KNOW SOMEONE, YOU GOTTA INITAITE!! CONTACT* =TEHRE HAS TO BE SOME POINT OF INITIATION -IE: AT A GYM 2. *EXPERIMENTING!!!* a. *GETTING TO KNOW THEM TO SEE IF YOU LIKE THEM* =AKA SNIFFING EACH OTHER OUT "WHAT DO WE HAVE IN COMMON b. *LOTS OF SMALL TALK HERE* c. *IF THERES NOTHING IN COMMON, RELATIONSHIP IS TERMINATED HERE* d. *MOOSTTT RELATIONSHIPS HOVER!! AT THIS LEVEL* -IE: DISTANT RELATIVES 3. *INTENSIFYING* a. *A DELIBERATE CHOICE* "I WANT THIS RELATIONSHIP TO BE MORE INTIMATE* -IE: ASKING SOMEONE OUT ON A DATE b. *YOURE ASKING/LOOKING TO SPEND MORE TIME TOGETHER* c. *RECOGNIZE!! RELATIONSHIP IS UNIQUE!!* 4. *INTEGRATING* a. *YOU FORM!! A RELATIONAL!!! IDENTITY!! HERE* -IE: SHIP NAMES!!!! SUCH AS "JELENA" FOR JUSTIN BIEBER AND SELENA GOMEZ =THE RELATIONSHIP ISSS A UNIT =YOU TALK ABOUT "US" AND "WHAT WEE!! DO" -IE: "LETS INVITE JELENA" 5. *BONDING!!!* a. *FORMAL!!!!!! RECOGNITION!! OF THE PAIRING!!!* -IE: MARRIAGE!!! CEREMONIES! b. *YOURE BEYONDD!! INTEGRATION, YOU ARE A UNIT* ---DISSOULUTION//COMING APART--- (NOT ALL RELATIONSHIPS GO THROUGH THIS) (IF A RELATIONSHIP DOES COME APART, THIS MODEL SUGGESTS HERE ARE SOMEEE OF THE STEPS WE OFTEN SEE) 6. *DIFFERENTIATING!!!* a. *YOU UNCLAIM YOUR RELATIONSHIP IDENTITY* =WHERE THE INTEGRATING/BONDING LEVELS "YOU SAY US", IN THIS STAGE, YOU SAY "ME"* =BREAKING APART OF THAT BOND b. *CAN BE EITHER OFFICIAL!!!! ORRR UNOFFICIAL!!!* -IE: BREAKING UP OFFICIALLY OR -IE: BREAKING UP IN YOUR HEAD 7. *CIRCUMSCRIBING!!!* a.*WHERE YOU START!!! TO DRAW BOUNDARIES!!* "OK THERES A LINEEE AROUND MY IDENTITY THAT SEPARATES ME FROM U" "THERES CERTAIN TOPICS U DONT GET TO TALK ABOUT AROUND ME" 8. *STAGNATING* a. *THE RELATIONSHIP LOOKS LIKE ITS GONNA END! AND YOURE KINDA WAITING!!! FOR IT!!* b. *COULD GO ON FOR YEARS!! ORRR A SHORT! PERIOD OF TIME* c. *LOTS OF AWKWARDNESS HERE* 9. *AVOIDING* a. *AWKARDNESS/UNCOMFORTABLENESS FROM STAGNATING STAGE THAT YOU JUSSTT START AVOIDING THEM ALL TOGETHER* b. *SOMETIMESSSS, U CAN BE TRAPPED!!!!!! IN A SITUATION WHERE.....* =ITS STAGNATING!!! AND U CANT YET AVOID THEM YET -IE: BOB BURGERS!!!!!!! EPISODE WITH THE DOUBLE DATE IN THE ESCAPE ROOM. DATE HAS BEEN GOING HORRIBLY. DOUBLE DATE IS SUPER AWKWARD!! AND THEYRE STUCK!!! WITH NIGHTMARE COUPLE!!! AND CANT AVOID THEM they were at the experimenting stage where they try to see if they'd get along with the other couple. did NOT get to intensifying stage. they hate the couple. they wanna terminate it. they already recognize its stagnating and awkawardness ensues where they cant avoid them 10. *TERMINATING!!!* a. *THE RELATIONSHIP IS JUST OVER!!* DISCUSS WHATTT KNAPPS STAIRCASE MODEL IS ATTEMPTING TO PREDICTTTT AND EXPLAINN ANSWER c. *IS SIMPLY A MODEL THATS PREDICITIVE!!!! OF HOW RELATIONSHIPS GO!!!* =MAKING GUESSES ABOUT THINGS 1. * OLD BUT GOOD WAY VISUALIZE HOW U THINK OF INTERPERSONAL RELATIONS* =HOW THEY COME TOGETHER AND COME APART 2. *DOESNNNTTT!!! ASSUME THAT EVERRRYYYY RELATIONSHIP IS GONNA UNFOLD IN THIS TYPE OF WAY*

LESSON 3 NONVERBAL COMMUNICATION: EXPLAIN BEAUTY BIAS

•*BEAUTY BIAS* 1. *YOUR BEAUUTY!! AND ATTRACTIVENESS!! IS SOMETHING THAT AFFECTS HOW PPL PERCEIVE YOU* (FOR SOME OF US, ITS NOT GOOD NEWS) 2. *WORKS THROUGH THE CONCEPT!!!!! OF ATTRIBUTION!!!!!!* a. *REFERS TO MAKING INFERENCES!! FROM DISPLAYED DATA!!* =ASSUMES "I SEE SOMETHING AND I CAN MAKE A GUESS AT YOUR INTERNAL STATE" =SO, PEOPLE MAKE INFERENCES ABOUT YOU BASED ON HOW ATTRACTIVE YOU LOOK b. *IS A CONCEPT THAT CAN BE APPLIED ALL THROUGHOUT INTERPERSONAL COMMUNICATION* =WHEN IT GETS TO STUFF LIKE BEAUTY, WE'RE MAKING MANY ATTRIBUTIONS AROUND BEAUTY 3. *DEFINITION OF BEAUTY BIAS: REFERS TO WHEN ATTRACTIVE!!! PEOPLE ARE SEEN AS MORE SUCCESSFUL!!!! AND IN LINE!!! WITH OTHER NORMATIVE TRAITS* a. *NORMATIVE TRAITS REFER TO THE IDEAL ONES!!* =SUCH AS MORE HONEST, HARD-WORKING, GENUINE, RELIABLE, ETC b. *EVEN THO ITS OUT OF OUR CONTROL, IT AFFECTS HOW PPL THINK ABOUT US* 4. *BEAUTY BIAS PLAYS OUT IN EVERY SEGMENT OF SOCIETY!!!* a. *AKA ATTRACTIVE PEOPLE GET THE UPPER HAND IN THINGS ALL THROUGHOUT SOCIETY* -IE: SHORTER JAIL SENTENCES (vs longer ones for uglier ppl) 5. *BEAUTY BIASES MUST PLAY OUT NATURALLY!!!! IN ORDER FOR THEM TO WORK!!!!* -IE: IF SOMEONE ATTRACTIVE TRIES TO USE THEIR ATTRACTIVENESS TO GET A SHORTER JAIL SENTENCE, THEYLL GET A LONG ONE. 6. *FINDINGS!! FOUND FROM DANIEL HAMMERISH'S BOOK, "BEAUTY PAYS"* a. *GOOD LOOKS HAVE TONS OF POSITIVE EFFECTS* -IE: GETTING A SPOUSE WITH A HIGHER EDUCATION LEVEL -IE: MILDER PRISON SENTENCES -IE: BETTER LOAN RATES b. *A HANDSOME MALE WORKER IN AMERICA CAN MAKE $230,000 MORE!!!! THAN AN UNATTRACTIVE ONE!!* =SO IN YOUR 70S, YOU WILL KNOW IF UR UGLY OR NOT IF YOU HAVE $230,000 MORE THAN SOMEONE c. *ATTRACTIVE FACULTY MEMBERS CAN SCORE A FULL POINT HIGHER!!! ON STUDENT EVALUATIONS* -IE: author looked at student evals at a university in austin across all courses. FOUND MAJOR DIFFERENCES IN PEOPLE WHO WERE AND WERENT ATTRACTIVE. =ON AVG, ATTRACTIVE PROFESSORS SCORED 4.5/5 =IN OPPOSITION, UNATTRACTIVE PROFESSORS SCORED A 3.5/5 -IE: RATEMYPROFESSOR HAD CHILI PEPPERS FOR STUDENTS TO RATE THEIR ATTRACTIVENESS d. *AUTHOR STATES THAT THISS!!! IS A FORM!! OF DISCRIMINATION!!!* 7. *WHILE BEAUTY MAKES A DIFFERENCE, KINDNESS!!!!!!!!!!!!!!! ALSO HAS AN EFFECT!!* ANSWER 3. *DEFINITION OF BEAUTY BIAS: REFERS TO WHEN ATTRACTIVE!!! PEOPLE ARE SEEN AS MORE SUCCESSFUL!!!! AND IN LINE!!! WITH OTHER NORMATIVE TRAITS* 1. *YOUR BEAUUTY!! AND ATTRACTIVENESS!! IS SOMETHING THAT AFFECTS HOW PPL PERCEIVE YOU*

LESSON 3 RELATIONAL MAINTENANCE: DESCRIBE!!! THE GOTTMANS "BIDS FOR ATTENTION" AND THEIR "FOUR HORSES OF THE APOCALYPSE"

•*BIDS FOR ATTENTION* (A BIG COMMUNICATIVE FACTOR!! FOUND THAT PREDICT!! SUCCESS IN LONG-TERM RELATIONSHIPS) (FOUND IN JOHN GOTMAN'S STUDY) =AKA THINGS THAT PREDICT RELATIONAL STABILITY 1. *TURNING IN TO BIDS!!* =AKA GIVING UR PARTNER ATTENTION WHEN THEY ASK FOR IT -bid: to offer a. *BIDS!! REFER TO OFFERS!! FOR ATTENTION!* =CAN BE BIG!!! OR SMALL!!! -IE: A BIG BID MAY BE YOUR PARTNER SAYING "I HAD A HORRIBLE DAY". CLEARLYYY THEYRE ASKING FOR SOME SORT OF RECOGNITION!! -IE: A SMALL BID MAY BE YOUR PARTNER SAYING "LOOK AT THIS MEME" ON THEIR PHONE b. *"TURNING IN!!!! TO THOSE BIDS" REFERS TO YOU RECIPROCATING AND GIVING!! THEM ATTENTION!! WHEN THEY ASK FOR IT* =IN OPPOSITION TO TURNING AWAY!! FROM BIDS WHERE U IGNORE THEIR REQUEST FOR ATTNETION -IE: TURNING AWAY FROM BIDS!! CAN BE YOU SIMPLY SAYING "OH IMBUSY" WHEN THEY HAVE A BAD DAY .. moving on! lol c. *STATISTICS* -SUCCESSFUL PARTNERS: turn in to bids 90% of the time -UNSUCESSFUL PARTNERS: only turns in to bids 30% of the time d. *DATA SUGGESTS THAT A LOT OF RELATIONSHIP DISSOLUTIONS ACCUMULATES!!!!!! FROM RESENTMENT FROM THEIR PARTNER TURNING AWAY FROM BIDS* --------------------------- •*THE FOUR HORSEMEN OF THE APOCALYPSE* (IN OPPOSITION, FACTORS FOUND IN JOHN GOTMAN'S STUDY THAT HE PREDICTS TO BE STABILITY DESTROYERS!!!) =AKA THINGS THAT RUIN!!!!!! RELATIONAL STABILITY 1. *CRITICISM!!!!!!* a. *THE #1 THING THAT RUINS RELATIONSHIPS* b. *REFERS TO ATTACKING!!! SOMEONES CORE!!!* =SHOWS UP A LOT IN ARGUMENTS -IE: UR ALWAYS LATE TO DINNER. WHATS WRONG W U. U DONT CARE! c. *YOU ATTACK THEIR CORE INSTEADDD OF THEIR BEHAVIOR* d. *IN OPPOSITION, "I" STATEMENTS PREDICT LONGEVITY* -IE: "I DONT LIKE IT WHEN U SHOW UP LATE FOR DINNER" =INSTEAD OF ATTACKING THEIR CORE, U EXPRESS THE EFFECT IT HAS ON U 2. *CONTEMPT* -contempt: the feeling that a person or a thing is beneath consideration, worthless, or deserving scorn. a. *REFERS TO MARKERS!! OF DISGUST TOWARD!! A PARTNER!! DESTROY LONGEVITY* -IE: ROLLING UR EYES WHEN THEY TALK b. *CONNECTS TO POINT ABOVE (CRITICISM)* =BC IN ADDITION TO IT, YOURE ALSO SHOWING DISGUST c. *WORKS TO REDUCE OVERALL KINDNESS, EMOTIONAL//SOCIAL STABILITY IN THE RELATIONSHIP8 3. *DEFENSIVENESS!!!* a. *DENYING ANY!! RESPONSIBILITY!! IN AN ARGUMENT!!! CAN DESTROY LONGEVITY* =UR DENYING!! THE CRITICISM GIVEN TO U -IE: IM NOT LATE FOR DINNER, UR SENSE OF TIME IS EFFED UP! 4. *STONEWALLING!!!* a. *WITHDRAWING!!! FROM INTERACTION//IGNORING!! CAN ALSO DESTROY LONGEVITY* =AKA SIGNIFICANTLY SHUTTING DOWN -IE: NOT HEARING/TALKING TO THEM ---------------------------------------------- BIGGEST THING THAT BREAK UP PARTNERS IS RESENTMENT!! FROM ALL THE NEGATIVE THINGS BUILDING UP (ESP THE ONES ABOVE)

LESSON 3 NONVERBAL COMMUNICATION: EXPLAIN WHY THE MEHRABIAN NUMBER IN INNCORRECT

•*BUSTING THE MEHRABIAN MYTH* 1. *NONVERBAL COMMUNICATION IS OONNLYYYY MORE IMPORTANT WHEN YOURE TALKING ABOUT YOUR FEELINGS OR YOUR ATTITUDES* =ISNT TRUE IN OTHER SITUATIONS =IN OTHER SITUATIONS, VERBAL COMMUNICATION IS MORE IMPORTANT WHAT IT IS Here's the overly-simplistic interpretation. Where you see or use it, qualify it, in proper context. 7% of meaning in the words that are spoken. 38% of meaning is paralinguistic (the way that the words are said). 55% of meaning is in facial expression. AKA 93% IS NONVERNABL I SINCORECT WHYYY ITS INCORRECT FOUND THAT ITS NOT TRUE DELIVERY AND PRESENTAION CAN MAKE OR BREAK A PRSENTATION FOR EXMAPKE, IF U FOCUS ON WHAT YOUR SAYING IN YOUR DELIVERY YOULL BE JUST FINE BUT IF U DONT AND ONLYY FOCUS ON DLEVIERY YOULL FAIL OFC NONVERBLA PLAYS A ROLE BUT ITS NOT MORE IMPORTANT THAN THE WORDS REFER TO SLIDE BELIW

LESSON 2 RHETORIC APPROACH: EXPLAIN BALANCE OF THEORY, CRITICISM, AND PRACTICE

•*COMMON RHETORIC APPROACH CONCERNS!! BACKGROUND* 1. *JUST LIKE WITH CRITICAL APPROACHES, THERES NOT REALLT A STRONG DIFFERENCE BETWEEN THE THEORY!! AND METHODOLGY!! YOU MIGHT USE* =THESE COLLAPSE IN MORE WHEN YOURE DOING CONCEPTUALLY DRIVEN CRITICISM) 2. *ONE IMPORTANT THING TO REMEMBER IS RHETORIC HAS THIS INHERENCE OF PRACTICAL APPLICATION!!!* a. *THINKING!!!!!! RHETORICALLY MEANS BALANCING!!!: CRITICISM, THEORY, AND PRACTICE!!!* *REFER TO PIC OF TRIANGLE OF CRITICISM, THEORY, AND PRACTICE ON EACH SIDE* b. *WHEN U LOOK AT RHETORICAL THEORY, EVEN THOUGH IT ISNT FOCUSED ON CRITICISM/THEORY/PRACTICE, THINKING AS A RHETORICAL SCHOLAR MEANS BALANCING THOSE THREE THINGS!!* c. *THEORY!!! REFERS TO AN EXPLANATION* =AKA CONCEPTS THAT HAVE BEEN DEVELOPED OVER TRADITION -IE: THINKING OF OPERATION OF COM IN DAILY LIFE d. *CRITICISM!!! REFERS TO ANALZYING TEXTS CLOSELY!!!* =THOSE TEXTS CAN BE ALL SORTS OF THINGS e. *PRACTICE!!! REFERS TO HOW IT MIGHT EVENTUALLY CHANGE!!//WHAT PPL DO//HOW WE CAN THINK ABOUT COMMUNICATION PRACTICE!!* -IE: SEEN IN RHETORIC CLASSES TAUGHT AT UW. LOOKS AT TRADITIONS/CONCEPTS/ THAT HELP CLARIFY WHATS HAPPENING IN COM. THERES RHETORIC PRACTICE CLASSES SUCH AS PUBLIC SPEAKING. NO ONE CLASS IS ONE POINT OF CRITICISM/THEORY/PRACTICE

LESSON 2 RHETORIC APPROACH: IDENTIFY SOME COMMON RHETORICAL APPROACHES (conceptual criticism, close textual analysis, etc.).

•*COMMON RHETORIC APPROACH CONCERNS!! BACKGROUND* 1. *JUST LIKE WITH CRITICAL APPROACHES, THERES NOT REALLT A STRONG DIFFERENCE BETWEEN THE THEORY!! AND METHODOLGY!! YOU MIGHT USE* =THESE COLLAPSE IN MORE WHEN YOURE DOING CONCEPTUALLY DRIVEN CRITICISM) 2. *ONE IMPORTANT THING TO REMEMBER IS RHETORIC HAS THIS INHERENCE OF PRACTICAL APPLICATION!!!* a. *THINKING!!!!!! RHETORICALLY MEANS BALANCING!!!: CRITICISM, THEORY, AND PRACTICE!!!* *REFER TO PIC OF TRIANGLE OF CRITICISM, THEORY, AND PRACTICE ON EACH SIDE* b. *WHEN U LOOK AT RHETORICAL THEORY, EVEN THOUGH IT ISNT FOCUSED ON CRITICISM/THEORY/PRACTICE, THINKING AS A RHETORICAL SCHOLAR MEANS BALANCING THOSE THREE THINGS!!* c. *THEORY!!! REFERS TO AN EXPLANATION* =AKA CONCEPTS THAT HAVE BEEN DEVELOPED OVER TRADITION -IE: THINKING OF OPERATION OF COM IN DAILY LIFE d. *CRITICISM!!! REFERS TO ANALZYING TEXTS CLOSELY!!!* =THOSE TEXTS CAN BE ALL SORTS OF THINGS e. *PRACTICE!!! REFERS TO HOW IT MIGHT EVENTUALLY CHANGE!!//WHAT PPL DO//HOW WE CAN THINK ABOUT COMMUNICATION PRACTICE!!* -IE: SEEN IN RHETORIC CLASSES TAUGHT AT UW. LOOKS AT TRADITIONS/CONCEPTS/ THAT HELP CLARIFY WHATS HAPPENING IN COM. THERES RHETORIC PRACTICE CLASSES SUCH AS PUBLIC SPEAKING. NO ONE CLASS IS ONE POINT OF CRITICISM/THEORY/PRACTICE --------------------------------------------------------- •*WHERE RHETORICS APPEAR!!!* 1. *POLITICAL!!! PROTEST!!! MIGHT HAPPEN WHEN U END UP LOOKING AT RHETORICAL STUDY* a. *POLITICAL PROTEST/POLITICAL MOVEMENT IS A COMMONSTUDY OF FOCUS IN RHETORIC* 2. *PROPOGANDA!!!! MIGHT APPEAR IN RHETORIC!!!! STUDIES* -IE: THIS IS A VIABLE SUBJECT FOR RHETOIRCAL STUDY 3. *COMICS!!* a. *RHETORICAL STUDIES LOOK A LOTTT AT POP UCLTURE* -IE: COMICBOOKS 4. *LITERATURE* 5. *POPULAR MOVIES* -IE: AVENGERS a. *WHAT IMAGES ARE EMBEDDED IN THERE??* =HOW DOES IT CONVEY SOCIAL ACTION???//FRAMES IDEAS IN A PARTICULAR WAY 6. *MONUMENTS* a. *ALSO A LOT OF WORK IN MATERIAL RHETORICS* -IE: THE EIFFEL TOWER --------------------------------------------------------- •*SOME COMMON APPROACHES* =SIMILAR TO INTERPRETIVIE!!!! WORK!! BC UR GOING OUT INTO THE FIELD AND INTERVIEWING =VERY BASED ON SUBJECT!! UR INVESTIGATING =NOT NECESSARILY ONE METHODOLOGICAL TOOL THAT ONE WOULD USE =THE TRADITIONS GET DICTATAED BY WHAT UR LOOKIN AT 1. *CONCEPTUAL!!! CRITICISM!!* a. *MAYBE THERE IS A CONCEPTT!! OR THEORY!! THAT NEEDS!! MORE EXPLANTION OR WE NEED A RICHER UNDERSTANDING OF IT!!!* -IE: THE CONCEPT OF PRUDENCE AND THE STUDY OF DIFFERENT TEXTS WAS THERE TO HELP US DEEPEN A CONCEPT OF PRUDENCE 2. *CLOSE TEXTUAL ANALYSIS* -IE: READING A SPEECH VERY DEEPLY!! AND PAYING SUPER CLOSE ATTENTION AND READING IT DOZEENSSS OF TIMES AND READING THE NUANCES WITHINT HE WORDS. OR THE THINGS THAT ARE EMBEDDED IN THE TEXT THAT ENCOURAGE PPL TO SEE THINGS ONE WAY RATHER THAN THE OTHER -IE: AUTHOR FOUND 18 OPEN LETTERS THAT WERE PUBLISHED ONLINE BY PUBLIC SCHOOL TEACHERS THAT ANALYZE 18 LETTERS CLOSELY TO TRY TO IDENTIFY WHAT WAS THE LOGIC GOVERNING THOSE 3. *CIRCULATION ANALYSIS* a. *AKA NOTTT JUST LOOKING AT A SINGLE TEXT BUT LOOKING AT HOW THAT TEXT MOVESSS THRU TIME AND SPACE!!* -IE: PIC OF 1972 OF A VIETNAMESE GIRL RUNNING NAKED IN THE STREET AFTER BEING SEVERELY BURNED BY A BOMB DROP. THE PIC COLLECTS MEANING AS IT CIRCULATES EVERYWHERE. IMAGE IS MADE INTO A COMIC. IMAGE GOVERNS MEANING ATTACHED TO IT =A RHETORICAL CRITIC MIGHT LOOK AT WAYS AN IDEA!! OR A CONCEPT!! OR AN IMAGE CIRCULATES THRU TIME!! HOW ITS PICKED UP/USED/AND RESUED!! -IE: THE GIRL WHO WAS IN THE PIC IN PRESENT DAY NOW LIVES IN CANADA AND IS NO AN ADVOCATE FOR CHILDREN VICTIMS OF WAR. SHE WON A PEACE PRIZE AS A PEACE ACTIVIIST!!

LESSON 3 RELATIONAL MAINTENANCE: DISCUSS THE KEY ELEMENTS OF THE COMMUNICATION PRIVACY MANAGEMENT THEORY (ownership, coordination, permeability, etc.).

•*COMMUNICATION PRIVACY MANAGEMENT THEORRY!!!!!!* 1. *IS A THEORY!!! THAT REFERS TO HOW WE'RE MANAGING!!!! PRIVACY!!!!! WHEN WE'RE IN!!!! RELATIONSHIPS (ROMANTIC and NON-ROMANTIC)* a. *USUALLY, MANAGING PRIVACY IS A BIG ISSUE IN RELATIONSHIPS* 2. *THE THEORY!!! ATTEMPTS TO EXPLAIN!!!! HOW!!!!* PEOPLE MAKE JUDGEMENTS!!!! ABOUT MANAGING PRIVATE INFORMATION ABOUT PEOPLE* a. *AKA THEORY ATTEMPTS TO DESCRIBE HOW WE DEVELOP//MAINTAIN RULES!! AROUND PRIVACY* =IS ONE WAY OF LOOKING AT SHARING OF INFORMATION WIHTIN A RELATIONSHIP AND HOWW THAT WORKS TO MAINTAIN A RELATIONSHIP OR HOW IT MIGHT WORK TO THE DISADVANTAGE TO THE RELATIONSHIP WHICH MIGHT LEAD TO DISENGAGEMENT =OF COURSE THEY CHANGE OVER TIME -IE: MARRIED COUPLES SHARE CERTAIN THINGS DURING MARRIAGE COMPARED TO NOT SHARING THINGS AFTER DIVORCE b. *ISNTTTT!! SAYING ONE PERSON IS PRIVATE AND ANOTHER IS PUBLIC* c. *SIMILAR TO SELF-DISCLOSURE & RELATIONAL DIALECTICS WHERE....* =WE'RE ALWAYS TRYING TO BALANCE!!! THOSE TENSIONS!! & DIALECTICAL POLES OF CONNECTION AND AUTONOMY =WE WANT TO REVEAL INFO!! TO SELF-DISCLOSE/DEVELOP RELATIONSHIPS BUT =WE ALSO WANT TO CONTROL!! POTENTIALLY EMBARRASSING/DAMAGING INFO 3. *BIG ISSUE #1: PRIVATE!! INFORMATION OWNERSHIP!!!!* a. *IMPORTANT TO RECOGNIZE WHO!!! OWNSS!!! A PIECE OF INFORMATION!!!!* (APPLIES TO PPL IN!!! RELATIONSHIPS AND NNOTTT IN RELATIONSHIPS) -IE: IF ITS A SECRET ABOUT SOMEONES PAST, THEY OWN THAT INFORMATION BC IT PERTAINS TO THEM =IF YOURE IN A RELATIONSHIP, IT BECOMES MORE CHALLENGING TO FIGURE OUT WHO IN THE RELAIONSHIP OWNS IT b. *ASKING "WHO'S OWNS A PIECE OF INFORMATION?" IS A WAY WE CAN APPLY THE THEORY 4. *BIG ISSUE #2: BOUNDARY COORDINATION* a. *IMPORTANT TO RECOGNIZE WHAT!! ARE THE BOUNDARIES!! OF WHAT YOU CAN SHARE!!!!* (APPLIES TO PPL IN!!! RELATIONSHIPS AND NNOTTT IN RELATIONSHIPS) -IE: WHAT COUPLES CAN SHARE TO THE EXTERNAL WORLD b. *ASKING "WHAT CAN YOU SHARE?" IS A WAY WE CAN APPLY THE THEORY* 5. *BIG ISSUE #3: BOUNDARY PERMEABILITY* a. *IMPORTANT TO RECOGNIZE WHO'S INSIDE!!! THE CIRCLE!!! FOR THEM TO KNOW THE INFORMATION OR NOT OR AKA WHOS IN/OUT* (APPLIES TO PPL IN!!! RELATIONSHIPS AND NNOTTT IN RELATIONSHIPS) =IF UR NOT IN THE CIRCLE, U CANT KNOW THE INFO and vice versa -IE: SOMEONE IN UR FRIEND GROUP SHARES SOME PRIVATE INFO ABOUT YOU TO SOMEONE OUTSIDE OF THE FRIEND GROUP. is a violation of that permeability. u have ownership over that information and they violated that permeability by telling someone else b. *ASKING "WHOS IN/OUT?" IS A WAY WE CAN APPLY THE THEORY* 6. *BIG ISSUE #4: PRIVACY TURBULENCE* a. *REFERS TO FIGURING!! OUT WHAT HAPPENS!!! WHEN THESE BOUNDARIES!! ARE VIOLATED!!!* =DOES IT PERMANENTLY OR TEMPORARILY AFFECT THE RELATIONSHIP?? c. *ASKING "WHAT HAPPENS WHEN THESE BOUNDARIES ARE VIOLATED" IS A WAY WE CAN APPLY THE THEORY* 7. *SOME RECENT!!! STUDIES THAT DEAL!! WITH THE ISSUE!!! OF COMMUNICATION PRIVACY MANAGEMENT* a. *STUDY #1: "INAPPROPRIATE PARENTAL DIVORCE DISCLOSURES, THE FACTORS THAT PROMPT THEM, AND THEIR IMPACT ON PARENTS/ADOLESCENTS' WELL-BEING"* were looking at why parents might reveal inappropriate information to their kids (specifically at couples who are divorced). the kids will be with a parent one weekend and the other the next. -*ONE BIG ISSUE:* HOW MUCH CONTROL THE PARENTS LACKED OVER THEIR SOURCES OF STRESS =AFFECTS HOW IMPACTED THEY WERE BY INAPPROPRATE DISCLOSURE =IF THE PARENTS GOT ALONG AFTER DIVORCE, WHEN THEY LEARN THE PARENT MADE AN INAPPROPRIATE DISCLOSURE TO THEIR KIDS, THAT WAS MORE DAMAGING/STRESSFUL TO THEM =IFF THE PARENTS DIDNTT GET ALONG AFTER DIVORCE, MAYBE THEY ANTICIPATED THEIR EX WAS WAS GONNA DISCLOSE INAPPROPATE STUFF TO THIER KIDS b. *STUDY #2: ASSESSMENTS OF DISCLOSURE FROM THE IN-LAWS:* were looking at newly weds and their relationship with the in-laws. =IF IN-LAWS DISCLOSED TO NEW MEMBER OF THE FAMILY THAT THEYRE ACCEPTING OF THEM, THEY HAVE POSITIVE RELATIONAL BENEFITS. =IF IN-LAWS SLANDERED NEW MEMBER, THERE WOULD BE NEGATIVE RELATIONAL IMPACTS =*IN LAWS REVEALING PRIVATE FAMILY HISTORY:* HAD A MIXED!! RESULT!! FROM NEW IN LAW. IF A NEW DAUGHTER IN LAW IS TOLD FAMILY SECRET, IT MIGHT MAKE HER FEEL ACCEPTED TO KNOW PRIVATE INFO. THERES BOUNDARY PERMEABILITY.

LESSON 2 CRITICAL APPROACH: LIST SOME COMMON CRITICAL LENSES (feminism, black cultural studies, post-colonial theory, etc.).

•*CRITICAL METHOD CONCERNS!!! BACKGROUND!!!* 1. *THERE ISNTTT A TYPE OF UNANIMITY!!!! IN TERMS OF A COMMON METHOD APPROACH TO DOING CRITICAL WORK!!!* -*UNANIMINITY:* agreement by all people involved; consensus. a. *IN SOME PART, THIS IS DUE TO THE FACT THAT CRITICAL/CULTURAL STUDIES DEVELOP IN DIFFERENT WAYS OVER DIFFERENT DEPARTMENTS* =CERTAINLY THERES DIF TYPES OF TRADITION SUCH AS ENGLISH, BRITISH, AMERICAN, ETC =EVEN STILL IT WOULDVE DEVELOP IN SOCIOLOGY/LEGAL/ETC =SO THERES AN INTERDISCIPLINARY BUILT INTO!! THIS TYPE OF APPROACH!! =SO THERE MIGHT A COMMON FOCUS BUT NO COMMON AGREEMENT IN TERMS OF APPRACH ----------------------------------------------------- •*SOME COMMON APPROACHES!!!* (DEPENDS A LOT ON WHAT THE SCHOLAR IS LOOKING AT!!) (SO THE OBJECT OF THE ANALYSIS DICTATES THE APPROACH) 1. *CRITICAL LENSES!!: FEMINIST, CRITICAL RACE THEORY, POST-COLONIAL STUDIES!!!* a. *THE LENS//TRADITION ARE THINGS THAT MAY BE DIFFERENT AMONG SCHOLARS!!* =SO IT INDICATES WHERE THE SCHOLAR LOOKS FIRST IN A TEXT -so the post-colonial is looking at things after mainly british colonial areas b.*ITS A COMMON APPROACH BUT DONE WITH DIFFERENT THEORETICAL LENSES!!* =SUCH AS WHERE THEYRE GONNA BE LOOKING FIRST AND WHAT THEY MIGHT FIRST NOTICE WHEN INVESTIGATING A CULTURAL NEXT 2. *TEXTUAL ANALYSIS!!* a. *HOW PPL MIGHT BE ANALYZING AND LOOKING FOR ISSUESS OF POWERRR///DOMINATION!!//RESISTANCE* b. *DOESSSS NOT SIMPLY MEAN ANALYZING A BOOK!!* =OBVIOUSLY TEXTUAL ANALYSIS SOMEITMES COMES FROM TEXTS =BBBUUUUUUT, IT MEANS ANALYZING PHENOMENOM!!!!!!! =SO TEXTS!! COULD BE THINGS SUCH AS MOVIES//BOOKS//MONUMENT//EVENT//OR A COLECTION OF A WHOLE HOST OF TEXTS SUCH AS SOME FROM THE INTERNET AND SOME FROM TV =UR ANALYZING BY LOOKING AT THE LANGUAGE CHOICE//SYMBOLIC CHOICE CLOSELY!! 3. *PARTICIPANT OBSERVATION!!!* -IE: EARLY STUDIES!! USED TO LOOK AT AUDIENCES WERE RESPONDING TO//INTERACTING W NEWS PROGRAM. a. *THE GOAL ISNT TO SIMPLY LOOK AT HOW PARTICIPANTS ARE MAKING MEANING, BBUUUUT HOW POWER IS OPERATING//HOW CAN I (IF THERE ARE MARGINALIZED GROUPS) GIVE VOICE!! TO THEM*

LESSON 4 SOCIAL MEDIA: DEFINE AND PROVIDE AN EXAMPLE!!OF SOCIAL COMPARISON THEORY

•*DEFINE AND PROVIDE AN EXAMPLE!! OF SOCIAL COMPARISON THEORY* •*SOCIAL COMPARISON THEORY!!!* 1. *REFERS TO ASSESSING!!!!!!! OUR SOCIAL!!!!! AANDDD PERSONAL!!!!! WORTH BASED ON HOW WE STACK UP AGAINST OTHERS!!!!! SEEN AS ABOVE!!!!!! ORRR BELOW US* =CREATES HIERARCHIAL RELATIONSHIPS RATHER THAN HORIZONTAL ONES a. *IS NOTTTT ALWAYSS BAD* =SOMETIMES USEFUL!!! TO EVALUATE URSELF AGAINST SOMEONE ELSE TO USE IT AS SOURCEEEEE!!!! OF MOTIVATION///SELF-IMPROVEMENT!!!! b. *BUTTT IT CANN BE BAD IF IT LEADS TO..* -FEELINGS OF ISOLATION -DEPRESSION ETC c. *THE IDEA IS SOCIAL MEDIA MAKESSS SOCIAL COMPARISON EASY* 2. *SOCIAL MEDIA!!!! EITHER MAKES THIS EASIER!!! OR HARDER!!!* a. *BUUUUT, THE TECHNOLOGY ISNTTTTTTT KILLING UR RELATIONSHIP (W URSELF or OTHERS)* b. *ITS HOWWWWW WE'RE USINGGGG THE TECHNOLOGY!!!! THAT CREATES THIS THEORY* ---------------------------------------------- •*STUDIES!!!!! DONE ON SOCIAL COMPARISON* 1. *CLAIM/BELIEF!!!!!!!!!!! #1: SOCIAL COMPARISON IN SOCIAL MEDIA MIGHTTT!!!!!!!! RELATEE TO LEVELS OF DEPRESSION!!!* a. *STUDY ABOUT IT #1: FACEBOOK USE, ENVY, DEPRESSION AMONG COLLEGE STUDENTS* -*FINDING:* NOOOOOOOOOO!!!! IT DOESNTT CAUSE DEPRESSION UNLESSS IT TRIGGERS FEELINGS OF ENVY =IF IT DOESNTTT CAUSE ENVY THENNN IT CAN ACTUALLY!!!!!!!! MAKE PPL HAPPIIERRRR!!!! b. *STUDY ABOUT IT #2: FACEBOOK DEPRESSION? SOCIAL NETWORKING SITE USE AND DEPRESSION!! IN OLDER ADOLESCENTS!!* -*FINDING:* NOOOOOOOO. FB CERTAINLYYY DOESNTTTTT CAUSE ATLEAST THE LEVELS OF CLINICAL!! DEPRESSION c. *STUDY ABOUT IT #3: DOES RECEIVING OR PROVIDING SOCIAL SUPPORT ON FB INFLLUENCE LIFE SATISFACTION??8 -IE: SELF ESTEEM -*FINDING:* YESSSS!! FB CANNN ADD TO FEELINGS OF LIFE SATISFACTION =WHAT WAS INTERESTING WAS STUDENTS WHO REPORTED LOW SELF ESTEEM!!!! WHO GAVE OTHERS SUPPORT!!!!!! ON FACEBOOK FELT THE BIGGESTTTTTTT BENEFIT OF LIFE SATISFACTION =PEOPLE WITH HIGH SELF ESTEEM DIDNT FEEL AN EFFECT *OVERALL, IT MIGHTTTT LEAD TO DEPRESSION BUT ITS COMPLICATED* *(CONCLUSION FROM THIS CLAIM: THERES NO EASY ANSWER TO ANY HEADLINE SAYING X = Y.* ------------------------------------------------- 2. *CLAIM/BELIEF #2: SOCIAL COMPARISON IN SOCIAL MEDIA MIGHTTT RELATE TO BODY IMAGE CONCERNS!!!* a. *STUDY ABOUT IT #1: SOCIAL COMPARISONS ON SOCILA MEDIA: THE IMPACT OF FB ON YOUNG WOMENS BODY IMAGE* -*FINDINGS:* PARTICPANTS WHO SPENT MORE TIME ON FB WERE IN A WORSE MOOD. (NOT NECESSARILY DEPRESSION) =THOSE WHO HAD HIGHERRRRR COMPARISON TENDENCIES WERE MORE SPECIFICALLY CONCERNED WITH THEIR IMAGE (including skin, hair, etc) b. *STUDY ABOUT IT #2: SOCIAL MEDIA AND BODY IMAGE CONCERNS* -*FINDINGS:* SOCIAL MEDIA IS LIKE OTHERR MEDIA SYSTEMS!! THERES NOT NECESSARILY ANYTHING SPECIAL!!!! SOCIAL MEDIA DOES IN COMPARISON TO WHAT OTHER MEDIA DOES TO AFFECT BODY IMAGE *OVERALL* *THE NEWYORKER ARTICLE TAPS INTO THIS: ITS COMPLICATED WITH HOW FACBOOK AFFECTS US BCCCC PEOPLE USEEEE IT FOR DIFFERENTTTTTTTTTT REASONS!!!!!!!!!!!!!!!!!!!* SO ITS NOT AS STRAIGHT FORWARD WHETHER IT MAKES US HAPPPIER OR NOT EXTERNAL EXAMPLE: FAMOUS PEOPLE ONLY FOLLOW OTHER FAMOUS PEOPLE

LESSON 4 SOCIAL SORTING: DEFINE SOCIAL SORTING

•*DEFINE SOCIAL SORTING* ----------------------------------------------------- 4. *MANY ALGORITHMS ARE HOMOPHILIC!!!!!!! THEY LIKE MORE OF THE SAME!!!!!!! AND THEREFORE, CHANNEL PREDICTABILITY* -homophily: the tendency for people to seek out or be attracted to those who are similar to themselves. a. *IN GENERAL THERES BEEN SOME WRITING PIECES WRITTEN ON HOW THIS MACHINE LEARNING IS REPLICATING UNEQUAL STRUCTURES!!* -IE: ONE READING WE HAD WHERE SOMEONE WAS TRYING TO BREAK!!!!! FACEBOOK'S RECOMMENDATION ALGORITHM FOR THEM =FB'S ALGORITHM DEPENDED ON SIMILARITY "if u like this youll like that" =SO THEYRE REALLY TRYING TO CHANNEL PREDICTABILITY^^^ 5. *ALGORITHMS1!!! CAN ALSO MAKE INEQUALITY!!!! WWORRRSSSEEEEEE!!!!!!! a. *CAN BE USED IN WAYS TO POLICE!!!!!!!!! AND PUNISH!!!!!!! THE POOR!!!* =AUTHOR OF BOOK, AUTOMATING INEQUALITY FOUND THAT EVERYTIME AI GETS SMARTER W DATA, IT MAKES IT HARDER FOR THE POOR b. *ONE OF THE KEY PRINCIPLES HERE: SOCIALLLL SORRTTTINGGGG!!!* -social sorting: data is used to sort people into categories =REFERS TO DATA!!! BEING USED TO SORT PEOPLE INTO CATEGORIES =POOR PEOPLE MUST JUMP THROUGH MORE HOOPS IN ORDER TO GET THE SERVICES THEY NEED ANSWER PEOPLE ARE SORTED INTO CATEGORIES BASED OFF OF THE DATA WE PROVIDE ONLINE ALGORTIHMS SORT US HOMOPHILICLY

LESSON 4 SOCIAL SORTING: DEFINE!! AND DISCUSS!!! PARISER'S CONCEPT OF FILTER BUBBLES

•*DEFINE!! AND DISCUSS!!! PARISER'S CONCEPT OF FILTER BUBBLES* 1. *DEFINE THE CONCEPT OF "FILTER BUBBLES"* a. *REFERS TO YOUR OWNN PERSONAL UNIQUE UNIVERSE OF INFORMATION THAT YOU LIVE IN ONLINE* b. *WHATS IN IT DEPENDS ON WHO YOU ARE!! AND DEPENDS ON WHAT YOU DO* c. *YOU DONTTT DECIDE WHAT GETS IN* d. *YOU DONT ACTTUALLYY SSEE WHAT GETS EDITED OUT* -IE: ELI IS LIBERAL. FROM TIME TO TIME, HE LIKES TO HEAR CONSERVATIVE'S OPINION BUT ONE DAY REALIZED THAT THEY ALL DISAPPEARED. REALIZED THAT ALGORITHM LEARNED THAT HE LIKED LIBERAL NEWS BC HE KEPT CLICKING ON LIBERAL LINKS -IE: TWO PEOPLE GOOGLING THE SAME THING. THE RESULTS PAGE SHOWS TWO DIFFERENT PAGES OF RESULTS (for exmaple, one guy had lots of tourist links for egypt while other had protest in egypt) ANSWER; ON THE INTERNET, ALL OF YOUR SEARCH RESULTS ARE FILTERED TO BE CATERED TO YOU AND YOUR LIKINGS. CAUSES U LIVE IN UR "FILTER BUBBLE" 2. *DISCUSS THE TOPIC OF "FILTER BUBBLES"* a. *ONE PROBLEM WITH IT* =DISCOVERED BY RESARCHERS AT NETFLIX. THEY WERE LOOKING AT THE NETFLIX QUEUES AND NOTICED SOMETHING FUNNY =THERES SOME MOVIES THAT QUICKLY LEAVES OUR QUEUE AND SOME MOVIES CAN WAIT FOR A REALLY LONG TIME IN OUR QUEUE -IE: IRON MAN QUICKLY LEAVIGN WHILE WAITING FOR SUPERMAN STAYS FOR A WHILE =FOUND: IN OUR NETFLIX QUEUES, THERES A STRUGGLE GOING ON BETWEEN!!!!! FUTURE ASPIRATIONAL SELVES!!! ANNDDD OUR MORE IMPULSIVE PRESENT SELVES!!!!!! -IE: WE ALL WANT TO BE SOMEONE WHO WATCHES DOCUMENTARIES BUT RN WE WANNA WATCH BOBS BURGERS FOR THE FIFTH TIME =THE BEST EDITING GIVES US A BALANCE OF EVERYTHING -IE: A LITTLE JUSTIN BIEBER, VICTORIOUS, PLANET EARTH, THE OSCARS (gives us some information vegetable and some inforation dessert) b *CHALLENGE IS THAT BC ALGORITHIMS LOOK AT MAINLY WHAT U CLICK ON FIRST, IT CAN THROW OFF THE A BALANCE!!!* =INSTEAD OF BOTH INFORMATION VEGETABLE AND DESSRTS, YOU END UP W ALL INFORMATION JUNK FOOD c. *WHAT ^^^ SUGGESTS IS THAT WE HAVE INTERNET WRONG* =WHAT WE'RE SEEING IS A PASSING OF THE TORCH!!!! of who controls whhat u see FROM HUMAN TO ALGORTHMIC ONES -IE: from humans w tv programming to algorithmic ones on the internet d. *THE ALGORITHMS DONTTTT YET HAVE THE EMBEDDED ETHICS THAT THE HUMAN EDITORS DID* e. *SO IF ALGORITHMS CURATE THE WORLD FOR US THENNNN WEE NEEEDDDD TO MAKE SURE THEYRE NOTTTTTTTTTTTTT JUST KEYED TO RELEVANCE* -WE NEED TO SEE THINGS OF ALL SORTS. THINGS THAT ARE....: -RELEVANT -IMPORTANT -UNCOMFORTABLE -CHALLENGING -OTHER POINTS OF VIEWS f. *WE NEED PEOPLE WHO BUILD ALGORITHMS TO MAKE SURE THAT THEY HAVE ENCODED IN THEM...* -A SENSE OF PUBLIC LIFE -A SENSE OF CIVIC RESPONSIBILTY =WE NEEED TO MAKE SURE THEYRE TRANSPARENT ENOUGH ANDDDD =WE ALSO NEED ALGORITHMS TO GIVE USSS SOME CONTROL!!!! TOO FOR USSS TO DEIVDE WHAT GETS THRU AND WHAT DOESNT* =WE NEED INTERNET TO CONNECT US AL TOGETHER OF DIFFERENT PEOPLE and its not gonna do that if it leaves us all isolated ina web of one ANSWER: FILTER BUBBLES DONT GIVE US ENOUGH VARIETY ONLINE AND FREEDOM TO CHOOSE WHAT WE WANT TO SEE WE NEED A NEW ALGORTIM THAT WILL EXPOSE US TO ALL SORTS OF THINGS TOO MANY ALGORITHMS ARE HOMOPHILIC MAMKIG INEQUALITY EVEN WORSE

LESSON 1 DEFINITIONS OF COMMUNICATION: PROVIDE A DEFINITION OF COMMUNICATION EXPLAIN THE IMPLICATIONS OF THE DEFINITION (systemic, process, interactive, symbolic, meaning).

•*DEFINING COMMUNICATION* 1. *TWO TEXTBOOK DEFINITIONS OF COMMUNICATION* a. *"COMMUNICATION AS THE PROCESS OF GENERATING MEANING!!! BY SENDING!!!! AND RECEIVING!!! VERBAL!!!! AND NONVERBAL!!!! SYMBOLS AAAND SIGNS!!!!! THAT ARE INFLUENCED BY MULTIPLE CONTEXTS!"!* -A SIMPLIFIED VERSION: COMMUNICAITON IS THE EXCHANGE OF INFO!! AND MEANING!! (VERY BROAD) b. "*COMMUNCATION IS THE EXCHANGE!! OF INFORMATION!!! AND MEANING!!"* -------------------------------------------------- 2. *THE DEFINITION OF COMMUNICATION AS A DISCIPLINE!!!!* a. *"COMMUNICATION (THE DISCIPLINE) FOCUSES ON HOW PEOPEL USE MESSAGES TO GENERATE MEANING WIHTIN AND ACROSS VARIOUS CONTEXTS, AND IS THE DISCIIPLINE THAT STUDIES ALL FORMS, MODES, MEDIA, AND CONSEQUENCES OF COMMUNICATION THROUG HUMANISTIC, SCIENTIFIC, AND AESTHETIC INQUIRY"* =WRITTEN BY THE NATIONAL COMMUNICATION ASSOCIATION -------------------------------------------------- 3. *DEFINITION FROM TEXTBOOK WRITTEN BY JULIA WOOD!!!!! (A COM SCHOLAR)* a. *"COMMUNICATION IS A SYSTEMIC!!!! PROCESS!!!! IN WHICH PPL!!!! INTERACT WITH AND THRU SYMBOLS!!! TO CREATE!!!!! AND INTERPRET!!!! MEANINGS"* =PROF LIKES THIS DEFINITION BC IT ALLOWS U TO DIVE INTO MORE DEPTH =SHOWS THAT COMMUNICATION IS VERY BROAD -IE: COMMUNICATION TO HUMAN IS WHAT WATER IS TO FISH. UR AWARE OF IT BUT ITS SO PERMEATING THAT ITS SOMETIMES DIFFICULT WHATS EXACTLY GOING ON IN COMMUNICATION =THIS DEFINITION HAS MULTIPLE!!!! IMPLICATIONS. ITS: -SYSTEMIC -A PROCESS -HAS TO DO WITH PEOPLE!!! b. *TO PICK THIS DEFINITION APART....* =IT SUGGESTS THAT COM EXISTS WITHIN PREEXISTING WEBS OF MEANING!!! 4. *FIRST IMPLICATION OF JULIA WOODS' DEFINITION: ITS SYSTEMIC!!!* a. *"WEBS OF MEANING" AND "SYSTEMIC" IN THE DEF REFERS TO FORMAL!!!!!! MEANINGS* -IE: FORMALLY GOVERNED ISSUES!!! SUCH AS MEDIA!! OWNERSHIPS (DICTATES WHAT YOU CAN DO) IN ADDITION TO -IE: INFORMATION SYSTEMS!! SUCH AS GENDER!!! OR POWER!!! OR RACE!! =GENDER, POWER, AND RACE!! PREEXIST!!!!! =YOU LEARN INDIVIDUAL COMMUNIATION CHOICES WITHIN THOSE EXISTING UNDERSTANDINGS!!!///RELATIONSHIPS!!! =IN THIS WAY COMMUNICATION IS BOTH PRIVATE!! (W UR INDIVIDUAL CHOICES) AND PUBLIC!! (UR BROUGHT UP IN A WAY OF USING LANGUAGE IN A PARTICULAR WAY) =WE OPERATE!! WITHIIN A LARGER CONTEXT =ALOT OF COMMUNICATION STUDIES FOCUSES ON WHAT ARE THOSE LARGER!!! STRUCTURES OF COMMUNICATION THAT DICTATE HOW WE THINK//HOW WE TALK ABOUT CERTAIN IDEAS!! b. *COMMUNICATION REFERS TO STUDYING THOSE LARGER CONTEXTX THAT DICTATE HOW WE THINK/THINK ABOUT CERTAIN IDEAS 5. *SECOND IMPLICATION OF JULIA WOODS' DEFINITION: ITS A PROCESS!!!* a. *AS A PROCESS, COMMUNICATION IS ONGOING!!!!! AND DYNAMIC!!!!* b. *ONE WAY OF LOOKING AT COMMUNICATION AN ONGOING!!!!! AND DYNAMIC!!! PROCESS* -CONSIDER THE EXAMPLE OF A METAPHOR FROM RHETORIC SCHOLAR, KENNETH BURKE. HE SAID: "I SHOWED UP TO THIS PARLOR AND THERE WAS ALREADY THIS CONVERSATION GOING ON, I ARRIVED LATE, THERE WAS ALREADY A CONVERSATION IN PLACE, I KINDA JUMPED IN AND FIGURED OUT WHERE I WAS IN THE CONVO AND CONTRIBUTED TO IT. THEN, IT WAS MY TIME TO LEAVE* ^^^HE WAS TALKING ABOUT HUMAN LIFE WITHIN THE ONGOING PROCESS OF COMMUNICATION =U JUMP IN, FIGURE OUT WHERE U R, PARTICIPATE, AND IT CONTINUES ON (THIS IS ONE WAY OF LOOKING AT COMMUNICATION AS ONGOING AND DYNAMIC) c. *EVEN WHEN U CHOOSE TO END COMMUNICATION, IT DOESNT REALLY END* -IE: UNFRIENDING SOMEONE ON FACEBOOK, IF AFFECTS HOW YOU INTERACT W THAT PERSON, EVEN IF U DONT SEE THEM IN PERSON FOR AWHILE OR AT ALL ^^ITS ONGOING!! 6. *THIRD IMPLICATION: "PEOPLE!!!!!"* a. *WE ARE LOOKING AT HUMANS!!! (WE'RE NOT GONNA BE LOOKING AT HOW DOGS COMMUNICATE W E/O)* b. *WE'RE NOT JUST LOOKING AT HUMAN CHOICES!!!!* =ITS HOW HUMANS ARE REACTING!!!! TO CHOICES -IE: AN AD THAT U MIGHT SEE ON IG CAN BE BASED OFF OF YOUR DECISIONMAKING ALGORITHM WHEN GOING THRU THE APP -IE: MEMORIALS ARE SEEN AS SAD BC ITS HOW PEOPLE REACT!!! WHEN AT ONE. THIS COMMUNICATES MEANING 7. *FOURTH IMPLICATION: "INTERACTIONS!! WITH!! AND THRU!! SYMBOLS!!!* =COMMUNICATION REPRESENTS THROUGH THINGS!!! AND WORDS!!!! =WHEN WE LOOK AT COMMUNICATION, WE'RE NOTTTT JUUUSST LOOKING AT LANGUAGE =WE'RE LOOKING AT SYMBOLIC!!! COMMUNICATION =WE LOOK AT HOW COMMUNICATION REPRESENTS ITSELF WITTTHHH!!!! AND THROUGH!!!! SYMBOLS (AKA W THINGS!!! & WORD!!) -IE: EMOJIS (THOSE ARENT WORDS BUT THEY COMMUNICATE) -IE: IF UR AT A MUSEUM AND UR ACTING W A PIECE OF PROTEST ART (SUCH AS BANKSY). THERE ARENT WORDS BUT IT STILL COMMUNICATES 8. *FIFTH IMPLICATION: TO CREATE!!!!! AND INTERPRET!!!! MEANING!!!* =TWO!!!! TAKEAWAYS FROM THIS IDEA: a. *FIRST: COMMUNICATION IS MUTUALLY!! CONSTRUCTED!!!!* =ITS NOT JUST SIMPLY "I SAY SOMETHING" AND THATS ALL WE'RE LOOKING AT =IT ALSO HAS TO DO WITH YOUR!!!! INTERPRETATION OF HOW IM SAYING IT b. *SECOND: COMMUNICATION AFFECTS!!!! OUR SOCIAL!!! REALITY!!!!* (BC ITS MUTUALLY CONSTRUCTED) =HOW WE DISCUSS/UNDERSTAND IDEAS ARE GOING TO SHAPE WHAT WE ACTUALLY DO IN LIVED REALITY -IE: THERE MAY BE A MATERIAL REALITY CAUSE (SUCH AS A VIRUS!!!! AS A MATERIAL REALITY). WE HUMANS DIDNT CALL IT BY BEING IN VIRTUE OF COMMUNICATION BUT IT EXISTS AND HOW WE HUMANS!! TALK ABOUT IT AFFECT OUR SOCIAL REALITY. THE VIRUS IS THE MATERIAL CAUSE BUT IT LEADS!!!!!!!! TO A CONSTRUCTED MEANING AROUND THAT MATERAL CAUSE THAT AFFECTS OUR SOCIAL REALITY (LIKE STUDENTS WATCHING PROFESSORS AT HOME) -

LESSON 1 MODELS OF COMMUNICATION: DEFINE AND EXPLAIN THE TRANSMISSION, INTERACTIOM AND TRANSACTIONAL MODEL OF COM

•*DEFINING COMMUNICATION: MODELS!!! OF COMMUNICATION* =NOW THAT WE'VE DEFINED COMMUNICATION, WE'RE GONNA PUT IT INTO ACTION!!!! AND WE CAN DO THAT BY LOOKING AT DIFFERENT MODELS OF COMMUNICATION =MODELS AKA DIFFERENT WAYS TO VISUALIZE THE PROCESS OF COMMUNICATION AKA THE RELEVANT FACTORS!!! INVOLVED IN AN ACTIVE COMMUNICATION 1. *WE'LL BE LOOKING AT THREE MODELS OF COMMUNICATION!!!!* a. *THESE REPRESENT THE EVOLUTIONARY!!! MODEL!! OF THINKING! IN THE COMMUNICATION DISCIPLE OV THE LAST COUPLE OF DECADES* b. *THE THREE MODELS INCLUDE...* -THE TRANSMISSION MODEL -THE INTERACTION MODEL -THE TRANSACTIONAL1!! MODEL! ----------------------------------- 2. *THE TRANSMISSION!!! MODEL!!* a. *REFERRING TO THE BOOK "THE MATHMATICAL THEORY OF COMMUNICATION" BY SHANNON AND WEAVER, ITS A VERY A MECHANISTIC!!!! DEFINITION!1 UNDERSTANDING MODEL OF COMMUNICATION* =ITS A MODEL TRYING TO REPLICATE!!, ANTICIPATE!! AND REFLECT!!! SOME OF THE ISSUES THAT GO ON DURING COMMUNICATION TECHNOLOGY =A VERY EARLY!!! MODEL!!! =DOESNT HAVE MANY ELEMENTS c. *THE TRADITIONAL!!! WAY OF THINKING OF THE MODEL ITSELF...* -A SENDER!!! INCODES A MESSAGE -THAT MESSAGE IS CARRIED ALONG A CHANNEL -THAT MESSAGE IS THEN DECODED!! BY THE RECEIVER d. *IS A VERY LINEAR!! MODEL OF COMMUNICAITON* =DROP COMMUNICATION IN AND ITS RECEIVED INT HE OTHER END -IE: SENDING MAIL!!! U WRITE IT, DROP IT OFF TO MAILMAN, AND RECEVIER READS UR MAIL -IE: TELEPHONES! U INCODE THE MESSAGE INTO A PHONE AND UR MESSAGE TRAVELS THRU THE LANDLINE AND THEN THE RECEVIER RECEIVES UR MESSAGE ON THEIR PHONE AND INTERPRETS IT. UR MESSGAE IS TRANSMITTED!! THRU THE LANDLINE =YOUR MESSAGE IS TRANSMITTED!!!! e. *NOISE!!!! IS ANOTHER FACTOR!!* =NOISE IS WHATEVER!!! THAT AFFECTS THE QUALITY!!!! OR CLARITY OF THE MESSAGE!!! =CAN BE LITERAL!!! OR NON-LITERAL NOISE!! -IE: LOUD MUSIC AT CLUB -IE: TECHNOLOGICAL NOISE WITH MICROPHONE CUTTING OUT -IE: SEMANTIC NOISE WHERE SOMEONE DOESNT!!!! UNDERSTAND!!!! WHAT YOURE TRYING TO SAY!! f. *ONE THING MODEL DOESNT!!!! HAVE IS THE ROLE!!!!! OF BACK AND FORTH COMMUNICATION!!!* 3. *THE INTERACTION!!!! MODEL!!!* a. *IS EXACTLY THE SAME!!! AS THE TRANSMISSION MODEL BUUUUT THERES A FEEDBACK!!!!! LOOP AAAANDDD A CONTEXT!! LOOP!!!* b. *THE FEEDBACK LOOP* -IE: YOU AND I ARE ENGAGED IN A CONVO. YOU SAY SOMETHING AND I NOD!!! (THIS IS NONVERBAL FEEDBACK!!) =ITS NNNOTTTT PURELY ONE PERSON BEING THE SENDER AND THE OTHER PURELY BEING THE RECEIVER* =RATHER, AS I SAY SOMETHING, YOURE COMMUNICATING BACK TO ME =SO THE ROLES OF BEING SENDER!! AND RECEVIER!! GO BACK AND FORTH =THERES A FEEDBACK LOOP =HAPPENS WITHIN!!! CONTEXT LOOP c. *THE CONTEXT!!! LOOP!!!* =THIS MODEL ALSOO OCCURS!!! WITHIN CONTEXT!!!! -IE: PHYSICAL CONTEXT. YOURE TALKING ABOUT WORK ISSUES W COWORKER IN A BAR. THATS GONNA AFFECT HOW THE COMMUNICATION CAN UNRAVEL. CAN BE A -IE: PSYCHOLOGICAL CONTEXT!! WHERE YOURE NERVOUS!!1 WHICH AFFECTS SOMETHING =HAPPENS OUTSIDE!! OF FEEDBACK LOOP d. *THIS MODEL IS REALLY ABOUT HOOWWWWWW THE PARTICIPANTS INTERACT!!! WITH ONE ANOTHER TO CREATE!! THIS COMMUNICATION ENDEAVOR* 4. *THE TRANSACTIONAL!!!! MODEL!!!* a. *THE SENDER!! AND RECEIVER!! ARE NO LONGER NAMES!! BOTTHHH PARTICIPANTS ARE NOW CONSDERED COMMUNICATORS* =BOTH PARTICIPANTS ARE SENDING!! AND RECEIVING!! =BOTH ARE CODING!! AND DECODING!! SIMUTANEOUSLY!!! b. *HAPPENS THROUGH MULLLTIPPLLEEE CHANNELS!!!!* (NOT JUST ONE) c. *IS AN ONGOING!! CO-CREATIVE ACT!! THAT CREATES!! THIS MESSAGE!! AND CREATES!! THIS MEANING* =THIS IS SATURATED WITH NOISE!! AND DIFFERENT CONTEXTS =THERE ARE SOCIAL//RELATIONSIP//CULTURAL CONTEXTS!! THAT AFFECT OUT COMMUNICATION -IE: SOCIAL CONTEXTS MIGHT CREATE NORMS!! FOR COMMUNICATION. SUCH AS TWO PEOPLE TRY NOT TO INTERUPT EACH OTHER ORRR NOT FART AROUND EACH OTHER . -IE: RELATIONAL!! CONTEXTS AFFECT THE ACTS OF COMMUNICATION SUCH AS HOW YOU BEHAVE WITH AN INTERVIEWER AND YOURE THE INTERVIEWEE d. *THIS MODEL GETS US A LOT CLOSERRRR TO THE DEFINITION THAT WE STARTED WITH* =WHICH IS THE NOTION OF COMMUNICATING BEING CONSTITUTED =WE DONT JUST SEND INFO IN COM, WE ENGAGE!!!! IN COMMUNICATION FOR MULTIPLE REASONS!! AND IT AFFECTS OUR SOCIAL REALITY e. *THE TRANSACTIONAL MODEL!!! DOEESSSNNNTTTTT IMPLY THE TRANSMISSION (LINEAR) MODEL AS WRONG!!!* =THE TRANSMISSION/LINEAR MODEL SIMPLY HAS FEWER MOVING PARTS//ITS LESS COMPLEX -IE: WITH SIMPLE PHYSICS AND MODERN QUANTUM PHYSICS. ITS NOT THAT ONES WRONG. QUANTUM PHYSICS LOOKS AT DIFFERENT THINGS I MORE DETAIL. ITS MORE NUANCE. IT CAPTURES A -WHY WE'RE LOOKING AT THIS: MOST MODERN SCHOLARSHIP COMES FROM A TRANSACTIONAL!!!!! APPRACH RATHER THAN TRANSMISSION APPRACH

LESSON 3 NONVERBAL COMMUNICATION: DICUSS!! WHY ITS SO DIFFICULT TO PICK OUT A LIAR BASED SIMPLY ON NONNNVERBAL CUES

•*DICUSS!! WHY ITS SO DIFFICULT TO PICK OUT A LIAR BASED SIMPLY ON VERBAL CUES* •*NONVERBAL COMMUNICATION AND LYING* 1. *NONVERBAL!! COMMUNICATION ISSSNTTTTT MORE TRUTHFUL THAN VERBAL!!! COMMUNICATION* a. *PEOPLE TENDD TO ASSUME!! THAT YOURE ABLE TO DETECT!! A LIAR!! THRU NONVERBAL COMMUNICATION* -IE: PEOPLE'S EYE'S LOOKING AWAY ISSNTTTT!!! A RELIABLE WAY TO TELL THAT THEYRE LYING b. *THERE ARE TICKS BEYOND OUR CONTROL* c. *WE'RE NOTTT GOOD AT PICKING OUT LIARS AS WE THINK WE ARE* d. *NUMEROUS STUDIES PROVE THAT WE CAN ONLYYYYY DISTINGUISH LIARS!!! FROM TRUTHTELLERS 50%!!!!!!!!!!!!!!!!!! OF THE TIME* =217 STUDIES HAVE SHOWN THAT PARTICIPANTS CAN ONLY DISTINGUISH LIARS FROM TRUTH TELLERS 50% OF THE TIME =OFC, MADE COMPLICATED BY WHO THE LIAR IS (WHETHER THEYRE 3 OR 30 YEARS OLD) =ANOTHER STUDY SHOWED THAT ONLY 31/13,000 PEOPLE ACHIEVED ACCURACY IN DETECTING LIARS e. *NONVERBAL SIGNS WE OFTEN THINK OF AS LYING ISSS OFTEN ACTUALLY NERVOUSNESSSS!!!!! ETC* =*YOU HAVE VERY!!! LOW ODDS OF PICKING OUT A LIAR* 2. *VERBAL!!!! COM IS SINGLE!!!! CHANNELED // NONVERBAL!!! COM IS MULTICHANNELED!!!!!* a. *NONVERBAL IS MULTICHANNELED THRU...* -PHYSICAL CLOSENESS -TOUCH -GESTURE -EYES (ETC) b. *THEREFORE, NV IS A LOTTT MORE!!! TO CONTROL!!!!! THAN VERBAL COM* =THATS WHY WE ASSUME THAT WE CAN DETECT LYING THRU NV COM c. *BBBBUUUUT, OFTENTIMES YOU CAN BE WRONG!!!! W ASSUMPTION BC THERES LOTS!! OF TO MISTAKEN IT WITH* =A LOT OF NV SIGNS THAT SHOWS LYING CAN CONTRADICT W OTHER THINGS SUCH AS NERVOUSNESS 3. *NONVERBAL COMMUNICATION ISSNTTTTTT A CRACKABLE!! UNAMBIGUOUS!!!! CODE* a.*ITS COMPLICATED!!* b. *CHOOSING!!! TO DISPLAY CERTAIN NONVERBAL!! CODES IS OFTEN BASED!!! ON FACTORS OF....* -CULTURE -RELATIONAL -TEXTUAL (hugely dependent on those^^) -NOTE: NOW THIS ISNT TO DISCREDIT BOOKS WRITTEN ABOUT NONVERBAL COM ------------------------------------------- OVERALL -TEHRE IS THIS COMMON MISCONCEPTION!!!!!!!!!!!! THAT THERE IS A SINGLE!!! LANGUAGE ALL BODIES COMMUNICATE IN -IE: CROSSING UR ARMS MEANS UR DEFINITELY DISSATISFIED =NEWS FLASH, IT DOESNTTT!!!! =TEXTUAL CUES/RELATIONAL CUES/CULTURAL CUES ALLLLLLLLLLLLLLLLLLLLL PLAY A ROLE!!! IN SHAPING NV!! COM =NV IS COMPLICATED AND FUNNELED THRU A WHOLE BUNCH OF DISPLAU RULES ASNWER NONVERBAL IS MULTICHANNELED THEREFORE A LOT OF SIGNS CAN CONTRADICT WITH ONE ANOTHER MEANWHILE VERBAL IS IS SINGLE CHANNELD

LESSON 4 MEDIA EFFECTS: EXPLAIN DIRECT EFFECTS RESEARCH AND USES AND GRATIFICATIONS RESEARCH

•*DIRECT EFFECTS RESEARCH* •*BACKGROUND!!! WITH EARLY MEDIA EFFECTS RESEARCH!!!* 1. *THIS IS A BIG AREA!! OF RESEARCH* (MEDIA EFFECTS) a. *PPL BEEN CONCERNED W MEDIA EFFECTS SINCE PLATO'S WRITING ABOUT THE DANGERS OF WRITING* =AKA THE IDEA THAT THERES GONNA BE DISCRETE MEDIA EFFECTS 2. *THIS SECTION WILL HELP US BETTERRR READD!! AND RESPOND!!!! TO THE WEALTH!! OF MEDIA REPORTING!! ON MEDIA EFFECTS* a. *LECTURE IS ABOUT...* =LOOKING AT HOW WE STUDIED MEDIA EFFECTS OVER THE YEARS =INTERESTING TO SEE WHERE WE'RE GOING!!!! WITH MEDIA RESEARCH BY LOOKING AT WHERE WE'VE BEEN!!!* ------------------------------------------- •*EARLY MEDIA EFFECTS RESEARCH!!!* 1. *DIRECT EFFECTS!!! // HYPODERMIC NEEDLE THEORY!!* a.*AN IDEA!!! OR EARLY FEAR!!! THAT AUDIENCES PASSIVELY!!!! ACCEPTED MEDIA MESSAGES!! AANDDD WOULD EXHIBIT PREDICTABLE REACTIONS!!!* =EARLY AKA EARLY 20TH CENTURY =NNOOTTTT TRUEEEE THEORY LATER DISPROVEDD a. *REFER BACK TO POSITIVISM OF CAUSALITY* =THE FEAR THAT THERE ARE DIRECT UNIFORM EFFECTS OF MEDIA b. *EXAMPLES INCLUDE...* -IE: COMIC BOOKS -IE: RADIO c. *SURROUNDED BY FEARS OF PROPAGANDA!!!!* d. *ONE OF THE FIRST INTERESTING STUDY! THAT CHALLENGES!!! THE IDEA OF DIRECT EFFECTS:* the filmmaker could go on to make the movie "citizen kane" which is an early radio drama REMAKING H.G. Well's book war of the worlds. -*WHAT WAS DIFFERENT ABOUT REMAKE VERSION:* WAS TRYING TO DO IT LIKE U WERE DOING STORY THRU RADIO UPDATES =THE WAY IN WHICH ITS TOLD IS THROUGH BREAKING MESSAGES!!! AND CUTTING AND EDITING THAT MADE IT SOUND LIKE NEWS =IF DIRECT EFFECTS IS TRUE, EVERYONE WAS GONNA RESPOND TO THE RADIO MESSAGES FROM WAR OF THE WORLDS THAT RAN ON RADIO FOR EVERYONE THE SAME WAY =BUT PEOPLE DIDNTTTT ACT IN THE SAME WAY!! CHALLENGING THE IDEA =some acted as tho it was real, some didnt =THIS STUDY DISPROVED!!! THE IDDEA OF DIRECT EFFECTS e. *WE DISPROVED IT FROM RESEARACH STANDPOINT BUUUUT THERES STILL ALWAYS THIS FEAR OF CLEAR/DIRECT EFFECTS OF MEDIA* ANSWER •*EARLY MEDIA EFFECTS RESEARCH!!!* 1. *DIRECT EFFECTS!!! // HYPODERMIC NEEDLE THEORY!!* a.*AN IDEA!!! OR EARLY FEAR!!! THAT AUDIENCES PASSIVELY!!!! ACCEPTED MEDIA MESSAGES!! AANDDD WOULD EXHIBIT PREDICTABLE REACTIONS!!!* =EARLY AKA EARLY 20TH CENTURY =NNOOTTTT TRUEEEE THEORY LATER DISPROVEDD ------------------------------------------- •*USES AND GRATIFICATIONS* (NEW IDEA CREATED AFTER DIRECT EFFECTS WAS DISAPPROVED) •*ACTIVE EFFECTS!!!!* 1. *AUDIENCES ARENTTTT ACTING IN A SINGLE UNIFORM WAY!!!* a. *REALIZED ONCE WE MOVED AWAY FROM IDEA OF DIRECT EFFECTS* 2. *RESEARCH SHOWS THAT AUDIENCES WERE FARRRR!!! MOREEE ACTIVEEEE!! THAN PASSIVE!!!* a. *AUDIENCES INTERPRET!!!////ENGAGE!! WITH THE MEDIA!!! IN DIFFERENT WAYS!!!* =INSTEAD OF SIMPLY RECEIVING MESSAGES FROM THE MEDIA, THEY SEEK OUT MEDIA!! THAT TAKE CONTROL OF THEIR MEDIA DIET 3. *THE CONCEPT OF SELECTIVE!! EXPOSURE!!* a. *REFERS TO AUDIENCES CHOOSE WHIHC MEDIA TO TUNE INTO!!!* =aka SELECTING MEDIA THAT CONFIRMS YOUR EXISTING OPINION* b. *THIS WAS A CONCERN A LONG TIME AGO AND A CONCERN NOW* =RESESARCH THAT COMES OUT ON THIS PERIODICALLY c. *ARGUES THAT NEWS CHANNELS (LIKE FOX NEWS) OFFERED VIEWERS MORE OPPORTUNITY!!! FOR SELECTIVITY* =CAN IMPACT ISSUES OF POLARIZATION d. *SELECTIVITY POLARIZES!!! AND INNOCULATES!!!! AUDIENCES!!!!!* -POLARIZES: cause to divide into two sharply contrasting groups or sets of opinions or beliefs. -INNOCULATES: immunize =AKA DIVIDES!!! AND IMMUNIZES!! AUDIENCES 4. *THE USES AND GRATIFICATIONS* a .*IS A MODEL!!!!!! THAT REFERS TO A WAY!!!! IN WHICH WE THINK ABOUT ACTIVE AUDIENCES!!* b. *DEFINITION: BY EXAMINING!! DIFFERENT GROUPS OF MEDIA CHOICES, RESEARCHERS CAN DETERMINE MOTIVATIONS FOR MEDIA USE* =AKA YOU CAN LOOK AT HOW!!! AND WHY CERTAIN GROUPS CHOOSE CERTAIN MEDIA AND USE THAT TO DETERMINE THEIR MOTIVATIONS!! c. *THEYRE USING MEDIA TO PLEASE!! SOME SORT OF NEED* =THAT GETS U A FAR WAY INTO UNDERSTANDING HOW AUDIENCES ARE ACTIVELY!! MAKING THE DECISION TO SELECT CERTAIN MEDIA CONTENT OVER OVER MEDIA CONTENT d.*THIS MODEL FOCUSES MOREEE ON AUDIENCE USE!!! THAN THE CONTENT THEY LOOK AT* =AUDIENCE IS ACTIVELY LOOKING!! TO FILL CERTAIN NEEDS e. *EXAMPLES OF STUDIES WHEN SOMEONE USES THE USE AND GRATIFICATIONS * -IE: researchers were wondering why are ppl going to some of these radio websites for lifestyle management in order to feel religious as well as info sinking. -IE: researchers were looking at why college students were going to youtube!! found they were using it for entertainment, studyong, coviewing. BASICALLY, finding a wide range for why someone would go to wyoutube ------------------------------------------- OVERALL, AUDIENCES ARE ACTIVE!!! IN OPPOSITION THE DIRECT EFFECT!! CONCEPT where they believed that people were passive DIFFERENT WAY OF THINKIGN ABOUT MEDIA EFFECTS =BC MEDIA HAS A ROLE!! TO PLAY BUT THE AUDIENCE IS ALSSOO PLAYING AN EFFECTIVE ROLE IN WHAT THE EFFECT OF THAT COMMUNICATION IS ANSWER 4. *THE USES AND GRATIFICATIONS* a .*IS A MODEL!!!!!! THAT REFERS TO A WAY!!!! IN WHICH WE THINK ABOUT ACTIVE AUDIENCES!!* b. *DEFINITION: BY EXAMINING!! DIFFERENT GROUPS OF MEDIA CHOICES, RESEARCHERS CAN DETERMINE MOTIVATIONS FOR MEDIA USE* d.*THIS MODEL FOCUSES MOREEE ON AUDIENCE USE!!! THAN THE CONTENT THEY LOOK AT* =AUDIENCE IS ACTIVELY LOOKING!! TO FILL CERTAIN NEEDS e. *EXAMPLES OF STUDIES WHEN SOMEONE USES THE USE AND GRATIFICATIONS * -IE: researchers were wondering why are ppl going to some of these radio websites for lifestyle management in order to feel religious as well as info sinking.

LESSON 4 SURVEILLANCE AND PRIVACY: EXPLAIN ANIL DASH'S UNDERSTANDING OF PUBLIC

•*EXPLAIN ANIL DASH'S UNDERSTANDING OF PUBLIC* 2. *INTERNET FUNCTIONS AS BOTH!!! A PRIVATE!! AND PUBLIC!! SPACE* a. *INTERESTING ANALOGIES* -FIRST ONE: your communication (fb, twitter, snapchat) on the internet can BE LIKE A PHONE!! it has person-to-person connections aka youre providing info just to them, youre talking just to one person aka u comment on their social media account. ITS OPERATING LIKE A PHONE. kinda functions like a private communication and like a public communication -SECOND ONE: you communication on the internet (snap, twitter, fb) is kinda like a PUBLIC SPACE THATS ALSO A PRIVATE SPACE. like government spaces are publically owned. you can protest/chill there. BUT social media platforms arent piblic in that way. theyre privately owned companies. there are free speech expectations that would hold for a public space that may not hold for a online social media space FOR EXAMPLE, Trump's twitter account. presidential info is public. now twitter is a private company bUT these guys got blocked by trump on twitter. in 2018, a group of citizens took trump (a public official) to court to argue that its unconstitutional!!! to exclude dissenting views. the court ordered trump to unblock those people FOR EXAMPLE, twitter is a public space BUT can pull down your tweets going AGAINST free speech and thats allowed bc twitter is a private company b. *ALL OF THIS GETS US TO ANIL DASH'S ARTICLE, "WHAT IS PUBLIC?"* =IS IT REALLY ALL THAT EASY?? =MATT LIKES HIS FRAMING =HAS A LINE IN THERE THAT SPEAKS A LOT TO AS HOW PRIVACY SPEAKERS ARE TALKING ABOUT PRIVACY HE SAYS: "public is NOT just what can be viewed by others, but its a fragile set of social conventions about what behaviors are acceptable!!! and appropriate!!!" ^SOME SURVEILLANCE SCHOLARS MAY SAY THEY JUST WANNA LOOK AT PRIVACY, SOME SAY A FOCUS IN PRIVACY IS IMPRACTICAL =WHEN YOU START TALKING ABOUT MARKETING SURVEILLANCE, WHO OWNS THAT LIKE? IN SOME SENSE, YOU OWN IT BC U EXPRESS UR PREFERNCE BUT IN ANOTHER SENSE, THE SOCIAL MEDIA PLATFORM OWNS THAT LIEK FOR MARKETING PURPOSES c. *CIVIL INATTENTION* =REFERS TO A DISPLAY OF DISINTERESTEDNESS!! WITHOUT DISREGARD -IE: IF YOURE ON A BUS, YOU CANT NOTTT BE AROUND OTHER PEOPLE. SO ITS NOT LIKE YOURE ACTING LIKE YOURE AFRAID OF THEM, YOURE NONVERBALLY GONNA RECOGNIZE THAT SOMEONE IS THERE AND PERFORMING THE FACT THAT YOURE NOT INVADING THEIR PRIVACY EVEN THOUGH THEYRE IN A PUBLIC SPACE =THERE CAN BE LAWS AROUND -IE: PAPARAZZI PHOTOS OF CELBRITIES COMING OUT OF GROCERY. yeah, theyre in public except youre kinda invading their privacy bc the grocery store isnt a red carpet event. its legal but also violates the norm of what we expect privacy to look like. its unwritten rules ----------------------------------- ANSWER Public is not simply defined. Public is not just what can be viewed by others, but a fragile set of social conventions about what behaviors are acceptable and appropriate. -convention: a way in which something is usually done, especially within a particular area or activity.

LESSON 4 SOCIAL MEDIA: EXPLAIN BOYDS NOTION OF SOCIAL PRIVACY CONTEXTS AND COLLAPSING TEXTS ONLINE

•*EXPLAIN BOYDS NOTION OF SOCIAL PRIVACY CONTEXTS AND COLLAPSING TEXTS ONLINE* =GOING OVER THE NOTION OF COLLAPSING CONTEXTS & IMPRESSION MANAGEMENT IN THE DANIEL BOYD BOOK =BOYD'S BOOK IS ABOUT WHERE SHE INTERVIEWS DIFFERENT TEENS ABOUT THEIR SOCIAL MEDIA USE ---------------------------------------- •*COLLAPSING CONTEXTS!!!!* 1. *CONCEPT!!! THAT REFERS TO THE IDEA THAT TEENS MANAGE SOCIAL DYNAMICS!!! DIFFERENTLY IN DIFFERENT CONTEXTS!!!* =A BIG THEME!!! IN BOYD'S BOOK* =BOYD'S BOOK IS ABOUT WHERE SHE INTERVIEWS DIFFERENT TEENS ABOUT THEIR SOCIAL MEDIA USE a. *AKA TEENS ADAPT SOCIAL DYNAMICS DEPENDING ON THE SOCIAL CONTEXT!!!* =TEENS ARE DIFFERENT AROUND FRIENDS, FAMILY, OR WHEN THEYRE AROUND SOMEONE SUPER AUTHORITATIVE =NOTHING NEW* -IE: STUDENTS CHANGING THEIR CONVERSATION TOPIC WHEN PRINCIPAL WALKS BY =THERE ARE DIFFERENT NORMS IN DIFFERENT SOCIAL CONTEXTS 2. *ONLINE SPACES!!! CAN ALLOW FOR THESE CONTEXTS TO COLLAPSE!!* a. *SOCIAL MEDIA IS INTERESTING!! FOR BEING ABLE TO MAKE CONTEXTS COLLAPSE* -IE: YOU POST A SELFIE ON FACEBOOK FOR YOUR FRIENDS TO SEE AND THOSE CONTEXTS COLLAPSE!!! WHEN YOUR SCHOOL PRINCIPAL MAY COMES ACROSS THAT PICTURE TOO b. *CAN BE CHALLENGING!!!!!!* =MESSAGE CAN BE RIPPED OUTSIDE!!! OF ITS SOCIAL CONTEXT!! AS MESSAGES POSTED ONLINE LAST LONGER (AS OPPOSED TO CONVERSATIONS IN PERSON DONT) c. *WHEN CONTEXTS COLLAPSE, DIFFERENT!!! NORMS ARE BEING APPLIED!!! TO THERE* -IE: PEOPLE LEAVING A SERIOUS COMMENT!!! UNDER A TEENS FACEBOOK POST WHEN THE TEEN WAS INTENDED IT TO BE A JOKE!!!! d. *ADULTS CRITICIZE TEENS!!!! FOR THEIR ONLINE IDENTITY WHEN IN FACT!!! ADULTS ARE ACTUALLY INVADING TEEN'S PRIVATE IDENTITY SPACES!!!* -ONLINE ENVIRONMENT MAKES IT DIFFERENT BC.... =THE MESSAGE STAYS!!! FOR A LONG TIME ONLINE AND =THE AUDIENCE IS INVISIBLE (they may show up or not show up and interact w ur communication) ---------------------------------------- •*IMPRESSION MANAGEMENT* 1. *REFERS TO TRYING!!! TO SHAPE!!! THE VERSION OF OURSELVES!!! OTHERS PERCEIVE* =AKA TRYING TO MAKE OTHERS THINK OF US A CERTAIN WAY =AKA PERFORMING YOUR IDENTITY FOR OTHERS a. *IS NOTTT DONE IN A BAD WAY* =IS JUST SOMETHING WE DO AS HUMAN BEINGS ---------------------------------------- •*COLLAPSING CONTEXTS!! AANDDD IMPRESSION MANAGEMENT* 1. *COLLAPSING CONTEXTS MAKES IT HARDERRRRRRR TO TAILOR!!!! AN IDENTITY PERFORMANCE!!!* =AKA COLLAPSING CONTEXTS MAKE IDENTITY MANAGEMENT HARDER TO DO a. *SINCE AUDIENCES ONLINE ARENTTTTT SPECIFIC!! AND LIMITED, ITS HARDERRRR TO PERFORM THAT IDENTITY IN A COMPELLING WAY!!!* -IE: U MIGHT POST SOMETHING U AND UR FRIENDS FIND FUNNY BUT IT LIVES ONLINE UNTIL SOMEONE ELSE SEES IT OUTSIDEE THAT ORIGINAL CONTEXT b. *TEENS ARE FIGHTING AGAINST PRETTY PESCRIPTIVE CATEGORIES THEY HAVE* -IE: LISTING A CLOSE FRIEND AS A SIBLING OR SPOUSE =IF SOMEONE CAME ACROSS THAT^^^ AND DIDNT KNOW U VERY WELL, MIGHT ASSUME U HAVE 25 SIBLINGS =BUT THATS NOT RLLY HWATS HAPPENING =MAKES SENSE FOR UR FRIENDS c. *BIGGEST ISSUE: IT CAN BE TAKEN OUT OF ITS ORIGINAL CONTEXT* -IE: THE TEEN TAGGED IN A PHOTO HOLDING A BEER. at no point was the teen trying to play that role. maybe a cop gets involved later on. THAT INFO GOES BEYOND HER CAPACITY TO CONTROL IT -IE: STUDENT WHO THOUGHT HE HAD LIMITED AUDIENCE FOR HIS POST BY GOING ON PRIVATE. THEN SOME SNAKE POSTS HIS PRIVATE FINSTA POST ELSEWHERE TO BE TAKEN OUT OF CONTEXT. ANSWER: WE ACT DIFFERENTLY DEPENDING ON SOCIAL CONTEXT COLLAPSING CONTEXTS IS WHEN ALL OF THOSE CONTEXTS COME TGOETHER ONLINE AND WE DONT KNOW HOW TO ACT CHALLEGING BC WE DONT KKNOW WHO TO BE/CATER TO AND PPL CAN MISTINTERPET OUR MESSAGES ---------------------------------------- CONFUSED ABOUT WHAT EXACTLY IS SOCIAL PRIVACY CONTEXT #1: 7. *DANA BOYD ALSO TALKS ABOUT THE CONTEXTUAL!!!! NOTIONS OF PRIVACY* a. *SHE INTERVIEWED A NUMBER OF TEENS WHERE THERES THIS COMMON NOTION OF THEM NOTTT BEING PRIVATE ONLINE* =SHE SAYS THE TEENS HAVE A MORE CONTEXTUAL!!!!! APPROACH TO THEIR PRIVACY (than other generations) b. *BOYD ARGUES PRIVACY IS NOTTTTTTTT A STATIC CONSTRUCT!!!* =AKA NOT A PROPERTY OF ANY INFORMATION c. *INSTEAD, ITS A PROCESS BY WHICH PEOPLE SEEK TO HAVE CONTOL OVERRR A SOCIAL SITUATION BY MANAGING IMPRESSIONS, INFORMATION FLOWS, AND CONTEXTS* =ITS ABOUT THE RELATIONSHIP!!! OF PRIVACY!! (this connects to the other reading we had by her which talks about collapsing contexts. there we have info that is ripped out of its context. the privacy norms that holds in one context MAY NOT hold in another social context) ANSWER

LESSON 4 MEDIA EFFECTS: EXPLAIN TECHNOLOGICAL DETERMINISM AND PROVIDE EXAMPLE

•*EXPLAIN TECHNOLOGICAL DETERMINISM AND PROVIDE EXAMPLE* c. *AFFORDANCES TRY TO LOOK AT WHATS ENCOURAGED!!!! //// DISCOURAGED!!! WITHOUT DIVING TOO DEEP INTO CAUSAL EFFECTS!!* =BC WE WANNA STILL AVOID THE DIRECT!! IMPACTS APPROACHED TO COMMUNICATION =U MIGHT THINK ITS EASY BUT WE DO IT ALL THE TIME WHICH LEADS US INTO OUR NEXT TOPIC 2. *TECHNOLOGICAL DETERMINISM!!!!* a. *REFERS TO ASSUMING A TECHNOLOGY HAS GREAT POWER TO DIRECTLY!!! CAUSE EFFECTS* =*WE WANT TO AVOID!!! THIS WHEN TALKING ABOUT COM TECHNOLOGIES* b. **DETERMINISM ASSMUES THE TECHNOLOGY HAS A HUUGE POWER TO DIRECTLY CAUSE SPECIFIC EFFECTS* =IS THE DIRECT THEORY APPROACH TO COM 3. *SOOOO WITH AFFORDANCES, ITS NOTTT WHAT DETERMINES THE EFFECT. WE'RE LOOKING AT WHAT THE TECHNOLOGY ALLOWS US TO DO* =BUT OFC HUMANS R THE ONES WHO R IN CONTROL OF WHAT WE DO 2. *IMMMPORRTTANTTTTT!!1 TO NOTE::* -IE: "IS ONLINE PORN MAKING US KINKIER IRL???" ^^^IMPORTANT TO NOTE TECHNOLOGY ISNT DOING IT =ITS WHAT THE TECHNOLOGY AFFORDS!!! AND HOWWWW U R USING THAT TECHNOLOGY!!! a. *WE CAN THINK MORE IN TERMS OF TECHNOLOGICAL INDETERMINSM* =AKA TECHNOLOGY IS ONE OF THE MANY!! PARTICIPANTS IN CULTURAL CHANGE!!! b. *THE TECHNOLOGY ALSO EVOLVES WITHIN!!!* =TECHNOLOGY IS A SOCIATIVE AND COMMUNICATIVE PROCCESS ------------------------------------------- ANSWER Technological determinism is a reductionist theory that assumes that a society's technology determines the development of its social structure and cultural values ASSUMES TECH HAS A HUGE EFFECT ON AFFECTINGUS BUT INREALITY, ITS IMPORTANT TO NOTE =ITS WHAT THE TECHNOLOGY AFFORDS!!! AND HOWWWW U R USING THAT TECHNOLOGY!!! c. *AFFORDANCES TRY TO LOOK AT WHATS ENCOURAGED!!!! //// DISCOURAGED!!! WITHOUT DIVING TOO DEEP INTO CAUSAL EFFECTS!!* -IE: "IS ONLINE PORN MAKING US KINKIER IRL???" ^^^IMPORTANT TO NOTE TECHNOLOGY ISNT DOING IT EXAMPLE -IE: ARTICLE HEADLINES SUCH AS... "WHAT IS SOCIAL MEDIA DOING NOW?" "IS SOCIAL MEDIA CAUSING A DROP IN TEEN PREGNANCY?" "INSTAGRAM IS RUINING VACATION" -IE: "IS ONLINE PORN MAKING US KINKIER IRL???"

LESSON 4 SURVEILLANCE AND PRIVACY: EXPLAIN THE CONCEPT OF PARTICIPATORY SURVEILLANCE

•*EXPLAIN THE CONCEPT OF PARTICIPATORY SURVEILLANCE* 6. *THERES A NOTION!! CALLED "SURVEILLANCE CULTURE"* -*SURVEILLANCE CULTURE:* REFERS TO THE UNORGANIZING!! ANDDD ORGANIZING SOCIAL DYNAMIC FOR A GIVEN CULTURE (based off of root culture) -IE: western surveillance are different from japanese cultures c. *MANY RESARCHERS SUGGESST WE LIVE IN A SURVEILLANCE CULTURE* d. *WHATS UNIQUE ABOUT A LOT OF OUR MODERN SURVEILLANCE CULTURES* =MOST OF OUR ONLINE PRACTICES ARE "PARTICIPATORY"! SURVEILLANCE =AKA WE'RE GENERATING INFO ABOUT OURSELVES AND WE'RE SURVEILLING OTHERS -IE: IF U THINK ABOUT SOCIAL MEDIA IN THIS REGARD, WE'RE OPEING THE PRISON DOOR SO PPL CAN CONSTANTLY OBSERVE US. and INSTEAD OF THERE BEING ONE PRISON GAURD, WE'RE SURVEILLING EACH OTHER =ONLINE CULTURE HAS A SELF-DISCIPLINARY FUNCTION THAT THIS SERVES AS A CONSTANT FORM OF SURVIELLNCE =WE GIVE UP INFO ABOUT OURSELVES SO WE CAN GET SOMETHING BUT ALSO LENDING OUTSELVES OVER OT HTIS TYPE OF SURVEILLANCE -------------- ANSWER Participatory surveillance is community-based monitoring of other individuals. This term can be applied to both digital media studies and ecological field studies. In the realm of media studies, it refers to how users surveil each other using the internet.

LESSON 2 INTERPRETATIVE APPROACH: EXPLAIN THE TRAITS OF INTERPRETIVISM (constructivist, meaning focused, naturalistic setting, participatory research).

•*EXPLAIN THE TRAITS OF INTERPRETIVISM* •*INTERPRETIVISM* 1. *GOAL IS TO UNDERSTAND HOW MEANING IS CONSTRUCTED IN SOCIAL CONTEXT!!* a. *AKA HOW THE SUBEJCTS!!! THEMSELVES!! ARE CONSTRUCTING REALITY!!!* =REALLY ABOUT LOOKING AT GROUPS/INDIVIDUALS AND THINKING ABOUT HOW COM MEANING IS CREATEDDD IN THOSE CONTEXTS =AKA WHATS THE UNIQUE WAY A GROUP IS CREATING MEANING b. *DOESSSNTTTTTT SEEK FOR AN OBJECTIVE TRUTH!!!* 2. *QUOTE: "WE FOCUS ON HOW PPL COMMUNICATE IN THEIR OWN NATURAL ENVIRONMENTS, WHEN THEY ARE GUIDED BY THEIR OWN PERSONAL OBJECTIVES, AND HOW THEY GIVE MEANING TO THEIR COMMUNICATION, ESPECIALLY WHEN THEY ARE USING COMMUNICATION FOR THESE PRAGMATIC OBJECTIVES THAT DETERMINE AND CONTROL DAY-TO-DAY EXISTENCE"* ^^A WAY OF BIG PICTURING THIS =QUOTE FROM ARTICLE "WHAT MAKES QUALITATIVE RESERACH QUALITITIVE??" =QUALITATIVE DATA AND INTERPRETIIVE ANALYSIS OFTEN HAVE A LOT IN COMMON BUT ARE SLIGHTLY DIFFERENT ^^A GOOD WAY OF UNDERSTANDING INTERPRETIVISM a. *SO, A GOOD WAY OF SUMMINGUP EXACTLY WHAT INTERPRETIVISM IS DOING* =IS MUCH MORE EXCAVATION/UNDERSTAIDING/BEING ABLE TO GET INTOA COMMUNITY TO SEE HOW THEY ARE CREATING MEANING =MIGHT RESULT IN SOMETHING NEW OR SOMETHING U EXPECTED =SO UR NOT COMING IN W A PRESET QUESTION W A PRESET OBJECTIVE IN UR RESEARCH =AKA NOTT LOOKING FOR A PARTICULAR FINDING =ABOUT ALLOWWINGG THAT MEANING TO OCCYRR BY REALLY GETTING INVOVLED AND UNDERSTANDING THAT COMMUNITY AND SEEING HOW MEANING WORKS FOR THEM ----------------------------------------------- •*COMPONENTS!!! OF INTERPRETIVISM* 1. *ADOPTS A CONSTRUCTIVIST ORiENTATION* a. *AKA SOCIAL REALITY IS CONSTRUCTED* =EVEN IFFF THERE IS AN OBJECTIVE REALITY, THE SOCIAL REALITY IN OUR LIVES IS CONSTRUCTEDD IN CONTEXT b. *A TREMENDOUS FOCUS ON DEEETTTTAAAILLLEDDDD UNDERSTANDINGGG!! OF HOW PARTIUCLAR!!! SOCIAL REALITY IS CONSTRUCTED!!/MAINTAINED THRU EVERYDAY PRACTICE* -KEY WORD: PARTICULAR. NOT ALL 2. *RESEARCHER SEEKS TO UNDERSTAND HOWWWW THE PARTICIPANTS CREATE!!! AND NEGOTIATE!!! MEANING!!!* a. *NOT JUST HOWW MEANING OCCURS IN GENERAL* =REALLY GETTING INTO A PARTICULAR CULTURE//SUBCULTURE//ORGANIZATION AND UNDERSTANDDINGG WHAT MEANING IS FOR THEM -IE: IN STATISICAL MODELS, IT EXPLAINS CAUSE AND EFFECT RELATIONSHIPS -IE: IN OPPOSITION, IN INTERPRETIVISM, IT TRIES TO UNDERSTNAD "WHAT DOES IT MEAN FOR THEM???" 3. *OCCURS IN NATURAL!!!!!!! SETTING!!!* a. *THERES A LOT OF FIELD WORK!! SOMETIMES INVOLVUED* -IE: IN PHONE INTERVIEWS =ALLOWS PARTICIPANT TO NATURALLLYYYY EXPLAIN THEIR COMMUNICATION =NOTTT SO MUCH ABOUT DIRECTIVE QUESTIONNG 4. *THE RESEARCHER IS A PARTICIPANT!!* a. *NOTTT ABOUT MINIMIZING THE RESEARCHERS ROLE!! IN GENERATING THE RESULT!8 =NO SORT OF STEPPING OUTSIDE THE EVENT IN ORDER TO STUDY IT -IE: PROFESSOR TOOK AN ETHNOGRAPHY CLASSS IN COM. HIS EHTNOGRAPHY WAS STUDYING THE IMMIGRANT CITY OF UKRAINE. MATT WENT THERE A COUPLE TIMES A WEEK AND HE WOULD TALK TO THEM!! TRYING TO MAP OUT WHAT MEANING WAS LOOKING LIKE FOR ONE IMMIGRANT FAMILY IN UKRAINE.

LESSON 3 POST-POSITIVISTIC APPROACHES: EXPLAIN THE TRAITS OF POSITIVISM EXPLAIN THE TRAITS OF POSTPOSITIVISM (bias and the role of the researcher).

•*EXPLAIN THE TRAITS OF POSITIVISM* =THERES TWO TYPES OF POSITIVISM WE'LL BE LOOKING AT: -GENERAL -LOGICAL -*POSITIVISM:* the theory that laws are to be understood as social rules, valid because they are enacted by authority or derive logically from existing decisions, and that ideal or moral considerations (e.g., that a rule is unjust) should not limit the scope or operation of the law. =WHEN PPL THINK OF SCIENCE, WE THINK OF IT AS PEOPLE IN A LAB DOING SCIENCE IN A LAB COAT//THERES A SCIENTIFIC METHOD//AANDD THERES A RIGHT OR WRONG ANS =IN EARLY SOCIAL SCIENCE, IT TRIED TO ADAPT TO MANY OF THESE MECHANISMS FOR STUDYING NATURAL SCIENCE INTO THE STUDY OF SOCIAL PHENOMENOM =THIS IS WHAT WE ASSOCIATE MOST W POSITIVISM =THIS IS A BROAD!!! DRAWING OF WHAT WE THINK OF IT AS 1. *IS CHARACTERIZED AS DETERMINISTIC!!!!* a. *IN POSITIVISM, IT TRIES TO LINK!!! SPECIFIC CAUSES!! WITH SPECIFIC RESULTS!!!* =WE GOT AN APPRECIATION FOR DETERMINISM//DETERMINISTIC CAUSES* 2. *IS ALSO CHARACTERIZED AS REDUCTIONISTIC!!!* a. *BC IT TRIES TO REDUCE!!! IDEAS TO SMALL VARIABLES!!!* =SO IT CAN BE MANIPULATED!!! IN A STUDY!!! 3. *RESEARCHERS ALSO TRIES TO MAINTAIN A STRICT OBJECTIVITY!!!* a. *THERES A BELIEF THAT THERES AN OBJECTIVE!!! REALITY!!! OUT THERE!!!* =IT'S OUT THERE AND THE RESEARCHER NEEDS TO STUDY THE "OUT THERE" TO DISCOVER SOME HIDDEN RULE(S)!!!!* 4. *IN ORDER TO STUDY THAT^^^ THERES ALSO A CAREFUL!!!!! AND/OR EMPIRICAL!!! MEASUREMENT!!* a. *AKA SPECIAL ACQUIRING//MEASURING OF DATA TO AVOID!!!!! CONTAMINATING IT!!* =U WANNA MINIMIZE THE ROLE OF THE RESEARCHER!!!* •*LOGICAL!!!! POSITIVISM!!!!* 1. *KARL POPPER (AN EARLY CRITIC OF THIS) SAID, "OUR KNOWLEDGE CAN ONLY BE FINITE, WHILE OUR IGNORANCE MUST NECESSARILY BE INFINITE"* -FINITE: LIMITED -INFINITE: UNLIMITED a. *ITS EARLY ON TRYING TO SUGGEST!!!! THERE ARE SOME!!1 LIMITIATIONS!!!!!!!!! TO A POSITIVISTIC APPROACH* b. *THATS ESP TRUE WHEN WE TALK ABOUT SOCIAL PHENOMENOMS!!!!* =SUCH AS THE STUDY OF COMMUNICATIONS!!! WE LOOK AT HUMANS AND HOW THEY COMMUNICATE!!!!!WHICH IS VERY DIFFERENT FROM THE NATURAL SCIENCES c. *FOR EXAMPLE, "A ROCK!!!!" AND "IRAQ"!!!!! ARE DIFFERENT* =THE OBJECTIVE TRUTH OF A ROCK!!! ISNT AS ENTIRELY DEFENSIBLE AS THE OBJECTIVE TRUTHS OF IRAQ!! -IRAQ: A MUCH MORE COMPLEX SOCIAL PHENOMENOM -A ROCK: NOT AS COMPLEX -------------------------------------------- •*EXPLAIN THE TRAITS OF POSTPOSITIVISM* 1. *THERES STILL A DESIRE!!! TO FIND CAUSALITY!!!!!!! BUT THESE CAUSES ARE MULTIPLE!!//PARTIAL!!//EVOLVING!!!* a. *THIS APPLIES TO BOTH!!! POSITIVISM!!! AAAAANDDDD POST-POSITIVISM!!! BUUUUUUUUUT POST-POSITIVISM RELAXXXXESSS!!! THE IDEA* b. *IN POSITIVISM* =HAD THE TRADITIONAL NOTION OF TRUTH AS POSITIVE (AKA POSITIVE ACQUIRING OF DATA AS MENTIONED ABOVE) ^^NOTICE HOW THATS NOTTTT RELAXED AT ALL c. *IN POST-POSITIVISM* =SAYS "WE CANT BE QUITE AS CONSTRICTING!!!!!!" WHEN MAKING CLAIMS ABOUT TRUTH!! TO SOCIAL PHENOMENOM =CAUSALITY IS THERE BUT ITS MORE IN THE SLIGHTER SENSE 2. *OBJECTIVE TRUTH IS UNATTAINABLE!!!! BUT WE CAN UNCOVER MUCH THRU FALSIFICATION!!!!!* =AKA THE OBJECTIVE TRUTH PREVIOUSLY LOOKED FOR IN POSITIVISM a. *THERE MAYYYY BE AN OBJECTIVE TRUTH!! BUT EVEN IF THERE WAS, WE WOULDNT BE ABLE TO ACCESS IT AS HUMAN RESEARCHERS* b. *BBUT WE CAN UNCOVER A LOT THRU RESEARACH!!! AND FALSIFICIATION!!!* =FALSIFICATION AKA "CAN WE DENY SOMETHING THAT THESE TWO FACTORS HAVE NO RELATIONSHIP AT ALL" 3. *REDUCE!!! BIAS IN RESEARCH!!!!! MINIMIZE THE ROLE OF RESEARCHER IN THE RESULTS!!!!* a. *AKA EVEN THOUGH OBJECTIVE TRUTH ISNT POSSIBLE, IN POST-POSITIVISM, YOU STILLLLLL WANNA MINIMIZE HOW MUCH THE RESEARCHER!! IS SHOWING UP IN THE RESULTS THEY HAPPEN TO FIND* 4. *A GOOD!!!! POST-POSITIVISTIC!!! EXPLANATION!!!! IN RESEARCH IS...* a. *ACCURATE!!!!* =AKA IN LINE W THE OBSERVATIONS THAT WERE MADE b. *IS TESTABLE!!!* =A GOOD THEORY CAN BE PROVEN RIGHT/WRONG WITH DATA!!!! c. *IS LOGICALLY!! CONSISTENT!!! AND SIMPLE!!* d. *IS BROAD!! IN SCOPE* =AKA CAN EXPLAIN A BUNCH OF STUFF e. *USEFUL!!! IN GENERATING!! PREDICTIONS!!//EXPLANATIONS* --------------------------------------------------- •*DIFFERENCE* 1. *THERES STILL A DESIRE!!! TO FIND CAUSALITY!!!!!!! BUT THESE CAUSES ARE MULTIPLE!!//PARTIAL!!//EVOLVING!!!* a. *THIS APPLIES TO BOTH!!! POSITIVISM!!! AAAAANDDDD POST-POSITIVISM!!! BUUUUUUUUUT POST-POSITIVISM RELAXXXXESSS!!! THE IDEA* b. *IN POSITIVISM* =HAD THE TRADITIONAL NOTION OF TRUTH AS POSITIVE (AKA POSITIVE ACQUIRING OF DATA AS MENTIONED ABOVE) ^^NOTICE HOW THATS NOTTTT RELAXED AT ALL c. *IN POST-POSITIVISM* =SAYS "WE CANT BE QUITE AS CONSTRICTING!!!!!!" WHEN MAKING CLAIMS ABOUT TRUTH!! TO SOCIAL PHENOMENOM =CAUSALITY IS THERE BUT ITS MORE IN THE SLIGHTER SENSE

LESSON 3 FAMILY COMMUNICATION: DISCUSS SOME MYTHS ABOUT FAMILY ESTRANGEMENT

•*FAMILY ESTRANGEMENT* -estrangement: the fact of no longer being on friendly terms or part of a social group. (alienation) 1. *REFERS TO WHERE ONE OR MORE RELATIVES INTENTIONALLY CHOOSES TO END!! CONTACT!! BC OF AN ONGOING!! NEGATIVE RELATIONSHIP* a. *IS MORE OF A FALLING OUT* =RATHER THAN 100% CUTTING THEM OFF 2. *ASPECTS!! OF FAMILY ESTRANGEMENT* a. *TWO!! TYPES OF ESTRANGEMENT!!* -*VOLUNTARY:* members voluntarily separate -*INVOLUNTARY:* one or more forces the other one away b. *MYTH: IT HAPPENS SUDDENLY* =ITS A CONTINUAL PROCESS =NOT JUST A ONE AND DONE =NOT DO YOU HAVE FAMILY MEMBERS DISTANCING FROM ONE ANOTHER, YOU HAVE TO MAINTAIN1! THAT DISTANCE =HARD IF YOURE NOTT ESTRANGED FROM OTHER MEMBERS IN THE FAMILY -IE: when son went away to college, he'd only call and communicate with mother and never with father. IF hes going home, theres a chance he might see his dad. had to do a lot of work to make sure he didnt want to talk to father anymore c. *MYTH: ITS RARE* =STUDIES FOUND THAT 20% PERCENT OF FAMILIES ARE ESTRANGED AND 8% HAD SEVERED ALL TIES (thats p surprisingly high) =HAPPENS A LOT d.* MYTH: THERES A CLEAR REASON // IT HAPPENS ON A WHIM* =NOT OFTEN A SUPER CLEAR REASON =DOESNT HAPPEN ON JUST ONE THING -IE: there can be a tense relationship that exists ov time and ifnally theres just one event that finalizes it. but if that final event were to be isolated, the realtiojship wouldnt fall out -IE: this woman and her daughter in law had had a tense relationship for YEARS. then the thing that happen was they were gabing a family dinner and mother asked daughter in law to make one thing for potluck but she didnt listen and made the same thing mother did and THAT WAS IT. APPLE CRUMBLE WASNT THE THING THAT CREATED IT. it was tTHE ACCULATION OF TENSION BETWEEN THEM

LESSON 3 OVERVIEW: DEFINE INTERPERSONAL COMMUNICATION

•*IN GENERAL!!, INTERPERSONAL COMMUNICATIONS...* 1. *LOOKS AT PROCESSES!!!* a. *SUCH AS THE PROCESS OF PEOPLE SUPPORTING U IN GOALS FOR U TO DEVELOP//IMPROVE UR WELL-BEING* 2. *LOOKS AT CONTEXTS!!!!* a. *SUCH THE KIND OF CONTEXTS!!! THAT WORKED TO AFFECT RELATIONSHIPS YOU HAVE WITH PEOPLE* -IE: WHAT HAPPENED AT WORK FOR YOU TO BE ON BAD TERMS WITH YOUR COWORKER 3. *LOOKS AT CHANNELS!!!!! THROUGH WITH COMMUNICATION FLOWS!!!! (THAT CONTRIBUTE TO THE CONTEXT)* a. *AKA HOW MESSAGES ARE COMMUNICATED AND HOW IT CONTRIBUTES TO THE CONTEXT* -IE: NONVERBAL CUES SUCH AS A BOSS INAPPROPRIATELY TOUCHING A COWORKER AT WORK HAS CAUSED HER TO BE ON BAD TERMS W HIM --------------------------------------------- •*DEFINITIONS!!!! OF INTERPERSONAL COMMUNICATION!!* 1. *DEFINITION #1: PROCESS!!! OF EXCHANGING MESSAGES BETWEEN PPL WHOSE LIVES MUTUALLY INFLUENCE ONE ANOTHER IN UNIQUE!!! WAYSSSS!!! IN RELATION TO SOCIAL!! AND CULTURAL!! NORMS!!* =A USEFUL!! DEFINITION THAT HELPS US WITH WHAT WE MEAN WHEN WE SAY "THE STUDY" OF INTERPERSONAL COMMUNICATION a. *THE PORTION "THE PROCESS OF EXCHANGING MESSAGES!!" IN THE DEFINITION REFERS TO...." -NOTICE: HOW THIS PART OF DEFINITION IS CORE!!!! TO A LOT OF OTHER DEFINITIONS OF COM =REFERS TO THE MUTUAL!! INFLUENCING!!!/////NATURE!! OF THOSE MESSAGES BEING SHARED TO CREATE!!!! MEANING =KEYWORD "EXCHANGE"!!! SO IT NEEEDSSS TO GO TWO WAYS!! -IE: YOU SENDING A TEXT!! AND THEM NOT TEXTING BACK. THERES NO "EXCHANGE". THEM NOT REPLYING IS COMMUNICATING A DIFFERENT TYPE OF MESSAGE b. *THE PORTION "BETWEEN PPL WHOSE LIVES MUTUALLY INFLUENCE ONE ANOTHER" IN THE DEFINITION REFERS TO....* =THIS EXCHANGE IS BETWEEN PARTICIPANTS WHO HAVE AN IMPACT!! ON ONE ANOTHER =IMPORTANT BC ITS AN EVOLVING!!!! RELATIONSHIP BETWEEN 2 PEOPLE -IE: TALKING TO A FAMILY MEMBER!! VSSS SOME STRANGER OFF THE STREET c. *THE PORTION "IN UNIQUE WAYS IN RELATION TO SOCIAL!!!!! AND CULTURAL!!!! NORMS" IN THE DEFINITION REFERS TO...* =A PERSON'S SOCIAL!!! AND CULTURAL!!1 NORM DEPENDING ON WHERE THEY LIVE CAN REALLY DETERMINE!! THE CONTEXT OF THINGS =OUR RELATIONSHIPS ARE DEFINED!!! IN RESPONSE TO THESE NORMS -IE: IN AMERICA, GIVING FLOWERS TO S/O IS MEANINGFUL WHILE ITS NOT IN VIETNAM 2. *DEFINITION #2: INTERPERSONAL COMMUNICATION IS THE PRODUCTION!! AND PROCESSING!! OF VERBAL!! AND NONVERBAL!! MESSAGES BETWEEN 2 OR FEW PERSONS"* ---------------------------------------------

LESSON 4 SURVEILLANCE AND PRIVACY: LIST AND PROVIDE AN EXAMPLE OF WESTIN'S CATEGORY OF PRIVACY TYPES

•*LIST AND PROVIDE AN EXAMPLE OF WESTIN'S CATEGORY OF PRIVACY TYPES* 4. *WESTIN (1996) LATER SUGGESTS PEEEOPPPLEEEE ARE ONE OF THREEEEE!!!!!! BASIC TYPES:* =AKA THE 3 BROAD CATEGORIES PEOPLE FALL INTO IN TERMS OF PRIVACY a. *TYPE #1: PRIVACY FUNDAMENTALISTS!!!* =PEOPLE PROTECTING PRIVACY FIRST!!! =GOT AN IDEOLOGICAL COMMITMENT TO PRIVACY -IE: PRIVACY INTERNATIONAL (a institution in london) b. *TYPE #2: PRIVACY PRAGMATISTS!!!* =PEOPLE WILLING TO TRADE OFF SOMEEEEEE PRIVACY FOR SOMEEE BENEFIT c. *TYPE #3: PRIVACY UNCONCERNED* =PEOPLE ARE WILLING TO GIVE AWAY TONS OF INFO FOR NOT A LOT OF BENEFIT BC PRIVACY ISNT ALL THAT IMPORTANT TO THEM 5. *DATA EXPRESSING WHERE PEOPLE FALL IN THE 3 BASIC TYPES OF PEOPLE OF PRIVACY* REFER TO GRAPH @9:41 =GRAPH SHOWS # OF DIFFERENT TYPES OF PEOPLE OVER THE YEARS a. *THERES NOT A SOLID TREND LINE BUT ITS A WAY OF THINKING ABOUT IT* b. *WESTIN SAYS 25% OF PPL BELONG TO FUNDAMENTALIST CAMP, A BIT OV HALF OF PRAGMATISTS, AND LITTLE LESS THAN A QUARTER OF UNCONCERNED* c. *THERES ANOTHER GRAPH SHOWING WHAT PEOPLE ARE MOST WORRIED ABOUT WHEN IT COMES TO PRIVACY* =DATA EBING COLLECTED FROM GOV'T IS AS BIG OF A CONCERN AS IDENTIFY THEFT WHICH IS THE BIGGEST ------------------------------------- ANSWER LISTED ABOVE? EXAMPLES ANSWRE LATER

LESSON 4 SURVEILLANCE AND PRIVACY: DEFINE PANOPTICONISM AND DISCUSS ITS IMPLICATIONS

•*PANOPTICON: A THEORY OF SURVEILLANCE!!!* 1. *BACKGROUND* =ITS USEFUL TO PUT A THEORETICAL FRAMEWORK IN OUR SECTION FOR PRIVACY AND SURVEILLANCE idea of it how it pertains to online communication tech 2. *WHAT PANOPTICON IS!!!!!!* a. *THERES A PRISON!!! CALLED PANOPTICON* =PRISON WAS UNIQUE* b. *BASIC IDEA BEHIND IT IS: ITS A SYSTEM FOR IMPRISONING PEOPLE!!* c. *HOW ITS DESIGNED* =TOWER IN THE MIDDLE OF ROOM =AND IS ENCIRCLED BY ALL PRISON CELLS =PRISON CELLS LOOK OUT AND CAN ONLY SEE TOWER/AUTHORITY BUUUUT CANNOTTTTTT SEE ANY OTHER CELLS 3. *THE SOCIOLOGICAL EFFECT: PRISONERS ARE AWARE!!! OF TOWER/AUTHORITY AT ALL TIMES EVEN THOOO THEY NEVVERRRRR KNOWW WHEN THEYRE BEING OBSERVED* a. *THE IDEA IS: THE INTERNALIZE!!!! THE SENSE!! OF BEING OBSERVED!!* =AKA INTERNALIZE THE FEELING OF ALWAYS BEING OBSESRVED even tho theyre not always. they just dont know when so they do this b. *SO EVENTUALLY, YOU CAN STAFF IT WITH FEWWW PRISON GUARDS, THEN EVENTUALLY NOOOOO PRISON GUARDS!!!* 4. *PHILOSOPHER, MICHELLE FOUCAULT, SUGGESTS THAT THIS LEADSSSS PRISONERS TO DISCIPLINE!!! THEMSELVES!!!!!!* a. *THIS IS SUCCESSFUL!!!!! A FORM OF SOCIAL CONTROL* =BC U DONT HAVE TO HAVE AN EXTERNAL FORCE DOING IT =RATHER U INTERNALIZE IT 5. *OUTSIDE OF THE PRISON, WE (FREE PEOPLE) HAVE CERTAINLY ALSO ENGAGED IN SELF-DISCIPLINING* a. *WE'RE CONSTANTLY SURRENDERING OURSELVES TO OBSERVATION* =WE DISCIPLINING OURSELVES ON THE ASSUMPTION THAT WE'RE BEING OBSERVED (THIS ISNT GONNA THE SAME IN ALL PLACES* 6. *THERES A NOTION!! CALLED "SURVEILLANCE CULTURE"* -*SURVEILLANCE CULTURE:* REFERS TO THE UNORGANIZING!! ANDDD ORGANIZING SOCIAL DYNAMIC FOR A GIVEN CULTURE (based off of root culture) -IE: western surveillance are different from japanese cultures c. *MANY RESARCHERS SUGGESST WE LIVE IN A SURVEILLANCE CULTURE* d. *WHATS UNIQUE ABOUT A LOT OF OUR MODERN SURVEILLANCE CULTURES* =MOST OF OUR ONLINE PRACTICES ARE "PARTICIPATORY"! SURVEILLANCE =AKA WE'RE GENERATING INFO ABOUT OURSELVES AND WE'RE SURVEILLING OTHERS -IE: IF U THINK ABOUT SOCIAL MEDIA IN THIS REGARD, WE'RE OPEING THE PRISON DOOR SO PPL CAN CONSTANTLY OBSERVE US. and INSTEAD OF THERE BEING ONE PRISON GAURD, WE'RE SURVEILLING EACH OTHER =ONLINE CULTURE HAS A SELF-DISCIPLINARY FUNCTION THAT THIS SERVES AS A CONSTANT FORM OF SURVIELLNCE =WE GIVE UP INFO ABOUT OURSELVES SO WE CAN GET SOMETHING BUT ALSO LENDING OUTSELVES OVER OT HTIS TYPE OF SURVEILLANCE --------------------------------------- OVERALL THIS IS JUST ONE WAY TO THINK ABOUT THE WORK WE'LL LOOK AT WHEN WE GET FURTHER INTO THE TOPIC A LOT OF IT IS HOW --------------------------------------- ANSWER DEF panopticism is a term introduced by French philosopher Michel Foucault to indicate a kind of internal surveillance. In panopticism, the watcher ceases to be external to the watched. Rather than external actions, the gaze of the watcher is internalized to such an extent that each prisoner (economic agent/worker) becomes his/her own guard. REFERS TO Panopticism is the systematic ordering and controlling of human populations through subtle and often unseen forces. IMP SOCIOLOGICAL EFFECT OF FEELING LIKE UR ALWAYS BEING OBSERVED INCREASES SELF-DISCIPLINE IS A SUCCESSFUL FORM OF SOCIAL CONTROL (rather tahn having external forces aka guards watch u, u internalize and watch urself)

LESSON 2 RHETORIC APPROACH: EXPLAIN SOME COMMON RHETORICAL METHOD CONCERNS (surprising and analytical argument).

•*RHETORIC APPROACH CONCERNS!!!!* =RECALL, WE'RE NOTT LOOKING FOR A CORRUPTED SAMPLE IN THE SAME WAY IN A SURVEY (NOT LOOKING FOR A SKEWED!!! SAMPLE FROM A GENERAL POPULATION) =BUT WE ARE LOOKING AT SOME VERY SIMILAR THINGS 1. *RHETORICAL SCHOLARSHIP AIMS AT ILLUMINATING!! AND CONVINCING!!! ANALYTICAL ARGUMENTS!!!* a. *SO YOU WANT SOMETHING TO BE USEFUL!! AND HELP US SEE SOMETHING!! THAT WE HAVENT SEEN BEFORE!!* b. *SOME CONCERNS THAT EMERGE COMEEE FROM THIS BASIC UNDERSTANDING* 2. *FINDING SOMETHING SURPRISING!!!* -IE: LOOKING AT A POLITICAL STUMP SPEECH. AFTER ANALZYING THE SPEECH CLOSELY, U CONCLUDE THAT THEY FRAME THEMSELVES AS AN ELECTABLE CANDIDATE. NOO DUHH!!! THATS NOT VERY SURPRISING. THATS EXACTLY WHAT WE WOULD THINK. RAAATTHERRR, THE RHETORICAL SCHOLAR NEEDS TO LOOK FOR SOMETHING WE WOULDNTTTT SEE IMMEDIATELY WHEN LOOKING CLOSELY. IS THERE SOMETHING UNIQUELY!! EFFEECTIVE ABOUT THAT SPEECH??? 3. *IS THE TEXTUAL EVIDENCE SUFFICIENT FOR THE ANALYTICAL CLAIMS??!!* a. *AKA CLAIMS MERIT EVIDENCE!! IS THE TEXTUAL EVIDENCE SUFFICIENT FOR THE ANALYTICAL CLAIM???* -IE: IF YOURE MAKING VERY LARGE CLAIMS ABOUT A MAJOR CHANGE IN A CULTURE (OR A DIFFERENT WAY WE'RE UNDERSTAIND PUBLIC HEALTH ISSUE) IT WOULD CALL FOR VERRYY BIGG EVIDENCE --IE: IF YOURE DRAWING A SMALLER CLAIM, THE EVIDENCE STILLL NEEDS TO BE SUFFICIENT TO THE CLAIM BEING MADE 4. *IS THE TEXTUAL EVIDENCE APPROPRIATE!!!!!!!!!!!!!!! FOR THE ANALYTICAL CLAIM??? BEING MADE??* -IE: IF YOURE TALKING ABOUT BIGG CHANGES IN FASHION AND THEN A LOT OF UR EVIDENCE COMES FROM PRESIDENTIAL SPEECHES, THAT EVIDENCE MAY NOT BE APPROPRIATE.. a. *ALWAYS THE BURDEN IS ON THE WRITER TO EXPLAIN AND SUPPORT THEIR CLAIMS!!* =IS THE CRITIC MAKING A COMPELLING ARUGMENT

LESSON 3 OVERVIEW: EXPALIN AND DISTINGUISH -VOLUNTARY/INVOLUNTARY AND -SOCIAL/PERSONAL RELATIONSHIPS

•*THE DIFFERNET TYPES!! OF INTERPERSONAL RELATIONSHIPS!!! THAT DETERMINE INTERPERSONAL!! COMMUNICATION!!* =THESE TYPES ARE DIVIDED INTO CATEGORIES OF WHETHER THEYRE VOLUNTARY////INVOLUNTARY AND SOCIAL///PERSONAL -SOCIAL//PERSONAL: THE CONTEXT CAN DETERMINE THE RELATIONSHIP -VOLUNTARY//INVOLUNTARY: WHETHER PPL CHOOSE TO BE IN THE RELATIONSHIP CAN ALSO!!! DETERMINE THE RELATIONSHIP =EACH ONE HAS A DIFFERENT TYPE OF INTERPERSONAL COMMUNICATION 1. *VOLUNTARY!!!! AND PERSONAL!!!! RELATIONSHIPS* a. *CORE!!! AND CHOSEN CONNECTIONS!! THAT YOU MAINTAIN!!!* =U CHOSE TO BE AROUND THAT PERSON =RELATIONSHIP IS EXTREMELY PERSONAL!! b. *ARE THE MOST!!!! EMOTIONALLY REWARDING//UNREWARDING* -IE: SIGNIFICANT OTHER//BEST FRIENDS 2. *VOLUNTARY!!!! AND SOCIAL!!!! RELATIONSHIPS!!!* a. *ITS VOLUNTARY BBBUUUUT NOOOOOTTTTTTTT DEEEEEPLYY PERSONAL* -IE: PEOPLE YOU SEE ON A REGULAR BASIS. YOU SAY HI TO THEM/TALK TO THEM/DO STUFF WITH THEM b. *SOCIAL CONTEXT!! IS WHATS REALLY HOLDING THE RELATIONSHIP TOGETHER!!* =U HAVE A COJOINT ACTIVITY =MUTUALLY BENEFICIAL RELATIONSHP -IE: ALONZO AT THE GYM!! THE GYM MAINTAINS UR RELATIONSHIP 3. *IIIINNNVOLUNTARY!!!! AND PERSONAL!!!! RELATIONSHIPS* a. *ARE CLOSEEEE RELATIONSHIPS BBUUUUT YOU DIDDNTTTTTTT CHOOSE THIS PERSON* -IE: PARENT//CHILD RELATIONSHIPS -IE: SIBLINGS!! -IE: COLLEAGUES 4. *IINNNNVOLUNTARY!!! AND SOCIAL!!!!! RELATIONSHIPS!!* a. *NON-CLOSE!!! RELATIONSHIPS!! AND ARE WITH PEOPLE WHO YOU DONTTTT CHOOSE* -IE: DISTANT RELATIVES -IE: NEIGHBORS -IE: CLASSMATES ------------------------------------------------ •*THE FUNCTIONS!!!! OF DIFFERENT TYPES!! OF INTERPERSONAL!!! COMMUNICATION* (((((IMPORTANT TO NOTE: THERE CAN ALSO BE A MIXTURE!! OF THESE SUCH AS RELATIONAL!!//INSTRUMENTAL!! WHERE UR FRIEND LOSES THEIR JOB N U ACTIVELY WANT TO SUPPORT THEM TO FIND A NEW ONE))))) 1. *RELATIONAL!!! INTERPERSONAL!! COMMUNICATION!!* a. *REFERS TO THE STUDY OF THE RELATIONAL!!!! IMPACT WITH OTHERS* =CAN BE POSITIVE ORR NEGATIVE!! IMPACT OF OTHERS -IE: BEST FRIENDS!!!1 HELP YOU MEDIATE STRESS BY GIVING YOU EMOTIONAL!!! AND PSYCHOLOGICAL SUPPORT -IE: BREAKING UP WITH YOUR BF CAN GIVE U STRESS 2. *INSTRUMENTAL!! COMMUNICATION* a. *REFERS TO COMMUNICATION AIMED!!!! AT GETTING!!! SOMETHING DONE!!!!!* -IE: A FRIEND!!!! HELPING YOU MOVE A COUCH!! IN ORDER TO MOVE =UR USING COMMUNICATION TO ACHIEVE AN ENDS 3. *SELF-PRESENTATIONAL!!!! COMMUNICATION* a. *REFERS TO COMMUNICATION PEOPLE USE TO WHERE THEY TRY!!!! TO BE PERCEIVED!!! IN A PARTICULAR!!! TYPE OF WAY!!!* =UR MAKING COMMUNICATION CHOICES TO THAT ARE GONNA PRESENT YOU IN ONE LIGHT AS OPPOSED TO ANOTHER LIGHT -IE: HOW PPL TALK DURING INTERVIEWS. THEY WANT TO BE PERCEIVED AS PROFESSIONAL!!! ------------------------------------- ANSWER DISTINGUISH (LOOK AT TYPES ABOVE) EXPAATAASTION •*THE DIFFERNET TYPES!! OF INTERPERSONAL RELATIONSHIPS!!! THAT DETERMINE INTERPERSONAL!! COMMUNICATION!!* =THESE TYPES ARE DIVIDED INTO CATEGORIES OF WHETHER THEYRE VOLUNTARY////INVOLUNTARY AND SOCIAL///PERSONAL -SOCIAL//PERSONAL: THE CONTEXT CAN DETERMINE THE RELATIONSHIP -VOLUNTARY//INVOLUNTARY: WHETHER PPL CHOOSE TO BE IN THE RELATIONSHIP CAN ALSO!!! DETERMINE THE RELATIONSHIP =EACH ONE HAS A DIFFERENT TYPE OF INTERPERSONAL COMMUNICATION

LESSON 4 SOCIAL SORTING: WHATS THE KEY TAKEAWAY FROM LEWIS' REPORT ON YOUTUBE

•*SOCIAL SORTING ONLINE* =WE'LL BE GOING OVER HOW IT LOOKS LIKE ON ONE ONLINE PLATFORM: YOUTUBE 1. *BACKGROUND* =THERE WAS A STUDY THAT CAME OUT A WHILE AGO BY REBECCA LEWIS!!!! =THIS ONES INTERESTING BC IT CAPTURES HOW ALGORITHMIC DECISIONMAKING CAN REINFORCE CERTAIN SOCIAL SORTING ONLINE AND HOWW TECHNOLOGY CONTRIBUTES TO VALUING THINGS EVEN WHEN THERES NO HUMANS AROUND OT MAKE THAT DECISION =IN A DIFFERENT STUDY, LEWIS AND SOMEONE ELSE TRACKS THE ALT-RIGHT -alt right: an ideological grouping associated with extreme conservative or reactionary viewpoints, characterized by a rejection of mainstream politics and by the use of online media to disseminate deliberately controversial content. 2. *LEWIS ARGUES THE ALT-RIGHT!! IS DRIVEN!!! BY REACTIONARY IMPULSE* a. *IN GENERAL, THEIR MEMBERS APPEAR ON ONE ANOTHER'S CHANNELS AND SHOWS* b. *ONE THING LEWIS SUGGESTS IS...* =ON YOUTUBE, THERES ALT-RIGHT CHANNELS THAT ARE CROSS-POLLINATING W ONE ANOTHER -IE: ONE GUEST SHOWING UP ON ONE YOUTUBE CHANNEL, THEN ON A DIFFERENT YOUTUBE CHANNEL AND INVITE EACH OTHER BACK TO ONE ANOTHERS CHANNELS =SO THERES A LOT OF CROSS POLLINATING OF MEMBERS ^^ OF ALT-RIGHT c. *YOUTUBE'S RECOMMENDATION ENGINE IS ALGORITHM BASED AND LEARNS WHOS CONNECTED TO THESE VIDESO* =ITS RECOGNIZING THESE CONNECTIONS 3. *YOUTUBES RECOMMENDATION ENGINE/ALGORITHM LEARNS WHOOOO IS CONNECTED TO THESE VIDEOS!!!!! AND KEEPSSSS SERVING MORE OF THE SAME* a. *YOU CAN START!!!!!!! AT A MAINSTREAM PLACE, BUTTTT WIND UP IN A FRINGE/EXTREME PLACE BC OF TEH CHOICES YOUTUBE OFFERS!!* -IE: BEN SHAPIRO IS A MAINSTREAM CONSERVATIVE. U SEARCH HIM UP AND KEEP WATCHING THE NEXT RECOMMENDED VIDEO, THE STUDY ARRRRGGUESSSSSSS!!!!!!!!!!!!!!!!!!!!!!!!! UR GONNA END UP FURTHER AND FURTHER TOWARDS EXTREME!!!! PLACES =NOT HAPPENING BC OF CONCIOUS CHOICE =BUT BC ITS WHAT YOUTUBE AFFORDS -IE: wth amazon, they based it off of homophily while on youtube theyre algorithm is like "if u like this, what else r u gonna like???" =RESULTS IN VERY QUICK MOVEMENT OF MORE MAINSTREAM POLITICAL THOUGHT TO MORE FRINGE/EXTREME POLITICA. THOUGHT c. *ARGUE THAT THE ECOSYSTEM OF THE RIGHTTT IS NOTTT QUITE AS SAME AS THE ECOSYSTEM OF THE ALT-RIGHT* -IE: IN AN ONLINE MAP @ 3:02 IN VID, SHOWS WHOS CONNECTED TO WHO. V =THISIS NOT 4. *THE SAME TECHNOLOGY THAT ALLOWS ARAB SPRING PROTESTORS TO ORGANIZE HELPPSSSSS TROLL ARMIES TO FORM* -arab springs: a series of anti-government protests, SO LIKE HOW IS THAT PLATFORM ALLOWING FOR CERTAIN GROUPS TO COME TOGETHER AND ONCE THEY DO, HOW IS IT GUIDING YOU AS A USER????? --------------------------------- ANSWER ALGORITHMIC DECISIONMAKING CAN REINFORCE CERTAIN SOCIAL SORTING ONLINE BASED OFF OF WHAT THE USER CLICKS ON, ALGORITHMS LEARN THAT TO REINFORCE SOCIAL SORTING ONLINE

LESSON 2 INTERPRETATIVE APPROACH: IDENTIFY SOME COMMON INTERPRETIVE METHODOLOGIES (interviews, participant observation, etc.).

•*SOME INTERPRETIVE METHODS IN COMMUNICATION** =IN THIS METHOD, U WANNA UNDERSTAND//CAPTURE WHAT SOMEONE IS SAYING IN ITS RICHNESS =AKA THIS IS SOME COMMON INTERPRETIVE RESEARCH METHODS IN COMMUNICATION THAT ALLOW FOR ^^^ =AKA METHODS THAT TRY ITS BEST TO GET ITS PARTICIPANTS TO REALLY COMMUNICATE (aka common types of ways research is done for this research type) 1. *INTERVIEWS!!! AND FOCUS GROUPS!!* a. *CONCERN: GETTING PARTICIPANTS TO ENGAGE!! NATURALLY!!!!!* 2. *PARTICIPANT OBSERVATION!!!* -IE: PROF'S STUDY OF IMMIGRANT GROUP IN UKRAINE. =AKA OBSERVING HOW THE PARTICIPANTS AREE COMMUNICATING 3. *ETHNOGRAPHIC APPROACHES* a. *THIS METHOD GETS RESEARCHER INNN THE NATURALLL ENVIRONMENT OF THE COMMUNICATORS* -IE: GOING TO ENGLAND TO TALK TO ENGLANDERS AND BE IN THEIR NATURAL ENVIRONMENT TO REALLY STUDY THEM

LESSON 2 RHETORIC APPROACH: EXPLAIN THE TRAITS OF RHETORICAL WORK (constructivist, social action, interpretation, etc.). THINK OF 9/11 AND HOW ITS CONSTRUCTED

•*THE RHETORICAL APPROACH!!!* =SOME IMPLICATIONS OF IT ARE... 1. *RHETORICAL SCHOLARS TEND TO SOCIAL!! CONSTRUCTIVISM!!* a. *WHEN WE GO BACK TO THE NOTION OF ONTOLOGY, RHETORICAL SCHOLARS SUGGEST EVEN IFFF THERE ISSSS AN OBJECTIVE REALITY, WE COME INTO CONTACT THRRRUUUU LANGUAGE//SYMBOLIC ACTION* =SO ITS REALLY MUCH MORE CONCERNED W HOW THOSE MEANINGS ARE CONSTRUCTED!! SOCIALLY!! BY COMMUNICATORS* 2. *CONCERNED W HOW COMMUNICATION COORDINATES!!! SOCIAL ACTION!!!* a. *THIS IS A DELIBERATE CHOICE!!* =BC SOMETIMES PPL THINK OF PERSUASION AS THE ONLY THING THAT RHETORICS STUDY!! b. *THIS IS PROBABLY A LITTLE BROADER!!!! THAN THAT* -IE: A PRESIDENTIAL SPEECH TRIES TO COORDINATE!!!! SOCIAL ACTION!! IF HES TRYING TO PERSUADE A PUBLIC TO ACCEPT A PARTICULAR POLICY BC U WANT EVERYONE TO AGREE W U -IE: ALSO PUBLIC MEMORY!! THE MEDIA MIGHT TRY TO GET PEOPLE TO REMEMBER 9/11 A CERTAINWAY -IE: IN MOVIES. WITH ROLLY RAMBO. IT ENCOURAGES PPL TO THINK A CERTAIN WAY ABOUT MASCILINITY!!! THISIS AN ATTEMPT TO COORDINATE SOCIAL ACTION BUUUUUTTTT ITS VERRRYYYY BROADDDDDD c. *RHETORIC ISNTTTTTT ONLLLYYYY CONCERNED WITH PERSUASION* 3. *AS A HUMANISTIC DISCIPLINE, THE SCHOLAR!!! IS TIED!!! TO THEIR WORK!!* a. *A LOT LIKE THE CRITICAL AND INTERPRETIVE APPROACH, THERES NOTTTTT THIS ABILITY TO PULL APART!! THE RESEACHER AND THE OBJECT THEYRE RESEARCHING* -IE: IF UR STUDYING POP CULTURE, U NEED TO UNDERSTAND POP CULTURE. b. *IMPORTANT TO RECOGNIZE THAT THE CRITICAL WORK THAT A RHETORIC SCHOLAR IS GOING TO DO IS THEIRRRRRR INTERPRETATION!!* =SOMEONE IS GOING TO COME TO THE SAME OBJECT AND RENDER ANOTHER PERFECTLY LEGITIMATE INTERPRETAITON c. *THEREFORE, THERES NNNNOOOOOO OBJECTIVE TRUTH!!!!!! THAT YOURE GOING TO GET WRONG* 4. *RHETORIC ANALYSES ARE HELPFUL///UNHELPFUL!!!!!!!!!!!!!!! RATHER THAN TRUE///FALSE!!!!* a. *(AGAIN TYING BACK TO PRAGMATIC TRADITION) A LOT OF RHETORICAL ANALYSES ARE JUDGED OF WHETHER THEYRE HELPFUL OR NOT HELPFUL* =AKA ILLUMINATING OR NOT BENAL WHETHER OR NOT ITS TRUE OR FALSE b. *IT IS THE SCHOLAR W THEIR BACKGROUND BEING ABLE TO READ A TEXT IN A WAY THATS UDNERSTANIDNGI HOW THAT TEXT MIGHT BE OPERATIING* =BUT ITS NOT SORT OF A DEFINITIVE TRUTH -IE: U DONT LOOK AT THE MONA LISA AND GO LIKE "THATS IT!! THATS WHAT IT MEANS!!! NO ONE EVER NEEDS TO STUDY IT AGAIN" ITS MORE ABOUT ONE PERSONS INTERPRETATION IS ALLOWING US TO UNDERSTAND SOMETHING ELSE ABOUT IT MOREEE ^^THATS THE STANDARD BY WHICH WE WOULD JUDGE A LOT OF RRHETORICAL SCHOLARSHIP