Fake News with Real Consequences: The Effect of Cultural Identity on the Perception of Science

2018 ◽  
Vol 80 (9) ◽  
pp. 686-688 ◽  
Author(s):  
Kevin M. Bonney

Fake news and alternative science are increasingly popular topics of conversation in the public sphere and the classroom due to increasingly far-reaching social media and a shifting political climate. Promoting scientific literacy by providing opportunities for students to evaluate reports of contentious scientific issues and analyze the underlying factors that influence public perception of science is necessary for the development of an informed citizenry. This article describes a three-part learning activity useful for engaging biology students in evaluating the accuracy of science-related news reports, and reflecting upon the ways that social cues, religion, and political ideologies shape perception of science. These activities are appropriate for teaching about climate change, evolution, vaccines, and other important contemporary scientific issues in upper-level high school and undergraduate science courses.

2021 ◽  
Vol 13 (2) ◽  
pp. 1-12
Author(s):  
Sumit Das ◽  
Manas Kumar Sanyal ◽  
Sarbajyoti Mallik

There is a lot of fake news roaming around various mediums, which misleads people. It is a big issue in this advanced intelligent era, and there is a need to find some solution to this kind of situation. This article proposes an approach that analyzes fake and real news. This analysis is focused on sentiment, significance, and novelty, which are a few characteristics of this news. The ability to manipulate daily information mathematically and statistically is allowed by expressing news reports as numbers and metadata. The objective of this article is to analyze and filter out the fake news that makes trouble. The proposed model is amalgamated with the web application; users can get real data and fake data by using this application. The authors have used the AI (artificial intelligence) algorithms, specifically logistic regression and LSTM (long short-term memory), so that the application works well. The results of the proposed model are compared with existing models.


PERSPEKTIF ◽  
2019 ◽  
Vol 8 (1) ◽  
pp. 20
Author(s):  
Muhammad Wahyu Effendi ◽  
Yan Hendra ◽  
Armansyah Matondang

<h1>This research is based on the social media account of Instagram @humas_pemkomedan which contains the image of Medan City Government. The purpose of this study to determine the public perception about the image of Medan City Government through social media accounts Instagram. Theories used in this study include the theoretical description of communication, perception, society, image, social media, Instagram. The research method used is qualitative descriptive method. Selection of informants here is the people of Medan City who follow social media accounts Instagram @humas_pemkomedan and informants in this study following the principle of saturation where if the data needed is still less will be done addition of informants to get new information until the data obtained reach saturation point that if from the source is the same, then the data collection through the interview is stopped. Data collection   techniques  were  conducted   by  semi-structured interviews to all informants, and the results of this study showed that where the perception of the image is described into the first two aspects through Instagram profile and the second is the content of Instagram @humas_pemkomedan consisting of 6 categories of uploads are as follows: The activities of Medan city administration, news reports on work, information and appeal, congratulations, videos, figures, then Public Perceptions About Government Image Medan City Through Social Media Account Instagram is tend to be positive.</h1>


Author(s):  
Kristy A. Hesketh

This chapter explores the Spiritualist movement and its rapid growth due to the formation of mass media and compares these events with the current rise of fake news in the mass media. The technology of cheaper publications created a media platform that featured stories about Spiritualist mediums and communications with the spirit world. These articles were published in newspapers next to regular news creating a blurred line between real and hoax news stories. Laws were later created to address instances of fraud that occurred in the medium industry. Today, social media platforms provide a similar vessel for the spread of fake news. Online fake news is published alongside legitimate news reports leaving readers unable to differentiate between real and fake articles. Around the world countries are actioning initiatives to address the proliferation of false news to prevent the spread of misinformation. This chapter compares the parallels between these events, how hoaxes and fake news begin and spread, and examines the measures governments are taking to curb the growth of misinformation.


2020 ◽  
Vol 42 (6) ◽  
pp. 952-968 ◽  
Author(s):  
Brian Creech

In the research and commentary around ‘fake news’, there has been growing attention to the way the phrase evidences a growing field of technology industry critique, operating as a shorthand for understanding the nature of social media companies’ power over the public sphere. This article interrogates elite and popular discourses surrounding ‘fake news’, using the tools of critical discourse analysis to show how public commentary constitutes a discursive field that renders tech industry power intelligible by first defining the issue of fake news as a sociotechnical problem, then debating the infrastructural nature of platform companies’ social power. This article concludes that, as commentary moves beyond a focus on fake news and critiques of technology industries grow more complex, strains of elite discourse reveal productive constraints on tech power, articulating the conditions under which limits on that power are understood as legitimate.


2014 ◽  
Vol 657 (1) ◽  
pp. 265-273
Author(s):  
Kenneth Prewitt

The editors asked for my view on whether, in the current political climate, the recommendations in this volume of The ANNALS are likely to be heeded. The question that precedes this one is whether the volume’s contributors understand why policy-makers make use of science at all. “No” is the obvious answer, though I see this not as a failure particular to their effort but rather as a broader failure of social science. Getting the science right is a necessary but not sufficient step in getting it used. Social scientists have not investigated the use of science in policy in a serious way. They must if science is to have influence in the public sphere. I also comment on the political climate, unhelpfully described by many worried observers as antiscience. It is more informative to say that there is a Congress-led effort to push science policy and federal expenditures toward short-term and narrow national goals. This is harmful to science and consequently to the nation, and scientists should explain why. But they must also respect that science policy and setting priorities for spending public funds are congressional responsibilities.


2020 ◽  
Author(s):  
Candan Kafalı ◽  
Bengü Bozlar

&lt;p&gt;Many medicinal and toxic compounds are tested on animals before they are declared safe for human use, animals are also used in basic and applied research. But this can be costly, it can cause suffering to animals, and the results do not always to translate successfully to humans. The 3Rs project build learning activities for secondary school pupils to introduce the principles of the 3Rs - the Replacement, Reduction and Refinement of animal experiments. Students will develop their critical thinking and science literacy skills by exploring topics such as ethics in science, how the European Union is protecting the welfare of laboratory animals, and what high-tech non-animal tools are available as alternatives. These six learning scenarios related the 3R principle are available for secondary school teachers in the Massive Open Online Course (MOOC), organised by the European Schoolnet Academy. One of the learning scenarios prepared within the scope of this project is &quot;Animal Experimentation in Scientific Literacy&quot;.&lt;/p&gt;&lt;p&gt;Aim of this learning scenario;&lt;/p&gt;&lt;ul&gt;&lt;li&gt;Students can illustrate the relation between science and society on an ethical and philosophical base.&lt;/li&gt; &lt;li&gt;Students can create answers on sustainability problems concerning animal welfare.&lt;/li&gt; &lt;li&gt;Students can think critically about emotions vs facts about animals used in science.&lt;/li&gt; &lt;li&gt;Students can formulate well-built arguments in a critical debate.&lt;/li&gt; &lt;/ul&gt;&lt;p&gt;To implement this learning scenario;&lt;/p&gt;&lt;p&gt;Teacher starts with a presentation that describes good science, bad science, pseudoscience and fake news. Good science, bad science/fake news are explained with cases, and discussed with pupils. For instance, these are the subjects of astrology, anti-vaccination, flat world beliefs etc. The topic of animal experimentation and animal welfare is presented to pupils as the subject of the lesson. Pupils are divided into five groups to make literature review about animal experimentation and animal welfare.&lt;/p&gt;&lt;p&gt;Each group research one of the questions below;&amp;#160;&amp;#160;&amp;#160;&lt;/p&gt;&lt;ul&gt;&lt;li&gt;Do scientists need animals in science?&lt;/li&gt; &lt;li&gt;How animals are affected by experiments in laboratories?&lt;/li&gt; &lt;li&gt;What are pros and cons of animal experimentation in science?&lt;/li&gt; &lt;li&gt;What could be the alternatives instead of animals inexperimentation?&lt;/li&gt; &lt;li&gt;What are ethics in animal experimentation?&lt;/li&gt; &lt;/ul&gt;&lt;p&gt;Each group make literature review and discuss their compiled knowledge by a presentation with other pupils in the classroom. Afterwards, pupils carry out their own research in the school environment and create an online survey to collect data related with their research question about 3Rs and animal experimentation. They implement the survey at the school. They collect data and create a graph for each question. They interpret data and make a conclusion. Pupils evaluate their work according to sample size large, groups represented by the sample and whether the questions are neutral in regards to good science.&lt;/p&gt;&lt;p&gt;All in all, this learning scenario aims pupils to come by an experience on how good science works and how to avoid bad science and fake news, and improve their scientific literacy skills by the awareness of animal use in science.&lt;/p&gt;


Modern Italy ◽  
2002 ◽  
Vol 7 (1) ◽  
pp. 59-84
Author(s):  
John Dickie ◽  
Lucy Riall ◽  
Giuseppe Galasso

The last seven or eight years have brought a flood of printer's ink dedicated to the issue of national identity in Italy. At the same time, the new political forces that have emerged since Tangentopoli have all, in various ways, contributed to the re-emergence of patriotism in the language of the public sphere. What would Rosario Romeo have said about this new cultural and political climate? How would he have sought to intervene? It seems likely that he would have turned his famously acerbic critical intelligence on many of the volumes published. A signi. cant number of them merely offer versions of the same old pathologizing version of Italian history, or even, ahistorically, of the Italian national character. All the Sicilian historian would have to do would be to dust off his criticisms of those Anglo-American and Marxist historians who portrayed Italy, in his view, as having had the ‘wrong’ history, of having certain aboriginal defects.


2010 ◽  
Vol 9 (1) ◽  
pp. 45-54 ◽  
Author(s):  
Marie C. Desaulniers Miller ◽  
Lisa M. Montplaisir ◽  
Erika G. Offerdahl ◽  
Fu-Chih Cheng ◽  
Gerald L. Ketterling

Science educators have the common goal of helping students develop scientific literacy, including understanding of the nature of science (NOS). University faculties are challenged with the need to develop informed NOS views in several major student subpopulations, including science majors and nonscience majors. Research into NOS views of undergraduates, particularly science majors, has been limited. In this study, NOS views of undergraduates in introductory environmental science and upper-level animal behavior courses were measured using Likert items and open-ended prompts. Analysis revealed similarities in students' views between the two courses; both populations held a mix of naïve, transitional, and moderately informed views. Comparison of pre- and postcourse mean scores revealed significant changes in NOS views only in select aspects of NOS. Student scores on sections addressing six aspects of NOS were significantly different in most cases, showing notably uninformed views of the distinctions between scientific theories and laws. Evidence-based insight into student NOS views can aid in reforming undergraduate science courses and will add to faculty and researcher understanding of the impressions of science held by undergraduates, helping educators improve scientific literacy in future scientists and diverse college graduates.


2006 ◽  
Vol 5 (4) ◽  
pp. 340-347 ◽  
Author(s):  
Carol A. Kozeracki ◽  
Michael F. Carey ◽  
John Colicelli ◽  
Marc Levis-Fitzgerald

UCLA's Howard Hughes Undergraduate Research Program (HHURP), a collaboration between the College of Letters and Science and the School of Medicine, trains a group of highly motivated undergraduates through mentored research enhanced by a rigorous seminar course. The course is centered on the presentation and critical analysis of scientific journal articles as well as the students' own research. This article describes the components and objectives of the HHURP and discusses the results of three program assessments: annual student evaluations, interviews with UCLA professors who served as research advisors for HHURP scholars, and a survey of program alumni. Students indicate that the program increased their ability to read and present primary scientific research and to present their own research and enhanced their research experience at UCLA. After graduating, they find their involvement in the HHURP helped them in securing admission to the graduate program of their choice and provided them with an advantage over their peers in the interactive seminars that are the foundation of graduate education. On the basis of the assessment of the program from 1998–1999 to 2004–2005, we conclude that an intensive literature-based training program increases student confidence and scientific literacy during their undergraduate years and facilitates their transition to postgraduate study.


2004 ◽  
Vol 21 (2) ◽  
pp. 106-108
Author(s):  
Shaza Khan

As the political climate between many western and Muslim nations continuesto intensify, the rhetoric of a “clash of civilizations” has reemerged inour news media, governments, and academic institutions. Muslims andnon-Muslims, with varying political agendas, insist that Islam is inherentlyincompatible with modernity, democracy, and the West. Yet the contributorsto Modernizing Islam: Religion in the Public Sphere in the Middle Eastand Europe demonstrate otherwise as they examine the (re)Islamization ofEurope and the Middle East and reveal the ways in which “Islamic politicalactivism” (p. 3), or Islamism, promotes modernization.In the first of three sections, “Issues and Trends in Global Re-Islamization,” François Burgat describes how the progressive components of Islamization get hidden under a myriad of misconceptions. The termIslamist, he asserts, often serves to essentialize Muslim political activists bydepicting them as a homogenous group comprised of Islamic militants. Theuse of this term also “tends to strengthen the idea that Islamists are the onlyones using … religion for political purposes” (p. 28), though clearly otherindividuals, institutions, and religious organizations use religion for politicalends as well. Due to the essentialized and reductionist uses of the term, thereal characteristics of Islamism as a “relative, plural, and reactive” phenomenonare rarely recognized (p. 18). These obscuring lenses blur the image(s)of Islam even more in a country like France, where issues related to religionare often relegated to the “irrational.” In such contexts, Islamist movementsare constantly invalidated, though the activists’ reasons for opposition maywell be rooted in legitimate political, economic, and social factors.The obscurants that Burgat details in chapter 1 often cause individualsto view Islamists as anti-modernist and retrogressively reactionary. Yet inchapter 2, “The Modernizing Force of Islam,” Bjorn Olav Utvik argues “thatif Islamism is a reaction it is a progressive one, a step forward into somethingnew, not trying to reverse social developments, but rather to adapt religionso that it enables people to cope with the new realities” (p. 60). Utviklinks modernization to both urbanization and industrialization and characterizesit as a phenomenon that results in increased individualization, socialmobilization, and recognition of state centrality in achieving political ends(p. 43). He then proceeds to draw parallels between the goals of Islamistmovements and characteristics of modernization.In the next chapter, “Islam and Civil Society,” John Esposito furtherdemonstrates Islam’s compatibility with modernization and, more specifically,with democracy. He surveys Tunisia, Algeria, Turkey, Egypt, Iran,and the Gulf states in an effort to illustrate the importance, functionality,and popularity of their Islamic organizations. Importantly, he asserts thatwhile most of these Islamist movements begin by working within the foldof the governments’ established political processes, “the thwarting of a participatorypolitical process by governments that cancel elections or represspopulist Islamic movements fosters radicalization and extremism” (p. 92).Esposito suggests that increasing open competition for political power inthese countries and sustaining a reexamination of traditional Islamic rulingsregarding pluralism, tolerance, and women’s role in society will result ingreater compatibility between Islam and democracy ...


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