Information, Disinformation, and the Authority of Knowledge in the Age of Babel

Technologies of Reading and Writing: Transformation and Subjectivation in Digital Times

Government Surveillance and Counter-Surveillance on Social and Mobile Media: The Case of Iran (2009)

Ethical standards for cardiothoracic surgeons' participation in social media

Social media use in the United States has been steadily increasing over the past decade as various social media platforms have become the primary channel of online engagement for the American internet user. Today, Americans use social media to communicate with friends, family, and peers, access entertainment and education, engage in various business and commercial activities, and influence the lifestyles of consumers. As the spectrum of purposeful use of social media diversifies, this paper examines geographic patterns of social media adoption, diffusion, and utilization in U.S. counties. Alongside, the paper also examines demographic and socioeconomic determinants of purposeful social media utilization. Overall, the study sheds light on an important aspect of the contemporary digital divide in the United States.To examine purposeful social network and media use, the paper focuses on penetration of popular social media/networking platforms such as Facebook, Twitter, LinkedIn, Instagram, and YouTube in U.S. counties. The purpose of use of such platforms – to engage in e-communication, e-commerce, e-entertainment, e-health, and e-education are also examined through the dual lenses of geographic and socioeconomic variations. By borrowing from Adoption-Diffusion Theory (ADT) and Spatially Aware Technology Utilization Model (SATUM), the paper’s conceptual framework posits associations of 18 independent variables with 17 indicators of social media penetration and purposeful usage. Spatial patterns and disparities of social media penetration and purposeful use are analyzed and provide important clues about the geography of the social media digital divide. For example, social media penetration and purposeful use in counties in the U.S. rural south are found to rival counties in the Rocky Mountain States and in some cases exceed counties in urban metropolitan areas in the West- and East Coasts. The presence of spatial bias in social media penetration and use is also diagnosed using spatial autocorrelation analysis. This in turn influences the Ordinary Least Squares (OLS) regression-based analysis of socioeconomic, infrastructural, and social capital underpinnings. For a sample of 3,076 counties in the lower 48 states, leading determinants of purposeful social media use are found to be age structure, urbanization, race/ethnicity and professional, scientific, technical services and overall service sector occupations are found to influence social network access and purposeful use. These findings have important policy implications to broaden the reach and impacts of social media in the U.S.Overall, as the digital divide literature expands its focus from access to information and communication technologies (ICTs) to their actual use and ultimate impact, this study is unique due to its focus on purposeful use of social media. Sourcing data from a variety of public- and private sources, the study focuses on social media usage as well as access and sheds light on county-level disparities and their socioeconomic underpinnings. As purposeful internet use continues to diversify, the findings of this study can inform social media adoption, diffusion, and use policies in light of the COVID-19 pandemic to ensure that all Americans can participate and engage in online activities and derive benefits in an equitable way.

Aim/Purpose: This paper provides the results of the preliminary analysis of the findings of an ongoing study that seeks to examine the social media use, cultural and political awareness, civic engagement, issue prioritization, and social activism of Gen Z students enrolled at four different institutional types located in the Mid-Atlantic region of the United States. The aim of this study is to look at the group as a whole as well as compare findings across populations. The institutional types under consideration include a mid-sized majority serving or otherwise referred to as a traditionally white institution (TWI) located in a small coastal city on the Atlantic Ocean, a small Historically Black University (HBCU) located in a rural area, a large community college located in a county that is a mixture of rural and suburban and which sits on the border of Maryland and Pennsylvania, and graduating high school students enrolled in career and technical education (CTE) programs in a large urban area. This exploration is purposed to examine the behaviors and expectations of Gen Z students within a representative American region during a time of tremendous turmoil and civil unrest in the United States. Background: Over 74 million strong, Gen Z makes up almost one-quarter of the U.S. population. They already outnumber any current living generation and are the first true digital natives. Born after 1996 and through 2012, they are known for their short attention spans and heightened ability to multi-task. Raised in the age of the smart phone, they have been tethered to digital devices from a young age with most having the preponderance of their childhood milestones commemorated online. Often called Zoomers, they are more racially and ethnically diverse than any previous generation and are on track to be the most well-educated generation in history. Gen Zers in the United States have been found in the research to be progressive and pro-government and viewing increasing racial and ethnic diversity as positive change. Finally, they are less likely to hold xenophobic beliefs such as the notion of American exceptionalism and superiority that have been popular with by prior generations. The United States has been in a period of social and civil unrest in recent years with concerns over systematic racism, rampant inequalities, political polarization, xenophobia, police violence, sexual assault and harassment, and the growing epidemic of gun violence. Anxieties stirred by the COVID-19 pandemic further compounded these issues resulting in a powder keg explosion occurring throughout the summer of 2020 and leading well into 2021. As a result, the United States has deteriorated significantly in the Civil Unrest Index falling from 91st to 34th. The vitriol, polarization, protests, murders, and shootings have all occurred during Gen Z’s formative years, and the limited research available indicates that it has shaped their values and political views. Methodology: The Mid-Atlantic region is a portion of the United States that exists as the overlap between the northeastern and southeastern portions of the country. It includes the nation’s capital, as well as large urban centers, small cities, suburbs, and rural enclaves. It is one of the most socially, economically, racially, and culturally diverse parts of the United States and is often referred to as the “typically American region.” An electronic survey was administered to students from 2019 through 2021 attending a high school dual enrollment program, a minority serving institution, a majority serving institution, and a community college all located within the larger mid-Atlantic region. The survey included a combination of multiple response, Likert scaled, dichotomous, open ended, and ordinal questions. It was developed in the Survey Monkey system and reviewed by several content and methodological experts in order to examine bias, vagueness, or potential semantic problems. Finally, the survey was pilot tested prior to implementation in order to explore the efficacy of the research methodology. It was then modified accordingly prior to widespread distribution to potential participants. The surveys were administered to students enrolled in classes taught by the authors all of whom are educators. Participation was voluntary, optional, and anonymous. Over 800 individuals completed the survey with just over 700 usable results, after partial completes and the responses of individuals outside of the 18-24 age range were removed. Findings: Participants in this study overwhelmingly were users of social media. In descending order, YouTube, Instagram, Snapchat, Twitter, Facebook, Pinterest, WhatsApp, LinkedIn and Tik Tok were the most popular social media services reported as being used. When volume of use was considered, Instagram, Snapchat, YouTube and Twitter were the most cited with most participants reporting using Instagram and Snapchat multiple times a day. When asked to select which social media service they would use if forced to choose just one, the number one choice was YouTube followed by Instagram and Snapchat. Additionally, more than half of participants responded that they have uploaded a video to a video sharing site such as YouTube or Tik Tok. When asked about their familiarity with different technologies, participants overwhelmingly responded that they are “very familiar” with smart phones, searching the Web, social media, and email. About half the respondents said that they were “very familiar” with common computer applications such as the Microsoft Office Suite or Google Suite with another third saying that they were “somewhat familiar.” When asked about Learning Management Systems (LMS) like Blackboard, Course Compass, Canvas, Edmodo, Moodle, Course Sites, Google Classroom, Mindtap, Schoology, Absorb, D2L, itslearning, Otus, PowerSchool, or WizIQ, only 43% said they were “very familiar” with 31% responding that they were “somewhat familiar.” Finally, about half the students were either “very” or “somewhat” familiar with operating systems such as Windows. A few preferences with respect to technology in the teaching and learning process were explored in the survey. Most students (85%) responded that they want course announcements and reminders sent to their phones, 76% expect their courses to incorporate the use of technology, 71% want their courses to have course websites, and 71% said that they would rather watch a video than read a book chapter. When asked to consider the future, over 81% or respondents reported that technology will play a major role in their future career. Most participants considered themselves “informed” or “well informed” about current events although few considered themselves “very informed” or “well informed” about politics. When asked how they get their news, the most common forum reported for getting news and information about current events and politics was social media with 81% of respondents reporting. Gen Z is known to be an engaged generation and the participants in this study were not an exception. As such, it came as no surprise to discover that, in the past year more than 78% of respondents had educated friends or family about an important social or political issue, about half (48%) had donated to a cause of importance to them, more than a quarter (26%) had participated in a march or rally, and a quarter (26%) had actively boycotted a product or company. Further, about 37% consider themselves to be a social activist with another 41% responding that aren’t sure if they would consider themselves an activist and only 22% saying that they would not consider themselves an activist. When asked what issues were important to them, the most frequently cited were Black Lives Matter (75%), human trafficking (68%), sexual assault/harassment/Me Too (66.49%), gun violence (65.82%), women’s rights (65.15%), climate change (55.4%), immigration reform/deferred action for childhood arrivals (DACA) (48.8%), and LGBTQ+ rights (47.39%). When the schools were compared, there were only minor differences in social media use with the high school students indicating slightly more use of Tik Tok than the other participants. All groups were virtually equal when it came to how informed they perceived themselves about current events and politics. Consensus among groups existed with respect to how they get their news, and the community college and high school students were slightly more likely to have participated in a march, protest, or rally in the last 12 months than the university students. The community college and high school students were also slightly more likely to consider themselves social activists than the participants from either of the universities. When the importance of the issues was considered, significant differences based on institutional type were noted. Black Lives Matter (BLM) was identified as important by the largest portion of students attending the HBCU followed by the community college students and high school students. Less than half of the students attending the TWI considered BLM an important issue. Human trafficking was cited as important by a higher percentage of students attending the HBCU and urban high school than at the suburban and rural community college or the TWI. Sexual assault was considered important by the majority of students at all the schools with the percentage a bit smaller from the majority serving institution. About two thirds of the students at the high school, community college, and HBCU considered gun violence important versus about half the students at the majority serving institution. Women’s rights were reported as being important by more of the high school and HBCU participants than the community college or TWI. Climate change was considered important by about half the students at all schools with a slightly smaller portion reporting out the HBCU. Immigration reform/DACA was reported as imp

The integrated course known as Educational Foundations grew out of a concrete problem situation in Teachers College. For years there had been a requirement that every candidate for the Master's degree should have taken eight points of the thirty-two called for, in what has recently come to be named the Division of the Foundations of Education. Practically, this meant three courses chosen out of the history of education, the philosophy of edu cation, educational psychology, educational sociology, educational economics and comparative education. The requirement of so-called general courses reflected the idea that the Master's degree in Teachers College should not be a narrow, technical degree, devoted entirely to professional specialization. On the contrary, it was expected that the total experience leading to the degree should contain broadening elements?that which would lead the student to see his profes sional work in relationship to the society in which it was to be carried on and as dealing with a system of social and individual values which were to be fostered by his activity as teacher or school administrator. In the early years of the College, this broadening experience was thought to be provided through courses in the history and philosophy of education and educational psychology, but as the College expanded in teaching personnel and in offer ings many other courses came to be accepted as satisfying the requirement, so that by 1934-35 when the new integrated course was first undertaken, a student's program might show a course in the History of Education in the United States before I860, one in educational economics and still another in the psychology of adolescence, as adding up to eight points in the Foundations of Education. Under such circumstances it became difficult to show that the courses

Understanding GI Twitter and Its Major Contributors

Authorship and individualization in the digital public sphere

Legacy and social media respectively influence risk perceptions and protective behaviors during emerging health threats: A multi-wave analysis of communications on Zika virus cases

Essentially, philosophies of education in education and the education per se have a pragmatic significance in socio-political life of it subject. Philosophies of education are not solely appointed to provide theories or to set principles in education but also destined to advance practices following the realities and needs of life particularly in society – the common denominator of Philosophy of education is to train good citizen and human beings. It is to say that one of the essential features of philosophy of education is to keep education in track in the rapid pace of flux of time by being flexible, responsive, and sensitive to the various concern and issue of a particular status quo. Philosophy of education is understood as a critical view that goes as deep as its roots about everything that happens. 21st century is being characterized as the ‘disinformation’ or ‘fake’ news era due to the negative consequence of the social media and the environment where the learner’s dwells, on the same manner ecological issue become a serious issue. Thus, 21st century education should attend to the progress and demand [concern] of the time. Pondering on a two prominent Philosophy of education viz. Perennialism and Progressivism, this article aims to find out and divulge an effective methodology and principle on education that cater a response to the demand of the status quo by breeding the above-mentioned philosophy of education. The breed of Philosophy of education will be called Perennial-Progressivism with acronym P2. These philosophies of education would not that be effective if it will be used in isolated instances – use a particular philosophy of education on a certain context due to contextual gap of the notions and the context. Likewise, there are shortcomings that a particular philosophy of education possesses which on the other hand is in the demand of the context. However, a combination or a mix breed of at least two philosophies of education that has been scrutinized and made it relevant to the needs and demand of the context would be an effective one given such considerations.

Education is a very vital thing in human life. Educational philosophy is a philosophy that sees education as a process to humanize students. This study seeks to reveal how the knowledge of PGSD students about the philosophy of education and students' perceptions of the philosophy of education. This study uses quantitative methods with descriptive research type. Respondents in this study were 174 students. This study found that the source of knowledge of each elementary school teacher education student about educational philosophy was 60.3 percent, namely social media. Most elementary school teacher education students consider educational philosophy to be an important science. Most of the perceptions about the importance of educational philosophy are because it can provide a complete understanding of science and be able to use the knowledge possessed. Philosophy of Education is very important to be taught to PGSD students who will become educators. For this reason, it is necessary to develop an innovative and creative educational philosophy of education model.

Using Digital Media to Promote Kidney Disease Education

In this review essay J.J. Chambliss assesses the current state of the field of philosophy of education through analysis of four recent edited compilations: Randall Curren’s A Companion to Philosophy of Education; Nigel Blake, Paul Smeyers, Richard Smith, and Paul Standish’s The Blackwell Guide to Philosophy of Education; Wilfred Carr’s The RoutledgeFalmer Reader in Philosophy of Education; and Randall Curren’s Philosophy of Education: An Anthology. He considers how these books address the question of what constitutes philosophy of education, with specific reference to the approach each takes to two topics: feminism and practical reason. Then, taking as a starting point Carr’s insight that a revised history of the philosophy of education could help us better understand the discipline, Chambliss traces the evolution of philosophy of education in the United States from the discipline’s origins, dominated by a tension between Empiricism and Idealism; to the “schools of philosophy” approach — that is, applying a set of beliefs derived from a particular philosophical school to education — that prevailed through the mid‐twentieth century; to the wide‐ranging contemporary work in the field that draws from newer methodologies and philosophical research programs.

Assessing the level of knowledge, attitudes, and beliefs about Ebola virus disease among college students

The “Buzz” About Tinnitus: A Social Media Study