Full study guide

Click here to download the COMM 443 final exam study guide in Word doc format.

Study guide under construction (4/30)

News and Advertising in the Political Campaign

• How to do an adwatch
  
• Why challenging inaccuracies can help and hurt candidates
  
• Why the media exploit campaign blunders
  
• How television changed politics
  
• Strengths & weaknesses of ads, news, and debates
  

News and Advertising in Political Campaigns

Media critiquing "Celebrity" ad


Howard Dean in Iowa (2004)


Nixon-Kennedy televised debate

Final project

Assignment sheet

Final project presentation

Students will share the major findings from their projects in 5-minute oral presentations in class on Tuesday, May 5 and Thursday, May 7. These presentations should be extemporaneous in format.*

Your presentation should contain:

- An introduction

- An explanation of why you selected the topic

- A discussion of 3 or 4 of your most interesting findings (don't try to share every result; you won't have time!)

- Speculation on what may have influenced your survey respondents (media, sampling technique, how questions were worded, etc.)

- A conclusion

Email me or stop by during office hours if you have questions or would like additional guidance.

* Prepare an outline to organize and guide your talk (so you don't ramble), but don't read the outline line by line.

Presentation order for Tuesday, May 5

1. Lindsey

2. Jessica

3. Amy

4. Paul

5. Amanda

6. Tomi

7. Stephanie

8. Sarah

9. Andi

10. Ali

11. Lauren

12. Josh

Presentation order for Thursday, May 7

1. Katie

2. I-chieh

3. Amber

4. Larissa

5. Kaylyn

6. Casey

7. Amelia

8. Michael

9. Rebecca

10. Annie

11. Erin

12. Heather

Study guide under construction (4/28)

News and Advertising in the Political Campaign

• How the press used to treat gap between image and reality (versus how they treat it now)
  
• How campaigns blur the distinction between news and their political ads (+ why they do this)
  
• How media's focus on tactics, major candidates, and past political figures impacts politics
  
• How campaigns use media to preempt criticism, create “backlash,” or mount last-minute attacks
  

Exploiting how media understand politics

Attack ads

Blurring distinction between ads and news

Controlling news coverage

Katie Couric interviewing Sarah Palin

Final Disscussion Question

Politicians like to create events that give credibility to their stances on public issues. These events are known as Pseudo-Events. The book mentions on pages 319-320 three specific examples of candidates using Pseudo-Events to manipulate the media and the voting public.

The best example is Sen. John Kerry who supported an assault weapons ban but also wanted the votes of NRA members during the 2004 election. His campaign team staged a Pseudo-Event where he went pheasant hunting to prove his support of gun owners.

Think of a Pseudo-Event used in the past Presidential election, where a candidate used another person or event to support their political issues. Explain how this event helped shape public opinion about this candidate. Finally, explain how the candidate could have used another Pseudo-Event to improve their standing among the general public

Final DQ

In the first section of this chapter, the authors note that one of the strategies employed by politicians to make their campaign theme more consistent is the controlling of media access. “Public officials routinely control press access and media exposure as best as they can.” (Page 318) As we discussed in class recently, problematic information is usually released to the press after the deadline so that there is significantly less coverage of the information.

An example of limited media access happened during the 2008 Presidential election. After Sarah Palin was presented to the nation as John McCain’s running mate, his team of advisors limited press access to the Vice Presidential candidate. When she met world leaders in New York, media access was very limited and this continued for a while after the GOP Convention.

Is this kind of limitation of media access helpful or detrimental to a political candidate’s campaign? Provide an example to support your answer.

Study guide under construction (4/23)

How the Internet is Changing Politics

• How the internet can help campaigns
  
• How the internet can hurt campaigns
  
• New forms of (viral) political attacks
  
• How mass media and new media sources ‘fact check’ each other
  

Study guide under construction (4/21)

Political versus Product Campaigns

• Political ad types (attack, advocacy, comparison)
  
• How political ads and product ads are alike (branding, targeting, optimistic framing) and how they are different (time frame, margin of victory, unpaid media coverage)
  
• What the mass media must do and cannot do with political speech
  
• McCain-Feingold Act of 2002 (how it limits campaign fundraising)
  
• How issue advocacy is treated differently than political campaigning (in terms of protections and regulations)
  

Example of media influence on public opinion

The Reluctant Organ Donor

From the article:

Donate Life chairwoman Sara Pace Jones said common misconceptions about organ donation may be due, in part, to inaccurate media portrayals of the process.

“Some fears are perpetuated by dramatic television shows that, because they have to tell a complete story in an hour or less, don’t have time to show the accurate and entire process of donation,” Ms. Pace Jones said. “Many times I have seen a story unfold where the same physician treats the patient when admitted to the hospital, takes them to surgery, pronounces the patient dead, accesses the transplant list and does the organ recovery and transplant. But this is not how the donation process happens. The doctor who is trying to save the life of the injured patient is not the same doctor who recovers organs for transplantation.”

Campaign examples

Daisy Girl (1964)


Willie Horton (1988)


Ashley's Story (2004)


Windsurfing (2004)


Swift Vets (2004)


Wolves (2004)


Fenway (2004)


3 a.m. (2008)


CBS Critiques McCain ad (2008)


ISSUE AND CORPORATE ADVOCACY

Clean Coal Clean (2008)


Exxon Mobil (2008)

Fear appeals in product ads

Larissa's Question

In our textbook, the chapter begins discussing the length of product ads compared to the length of campaign ads. On page 285 it states “contenders are announcing their candidacy earlier than they once did, and speculation about likely presidential candidates begins the day after each inauguration.”

Do you feel campaign ads should be ran as long as product ads? Explain why or why not. How are your perceptions of the candidates influenced by these campaign ads? Please remember to relate your answers back to your experiences and the textbook.

Sarah's discussion question

On page 288 in our text the chapter begins to discuss censorship and how it differs between campaign ads and commercial ads. It states that, "Networks are free to recommend changes in product ads and often do so when, in the judgement of their staff the ads are inaccurate, are in poor taste, or embody negative stereotypes. In contrast, it is illegal to censor a candidate’s political ad. Consequently, material that would never be heard or seen in a commercial ad can be included in a candidate ad."

Do you agree or disagree with this stipulation? Can you think of an example where something was shown in a political ad that would have been regulated if it were a commercial ad? Be sure to back your opinion up with evidence from the text or outside sources.

Study guide under construction (4/16)

How Corporate Power Influences What We See 

• Media ownership trend (over the past 25 years)
  
• The public interest (local, diverse, competition)
  
• How consolidation has affected news industry
  
• How consolidation has affected news content
  
• Pro-business message of most media
  

Corporate influence and the news

What We Call the News

Josh Meyer's DQ

Watch the news tonight and look for advertisements in an actual news broadcast. Choose two and explain the purpose behind them. Then give the target audience and see if there is a correlation to the particular ad being shown. If possible try to trace the company back to it’s parent company.

Discussion Question (Michael)

As stated on page 169 of our reading, "97% of the nation's daily newspapers enjoy a local newspaper monopoly." Additionally, the chapter refers to many instances of corporate controlled news.

Use evidence from the reading and your own opinion to explain why or why not monopolies are a good thing in the newspaper/news distributing industry. Possible inclusions may be employment, the desire for the truth, monetary cost, Federal laws concerning monopolies, and many more.

Don't be afraid to dream up something big. Enjoy...

Study guide under construction (4/14)

Influencing the News Media

• How deadlines can be used to influence coverage of issues
  
• The strategic release of information & VNRs
  
• Why powerful language/symbols are both necessary and risky
  
• How financial pressure influences news coverage
  
• How political pressure affects type and amount of information made available to the public
  

Influencing the news media

Fight the Smears

Fake TV News: Safety Information Sold Separately

Amber's Question

In chapter 4, starting on page 129, of The Interplay of Influence, the use of language and symbols through the media are mentioned. Symbols and language have much power over what a reader or viewer thinks. Newspaper headlines are visual, but television news is visual and narrative. Events such as political campaigns focus on the language and symbols used to catch the audience's attention.  Describe a time or times when you noticed the use of powerful language or symbols on television or in the newspaper to sway an audience. Use examples from the book to back up your experience(s).

DQ for April 14th

In chapter 4 (on page 124) Bill Green starts to explain the meaning of on the record, off the record, and other systems that reporters use to collect information. He says these systems are necessary to receive information, but readers may begin to question the credibility of the source. Later on, the book mentions "readers and viewers are asked to trust reporters and to take their news judgments on faith". Do you fully trust the media? Why or why not?! Bring in outside examples and explain your reasoning with statements from the book

Study guide under construction (4/9)

News as Persuasion

• News as neutral view of reality vs. News as persuasion
  
• How elements of form affect framing of news stories
  
• Why 24-hour news cycles, deadlines, and competition create inaccuracies/incompleteness
  
• How the language selected to report stories reflects ideological bias
  
• Why the media censors itself on certain issues
  

News as persuasion

Censor Deprivation

comedycentral.com

Joke of the Day Stand-Up Comedy Free Online Games

The Daily Show With Jon Stewart	M - Th 11p / 10c
Full Metal Budget
thedailyshow.com
Daily Show Full Episodes Economic Crisis Political Humor

Study guide under construction (4/7)

Communication, Campaigning, and the Public (Part 3)

• 3 factors that affect how much voters learn
  
• Impact of attack ads (on voter knowledge & interest)
  
• Why campaign influence varies by voter
  
• How campaigns generate positive/negative interest
  
• Why we can’t measure direct effects of campaigns
  

Lauren's Question

According to Ansolabehere and Iyengar, when the public is exposed to a large amount of negative campaign ads, voter turnout is affected negatively. If this is a case, why do you think candidates spend so much money on these ads? How do you personally feel about these “attack ads” and how are your perceptions of the candidates influenced by the ads?

::Because NDSU canceled two weeks of classes, responses to these DQs will now be due at 9 a.m. on Tuesday, April 7. Students are welcome to post their responses any time before the new deadline.::

Andi’s DQ

This section of the book discusses the ways in which voters learn information about political campaigns. Considering both the reading and the election this past November, where do you think voters obtain the most information about candidates (i.e., newspapers, debates, televised news, or televised ads)? Please provide an example.

The book also mentions the argument that “negative ads attract more attention and whatever issue information is contained in them may be better remembered” (p. 462). Do you find this to be true? What do you think about negative campaigns?

::Because NDSU canceled two weeks of classes, responses to these DQs will now be due at 9 a.m. on Tuesday, April 7. Students are welcome to post their responses any time before the new deadline.::

Revised DQ Schedule

Discussion Questions will be posted by 12 p.m. on the Sunday before the following dates:

Tuesday, April 7
1. Andria Padilla
2. Lauren Halgerson

Tuesday, April 14
1. Amber Jechort
2. Erin Markestad

Thursday, April 16 (DQs posted by 12 p.m. on Wednesday, April 17)
1. Josh Meyer
2. Michael Hoium

Tuesday, April 21
1. Sarah Schmidt
2. Larissa Kunde

Tuesday, April 28
1. Tomi Olayiwala
2. Paul Backowski

Update: No class Tuesday, March 24

Due to the continued need for volunteers, classes are still canceled at NDSU. So we won't be meeting on Tuesday, March 24.

The PPT for the last ten pages of chapter 10 can be downloaded here. On the first three slides you will find current response rates for your public opinion surveys. 

Email me if you are ready to stop collecting responses, or if you have any questions about the project.

There's been an awesome turn-out of volunteers at NDSU:

Keep up the good work!

NDSU classes canceled until further notice

A message from President Chapman:

NDSU will cancel classes effective at 9:00 am today, Monday, March 23 until further notice. University offices will remain open, however, they may be operated at minimal staff levels.

Students, faculty, and staff are needed to help with the flood prevention efforts. Volunteers are needed for sandbagging. It is estimated that 2 million sandbags will be needed. With the current and predicted rain, the Red River is anticipated to crest for the first time on Thursday, March 26.

Please report to the NDSU Flood Protection Volunteer Center on the Main Floor of the Memorial Union (next to the Bison Connection) to check in and sign up for shifts. You may also call 231-7870 or email NDSU.floodsupport@ndsu.edu to sign up for future volunteer shifts.

Transportation from the Union will be provided to the locations where help is needed. It is important to use the bus transportation that is provided.

Thank you for your time and help. Our communities need us.

The deadline for DQ responses will be postponed until classes are back in session (e.g., if we don't meet again until Thursday, I'll look for your response by 9 a.m. on Thursday).

I encourage everyone to volunteer if/when they can.

Study guide under construction (3/12)

Communication, Campaigning, and the Public (Part 2)

• Media power vs. Audience power (434-437)
  
• Uses and gratifications vs. Audience-media transaction (434-435)
  
• Four elements of a communication campaign (440)
  
• Steps of an effective communication campaign (444-448)
  
• Current issues affecting political campaigns (454-460)
  

Study guide under construction (3/10)

Communication, Campaigning, and the Public (Part 1)

• How the mass media fulfill Lasswell’s three functions of communication (406)
  
• How media bias can influence public opinion (409-411)
  
• Four categories of media effects (413-420)
  
• Knowledge gap (420-421)
  
• Influence models: hypodermic needle vs. two-step flow vs. cultivation vs. minimal effects (424-425, 428, 431-434)
  

Today's PowerPoint

A copy of the PowerPoint for today's material (pages 405 - 437) can be downloaded here. Please look it over and write down any questions that remain after reading. We'll cover the next section of the chapter (pages 437 - 460) as planned on Thursday. I'll also prepare some tips for increasing your survey response count.

Remember that all surveys must be posted on Survey Monkey by 5 p.m. this Friday. Let me know if Survey Monkey is giving you any trouble.

Amy Pedersen's DQ week 9

So I was having problems posting under my name, so I am doing it under Katie.

In chapter 10, page 424 the discuss the study on how media can and/or does change people's public opinions. During their studies, researchers found that the media actually didn't have a strong influence on people. Do you believe this research to be accurate? Do you think the media changes people's public opinions? Has it ever changed your personally?

Casey's Discussion Question Week 8

On page 431 of our textbook, the authors begin explaining cultivation perspective. They write, “it proposes far-reaching influences of the medium on virtually all aspects of audience perceptions and attitudes” and that George Gerbner and colleagues have found that “television has become the ‘common storyteller of our age,’ providing our diversified society with consistent and repeated messages and images” (page 432).

The authors continue by saying that Gerbner predicted that heavier television exposure will “cultivate perceptions or beliefs about social reality that are more consistent with the ‘television view’ than with the ‘real-world’ view.”

How might the idea of television as a “storyteller” and the idea of television exposure cultivating perceptions and beliefs about social reality create complications in day-to-day life? Think of a time when you have or someone you know has been exposed to consistent and repeated messages and images and used television as a storyteller to create a social reality. (The example does not have to come from the news media, but can come from pop culture television shows as well.)

Study guide under construction (3/5)

Public Opinion and Democratic Competence (Part 3)

• The Stouffer shift (326)
  
• Strength of relationship between income & economic issues (333)
  
• Public opinion on racial equality vs. P.O. on affirmative action (335)
  
• Public opinion on abortion (339)
  
• Sociotropic voting (333) 

News article

This week, we'll be watching two Gallup videos in class.

The first video (from 2008) can be viewed here:

Americans' Views on Abortion Remain Static

The second video (from 2005) can be viewed here:

Affirmative Action

We will also be covering pages 333 - 346 in the textbook.

Study guide under construction (3/3)

Public Opinion and Democratic Competence (Part 2)

• Rational ignorance (302)
  
• Ideological innocence (304)
  
• The rational public (307)
  
• Heuristics vs. Schema (318-320)
  
• Zaller’s RAS model of public opinion (320-324)
  

Rebecca Owen's Week 7 DQ

Hi everyone, FYI: I am trading weeks with someone who is out of town this week which is why my question is getting posted late.

Chapter 8 discusses understanding American attitudes about race (pp. 335-339). Define race and ethnicity in your own terms. What do you think the idea of race stands for in American society today (i.e. equality, freedom), and why (i.e. through the civil rights movement)? Page 336 states, "Some observers argue that while American whites express abstract support for the proposition that blacks should be equal, they less often support actual policies to promote equality." Such programs include fair treatment in jobs and affirmative action. Do you agree with this statement? Why or why not? Give examples.

Katie Froeber's Week 7 DQ

According to a study described in chapter 8, Page and Shapiro found that "aggregate public opinion is generally stable" when polled over a period of time (pg. 308). This finding contradicted the common idea that public opinion was too "volatile" to play a significant role in democracy. 

The chapter also discussed the theory of "rational ignorance," which states that people don't bother to educate themselves about most issues because they see the benefits of knowledge as not worth the time they would have to spend learning more about the issues.

How might the phenomenon of "rational ignorance" have contributed to Page and Shapiro's finding of stable opinions over time? Using an example from your personal experience, explain how knowledge of an issue can contribute to both opinion change and opinion stability.

Study guide under construction (2/26)

Public Opinion and Democratic Competence (Part 1)

• Democratic competence (283-284)
  
• Why choose representative rather than direct democracy (285-287)
  
• Tyranny of the majority (287)
  
• Formal vs. informal role of the public in a democracy (291)
  
• Trends in political knowledge over time (292-294)
  
• Columbia vs. Michigan models of voter behavior (295-301)
  

News article

I will bring in copies of this week's opinion example for us to read in class.

[If you'd like to read it in advance, click here]

You just need to read pages 283 to 302 before class on Thursday.

Perception and Opinion Formation (2/17 & 2/19)

• How "the pictures inside our heads" relate to "the world outside"
  
• Why our perceptions of the world are always limited
  
• Socialization vs. Social comparison
  
• Looking-glass perception
  
• Pluralistic ignorance
  
• Disowning projection
  
• Ideological bias
  
• False consensus
  
• Third-person effect
  

Heather Athey DQ Week 6

In this chapter, the authors talk about perceptions and opinion formation. On page 236 they explain unrealistic optimism as when "individuals see themselves as being somehow different from other in terms of the probability of good or bad things happening to them".

For example, "people tend to think they are invulnerable, and expect others to be victims or misfortune, not themselves".

Explain why you think this happens, and give an example of a time where you have perceived the risk of something happening to you as greater or smaller than of the same thing happening to others.

This week's news articles

This week we will be using the Michael Phelps marijuana incident as a case study in public perception. To prepare for the discussion on Thursday, please read the following news blurbs and think about how they relate to the chapter:

USOC sends letter, seeks meeting with Phelps

Pot backers hit Kellogg's over Phelps

-

Exam 1 Study Guide

Can be viewed/downloaded here.

We will use the second half of class on Thursday, February 19 for a review session. Please come prepared with questions.

Let me know if you have any trouble accessing the file.

Lindsey Johannes DQ Week 6

One of the focuses for this week’s reading is forming perceptions. Our text describes perception as “a summary attitude that is based on all of our past and present sensory information.” On page 219, Hinton describes five social factors that influence our perceptions:

1. The information from the actor
2. The influence of the perceiver on this information
3. The relationship between the perceiver and the actor
4. The social context
5. The cultural setting

Describe a situation when you formed some sort of a “perception” and describe how each of these factors influenced your perception.

This week's news article

USA Today Poll: Reactions to Recession Vary

[The additional reading for our Thursday, February 12 class)

Jessica FitzSimmons DQ week 5

The authors of Public Opinion define Attribution Theories as, “how people’s inferences about the reasons behind other people’s behaviors or attitudes affect their own agreement with these behaviors or attitudes,” (p. 168). An example of attribution theories as discussed in Public Opinion is the idea that information obtained from a news story has a higher propensity to be believed than information obtained from an advertisement—even if the information obtained from both sources is the same (p. 169). In other words, how a person thinks of the source of information—of its credibility and underlying motive—will affect whether or not the person perceives the information to be true.

With this in mind, reflect back on the 2008 presidential election.
Visit http://www.livingroomcandidate.org/commercials/2008/filter/party and browse some of the democratic and republican advertisements by clicking on the boxes across the bottom of the screen.

Would you agree or disagree with the book’s argument? Would you perceive information from a news story (i.e. cnn.com, msnbc.com, foxnews.com) as more credible or believable than the advertisements you just viewed? Pick one or two advertisements and reflect on the source of the information and the motive of the advertisement(s) in your argument.

Allison's DQ week 5

It's states in the book "Public Opinion" that the notion of stereotypes usually evokes a negative image in peoples minds. Is this always the case? In Walter Lippmann's classic discussion of stereotypes he argued that, in some sense, stereotyping is a necessary condition for functioning in this world. You can find his notes on page 173-174 of the text. Do you agree with this agruement? Give examples that support your agruement and explain why you agree or disagree.

Amelia's DQ week 4

The attitude research that is mentioned in our book discusses a human's ability to differentiate negative words from positive words.

As Alice Eagly and Shelly Chaiken describe, a child eventually learns the evaluative meanings of the words "good" and "bad" if these conditioned stimuli are repeatedly paired with unconditional stimuli such ad food or physical punishment.

Discuss whether you agree or disagree with this theory. Use modern examples to justify your answer.

Details on assignment due Thursday

This post provides details on the project proposal + survey draft due Thursday. I will also hand out an assignment sheet in class.

Your proposal should be 1-2 pages in length, and contain three elements:
1. Why the topic you are investigating is significant / why you are interested in finding out more about public opinion on this topic.
2. What is currently know about public opinion on this issue.*
3. Bibliography of sources (in APA format).

* You will need to conduct preliminary online research (I recommend searching both Google News and Gallup) to determine what current polls have found regarding your topic. If you have an NDSU-specific topic, you should search for public opinion data on the broader issue. For the final project, you will be making an argument about how media coverage may have influenced opinion on this topic (see course syllabus for more detail), so keep that in mind when selecting/deciding on your topic.

In addition to the prospectus, you will submit a first draft of your survey (the one you will be posting on SurveyMonkey prior to Spring Break). The survey should contain:

1. An introductory paragraph thanking the participant for their participation and introducing them to the topic under study.
2. 15-20 questions on the topic.*
3. A brief description, underneath each question, of what you are attempting to measure with this survey item.

* You should have a variety of question types (both opinion and knowledge, for example) in your survey. You also want to collect demographic information (e.g., gender, age, political affiliation, or any other categories you want to compare data across). Keep in mind the problems of questionnaire design we discussed last Thursday, and think about how question order might influence responses.

Check out the New York Times Poll index for sample survey questions on different topics (click on "Complete Poll Results" under any of the polls listed to view questions).

Email me or leave a comment here if you have any questions or concerns about this assignment.

Remember that the project proposal + first draft is due by 11 a.m. on Thursday, February 5.

I-chieh's DQ week 4

In the textbook, Public Opinion, it explains that before discussing a topic, people will have to understand the meanings of beliefs, values, attitudes, and opinions.

According to the text, beliefs "are the cognitive components that make up our understanding of the way things are". Values "are ideas" which is what things should be. Attitudes reflects a person's like and dislikes. Last, opinions is when someone expresses thier attitude through behavior or verbally. The authors summerize that the "attitudes are built upon beliefs and values and are finally expressed as opinions.

Give an example of an object that expresses beliefs, values, attitudes and opinions. (Please avoid the example from text).
An example from text, beliefs-people are basically good. Values-we should respect diverse viewpoints. Attitudes-I respect most people. Opinions-I support equal rights for women.

Amanda's DQ Week 3

Our textbook, Public Opinion, explains the three most common methods for getting survey data from respondents which are in person, through the mail, or by telephone. Each method has its pros and cons. Pick an issue that you could ask NDSU students about which would relate to NDSU. Explain what the issue is, possible questions you may ask, and which method would give you the best survey data. Then, explain why you chose that method and what makes it better then the other two methods for the survey data you are trying to obtain.

Annie DQ Week 3

In the book Public Opinion, the authors discuss how the way in which a survey question is worded can affect the response of the survey participants. On page 84, the authors state, "Survey designers need to explain topics and options clearly, in everyday, user-friendly terms." The authors go on to say that putting a question regarding a complex issue into everyday language that respondents will readily understand "blunts the subtleties of the issue. This is a common trade-off for survey researchers: precision of meaning versus getting the general message across to a broad audience" (p. 84).

Do you feel that the "trade-off" made by many researchers is necessary and justifiable? Also, do you believe that the validity of the survey results are skewed by this "trade-off"?

Week 2 DQ

A particular underlying theme within this chapter is that of education and knowledge. Earlier in the chapter, the author(s) stress the importance of understanding history in order to make sense of the present. Plato and Aristotle debated on whether or not ordinary citizens were capable of holding competent public opinions. Machiavelli strongly felt that people are more focused on the present, rather than the future, and therefore unable to make important decisions, resulting in the need for dictatorship.

What degree of impact do you feel that education and knowledge has on opinion within the public sphere? The philosophers mentioned beforehand argued the various strengths and weaknesses of the average citizen and Tocqueville was able to form relationships with public spheres as a whole. He pointed out the difference in public opinion among societies of equality and inequality. What kinds of correlations between education, public opinion and the various forms of democracy can you find from different countries or regions (modernized vs. third world vs. developing, etc) around the world?

Week 2 DQ

The authors of “Public Opinion” discuss the very nature (history) of public opinion as we know it. The first examples come from Plato and Aristotle. Plato believed the masses cannot be trusted as they are uneducated and incapable of understanding the laws, and government which they reside under. Aristotle disagreed and advocated for the people and argued regular citizens should have a voice.

Although these two fields of thought are very different, both can be seen in modern cultures today. Explain a situation where a person could choose one theory over the other. State why you think public opinion would be a hindrance or a help and whether you think it is “fair” and ethical by today’s standards.

Time series in public opinion

Poll Finds Faith in Obama, Mixed with Patience

Public opinion on race relations

New York Times article I mentioned in class yesterday.

Example of a good discussion question

(From a course on new media technologies)

In “The Significance of Social Software,” Danah Boyd discusses the types of technologies and behaviors that emerge as a result of social software. She defines social software as a “particular set of technologies developed in the post-web-bust era…software that is all about letting people interact with people and data in a fluid way.”

Boyd lists three dramatic changes brought about by social software: the way technologies are designed, the way participation spreads and the way that people behave. Explain and give an example of one of these changes. Then describe how your everyday life has been affected by social software.

I consider this example to be an excellent discussion question because it:

1. Demonstrates solid comprehension of the reading
2. Helps students remember the main points of the reading
3. Requires students to cite the text in their response
4. Asks students to go beyond regurgitation by asking for application ("give an example of one of these changes")
5. Asks students to apply a major argument from the reading to their everyday life

Please leave questions in the comments. Thanks!

First class activity

For this activity, we will use the computer lab to search for current examples of public opinion. We will also consider issues of media framing and influence.

1. Form groups of three. Assign one person to be Searcher, one person to be Recorder, and one person to be Reporter.

2. Using Google's News Search, find an example of "public opinion."

3. How is the media source "framing" this public opinion? Record your thoughts.

After 10 minutes, the Reporter will present the example to the class.

4. Select two examples presented by other groups.

5. How do you think the media's presentation of these issues has influenced public opinion on the matter?

Welcome to the course blog

You can view/download a copy of the COMM 443 syllabus any time by clicking here.

You can set up your Survey Monkey account for the public opinion project here.