Watch the video ( follow along with the transcript if you have trouble) 1)And consider how it is important to…

Watch the video ( follow along with the transcript if you have trouble) 1)And consider how it is important to be able to separate fact from fiction. 2)What are two ways that the speaker suggests that you can separate fact from fiction? 3)Why would it be important and practical to make these distinctions in your own regular lives? 4)How can you apply the speaker’s ideas to your own lives?

I’ve been a journalist now since I was about 17, and it’s an interesting industry to be in at the moment,because as you all know, there’s a huge amount of upheaval going on in media, and most of you probably know this from the business angle, which is that the business model is pretty screwed, and as my grandfather would say, the profits have all been gobbled up by Google.

0:31So it’s a really interesting time to be a journalist, but the upheaval that I’m interested in is not on the output side. It’s on the input side. It’s concern with how we get information and how we gather the news.And that’s changed, because we’ve had a huge shift in the balance of power from the news organizations to the audience. And the audience for such a long time was in a position where they didn’t have any way of affecting news or making any change. They couldn’t really connect. And that’s changed irrevocably.

0:58My first connection with the news media was in 1984, the BBC had a one-day strike. I wasn’t happy. I was angry. I couldn’t see my cartoons. So I wrote a letter. And it’s a very effective way of ending your hate mail: “Love Markham, Aged 4.” Still works. I’m not sure if I had any impact on the one-day strike,but what I do know is that it took them three weeks to get back to me. And that was the round journey. It took that long for anyone to have any impact and get some feedback. And that’s changed now because, as journalists, we interact in real time. We’re not in a position where the audience is reacting to news.We’re reacting to the audience, and we’re actually relying on them. They’re helping us find the news. They’re helping us figure out what is the best angle to take and what is the stuff that they want to hear.So it’s a real-time thing. It’s much quicker. It’s happening on a constant basis, and the journalist is always playing catch up.

1:55To give an example of how we rely on the audience, on the 5th of September in Costa Rica, an earthquake hit. It was a 7.6 magnitude. It was fairly big. And 60 seconds is the amount of time it took for it to travel 250 kilometers to Managua. So the ground shook in Managua 60 seconds after it hit the epicenter. Thirty seconds later, the first message went onto Twitter, and this was someone saying “temblor,” which means earthquake. So 60 seconds was how long it took for the physical earthquake to travel. Thirty seconds later news of that earthquake had traveled all around the world, instantly. Everyone in the world, hypothetically, had the potential to know that an earthquake was happening in Managua.And that happened because this one person had a documentary instinct, which was to post a status update, which is what we all do now, so if something happens, we put our status update, or we post a photo, we post a video, and it all goes up into the cloud in a constant stream.

2:50And what that means is just constant, huge volumes of data going up. It’s actually staggering. When you look at the numbers, every minute there are 72 more hours of video on YouTube. So that’s, every second, more than an hour of video gets uploaded. And in photos, Instagram, 58 photos are uploaded to Instagram a second. More than three and a half thousand photos go up onto Facebook. So by the time I’m finished talking here, there’ll be 864 more hours of video on Youtube than there were when I started,and two and a half million more photos on Facebook and Instagram than when I started.

3:24So it’s an interesting position to be in as a journalist, because we should have access to everything. Any event that happens anywhere in the world, I should be able to know about it pretty much instantaneously, as it happens, for free. And that goes for every single person in this room.

3:41The only problem is, when you have that much information, you have to find the good stuff, and that can be incredibly difficult when you’re dealing with those volumes. And nowhere was this brought home more than during Hurricane Sandy. So what you had in Hurricane Sandy was a superstorm, the likes of which we hadn’t seen for a long time, hitting the iPhone capital of the universe — (Laughter) — and you got volumes of media like we’d never seen before. And that meant that journalists had to deal with fakes, so we had to deal with old photos that were being reposted. We had to deal with composite images that were merging photos from previous storms. We had to deal with images from films like “The Day After Tomorrow.” (Laughter) And we had to deal with images that were so realistic it was nearly difficult to tell if they were real at all. (Laughter)

4:29But joking aside, there were images like this one from Instagram which was subjected to a grilling by journalists. They weren’t really sure. It was filtered in Instagram. The lighting was questioned. Everything was questioned about it. And it turned out to be true. It was from Avenue C in downtown Manhattan, which was flooded. And the reason that they could tell that it was real was because they could get to the source, and in this case, these guys were New York food bloggers. They were well respected. They were known. So this one wasn’t a debunk, it was actually something that they could prove. And that was the job of the journalist. It was filtering all this stuff. And you were, instead of going and finding the information and bringing it back to the reader, you were holding back the stuff that was potentially damaging.

5:06And finding the source becomes more and more important — finding the good source — and Twitter is where most journalists now go. It’s like the de facto real-time newswire, if you know how to use it, because there is so much on Twitter.

5:19And a good example of how useful it can be but also how difficult was the Egyptian revolution in 2011. As a non-Arabic speaker, as someone who was looking from the outside, from Dublin, Twitter lists, and lists of good sources, people we could establish were credible, were really important. And how do you build a list like that from scratch? Well, it can be quite difficult, but you have to know what to look for. This visualization was done by an Italian academic. He’s called André Pannison, and he basically took the Twitter conversation in Tahrir Square on the day that Hosni Mubarak would eventually resign, and the dots you can see are retweets, so when someone retweets a message, a connection is made between two dots, and the more times that message is retweeted by other people, the more you get to see these nodes, these connections being made. And it’s an amazing way of visualizing the conversation, but what you get is hints at who is more interesting and who is worth investigating. And as the conversation grew and grew, it became more and more lively, and eventually you were left with this huge, big, rhythmic pointer of this conversation. You could find the nodes, though, and then you went, and you go, “Right, I’ve got to investigate these people. These are the ones that are obviously making sense. Let’s see who they are.”

6:28Now in the deluge of information, this is where the real-time web gets really interesting for a journalist like myself, because we have more tools than ever to do that kind of investigation. And when you start digging into the sources, you can go further and further than you ever could before.

6:44Sometimes you come across a piece of content that is so compelling, you want to use it, you’re dying to use it, but you’re not 100 percent sure if you can because you don’t know if the source is credible. You don’t know if it’s a scrape. You don’t know if it’s a re-upload. And you have to do that investigative work.And this video, which I’m going to let run through, was one we discovered a couple of weeks ago.

7:04Video: Getting real windy in just a second.

7:06(Rain and wind sounds)

7:11(Explosion) Oh, shit!

7:14Markham Nolan: Okay, so now if you’re a news producer, this is something you’d love to run with, because obviously, this is gold. You know? This is a fantastic reaction from someone, very genuine video that they’ve shot in their back garden. But how do you find if this person, if it’s true, if it’s faked, or if it’s something that’s old and that’s been reposted?

7:31So we set about going to work on this video, and the only thing that we had to go on was the username on the YouTube account. There was only one video posted to that account, and the username was Rita Krill. And we didn’t know if Rita existed or if it was a fake name. But we started looking, and we used free Internet tools to do so. The first one was called Spokeo, which allowed us to look for Rita Krills. So we looked all over the U.S. We found them in New York, we found them in Pennsylvania, Nevada and Florida. So we went and we looked for a second free Internet tool called Wolfram Alpha, and we checked the weather reports for the day in which this video had been uploaded, and when we went through all those various cities, we found that in Florida, there were thunderstorms and rain on the day. So we went to the white pages, and we found, we looked through the Rita Krills in the phonebook, and we looked through a couple of different addresses, and that took us to Google Maps, where we found a house. And we found a house with a swimming pool that looked remarkably like Rita’s. So we went back to the video, and we had to look for clues that we could cross-reference. So if you look in the video, there’s the big umbrella, there’s a white lilo in the pool, there are some unusually rounded edges in the swimming pool, and there’s two trees in the background. And we went back to Google Maps, and we looked a little bit closer, and sure enough, there’s the white lilo, there are the two trees, there’s the umbrella. It’s actually folded in this photo. Little bit of trickery. And there are the rounded edges on the swimming pool.So we were able to call Rita, clear the video, make sure that it had been shot, and then our clients were delighted because they were able to run it without being worried.

8:58Sometimes the search for truth, though, is a little bit less flippant, and it has much greater consequences.Syria has been really interesting for us, because obviously a lot of the time you’re trying to debunk stuff that can be potentially war crime evidence, so this is where YouTube actually becomes the most important repository of information about what’s going on in the world.

9:20So this video, I’m not going to show you the whole thing, because it’s quite gruesome, but you’ll hear some of the sounds. This is from Hama. Video: (Shouting) And what this video shows, when you watch the whole thing through, is bloody bodies being taken out of a pickup truck and thrown off a bridge. The allegations were that these guys were Muslim Brotherhood and they were throwing Syrian Army officers’ bodies off the bridge, and they were cursing and using blasphemous language, and there were lots of counterclaims about who they were, and whether or not they were what the video said it was.

9:53So we talked to some sources in Hama who we had been back and forth with on Twitter, and we asked them about this, and the bridge was interesting to us because it was something we could identify. Three different sources said three different things about the bridge. They said, one, the bridge doesn’t exist.Another one said the bridge does exist, but it’s not in Hama. It’s somewhere else. And the third one said, “I think the bridge does exist, but the dam upstream of the bridge was closed, so the river should actually have been dry, so this doesn’t make sense.” So that was the only one that gave us a clue. We looked through the video for other clues. We saw the distinctive railings, which we could use. We looked at the curbs. The curbs were throwing shadows south, so we could tell the bridge was running east-west across the river. It had black-and-white curbs. As we looked at the river itself, you could see there’s a concrete stone on the west side. There’s a cloud of blood. That’s blood in the river. So the river is flowingsouth to north. That’s what that tells me. And also, as you look away from the bridge, there’s a divot on the left-hand side of the bank, and the river narrows.

10:50So onto Google Maps we go, and we start looking through literally every single bridge. We go to the dam that we talked about, we start just literally going through every time that road crosses the river, crossing off the bridges that don’t match. We’re looking for one that crosses east-west. And we get to Hama. We get all the way from the dam to Hama and there’s no bridge. So we go a bit further. We switch to the satellite view, and we find another bridge, and everything starts to line up. The bridge looks like it’s crossing the river east to west. So this could be our bridge. And we zoom right in. We start to see that it’s got a median, so it’s a two-lane bridge. And it’s got the black-and-white curbs that we saw in the video,and as we click through it, you can see someone’s uploaded photos to go with the map, which is very handy, so we click into the photos. And the photos start showing us more detail that we can cross-reference with the video. The first thing that we see is we see black-and-white curbing, which is handy because we’ve seen that before. We see the distinctive railing that we saw the guys throwing the bodies over. And we keep going through it until we’re certain that this is our bridge.

11:52So what does that tell me? I’ve got to go back now to my three sources and look at what they told me:the one who said the bridge didn’t exist, the one who said the bridge wasn’t in Hama, and the one guy who said, “Yes, the bridge does exist, but I’m not sure about the water levels.” Number three is looking like the most truthful all of a sudden, and we’ve been able to find that out using some free Internet toolssitting in a cubicle in an office in Dublin in the space of 20 minutes. And that’s part of the joy of this. Although the web is running like a torrent, there’s so much information there that it’s incredibly hard to sift and getting harder every day, if you use them intelligently, you can find out incredible information.Given a couple of clues, I could probably find out a lot of things about most of you in the audience that you might not like me finding out.

12:32But what it tells me is that, at a time when there’s more — there’s a greater abundance of information than there ever has been, it’s harder to filter, we have greater tools. We have free Internet tools that allow us, help us do this kind of investigation. We have algorithms that are smarter than ever before, and computers that are quicker than ever before.

12:50But here’s the thing. Algorithms are rules. They’re binary. They’re yes or no, they’re black or white. Truth is never binary. Truth is a value. Truth is emotional, it’s fluid, and above all, it’s human. No matter how quick we get with computers, no matter how much information we have, you’ll never be able to remove the human from the truth-seeking exercise, because in the end, it is a uniquely human trait. Thanks very much. (Applause)

Complete the “Peer-Review Template” on the essay draft provided.

Complete the “Peer-Review Template” on the essay draft provided. 

1 Running head: PEER REVIEW Peer ReviewStudent’s NameInstitution 2 PEER REVIEW GENERALThe writer describe with sheer clarity the turn and defects on her life after moving in withanother…

Compare and Contrast How is Jonathan’s reaction to the loss of the egg-rasher different from the man robbed at the Treasury?  

Compare and Contrast   How is Jonathan’s reaction to the loss of the egg-rasher different from the man robbed at the Treasury? 

I need help with peer reviewed sources for the merchant of venice, classifying it as either a comedy or a tragedy

I need help with peer reviewed sources for the merchant of venice, classifying it as either a comedy or a tragedy

quot;Antibiotic use in Livestock Production in the USA.quot; The Lancet. Infectious Diseases, vol. 12, no. 4, 2012, pp. Accessed 1 Mar.

Please, help me to answer 7 questions for this article

Alcorn, Ted. “Antibiotic use in Livestock Production in the USA.” The Lancet. Infectious Diseases, vol. 12, no. 4, 2012, pp. 273. Accessed 1 Mar. 2018.

1.      What is the author’s purpose for creating this source?

1515 unread replies.2020 replies.Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of

1515 unread replies.2020 replies.

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

Influence of Tragedy in Contemporary Drama [WLOs: 1, 2, 3] [CLOs: 1, 2, 3, 4]

Prepare: Prior to beginning your initial post, read Chapters 10 and 11 in your course textbook, paying special attention to information on drama’s Greek history, the Shakespearean dramatic tradition, and the components of tragedy in both Greek and Shakespearean drama.

Reflect: In addition to staged productions, some of drama’s contemporary forms include television and film. Think of a film or television episode you know well and that you could analyze using the terms you learned in the textbook. Remember that the film or episode may not necessarily come from our current genre of “drama,” as the literary term drama refers to all contemporary forms of scripted theatrical production. Do NOT choose a work that would be called a ‘comedy,’ as you will be exploring comedy in your Comedy and Conflict discussion this week. It might help you to think of a plot that has a protagonist similar to those you have read about in your textbook


Part 1—Answer the following questions and directives about the film or episode you chose:

  • Name the episode or film. For the benefit of your classmates who might not be familiar with it, summarize the plot in two to four sentences only.
  • What is a central type of conflict in the work? You can refer to the Types of Conflicts Found in Literature (Links to an external site.)Links to an external site. document to remind yourself of the types of conflict.
  • How does its plot and conflict align with plot structures and types of conflict found in Greek and/or Shakespearean tragedy?
  • How does it depart from the Greek or Shakespearean forms of tragedy?
  • Support your responses with textual details and analytical commentary. Be sure to include specific quotations and/or paraphrases from the work. For help on writing paraphrases and quotations, review the Ashford University Writing Center’s tutorial Integrating Research (Links to an external site.)Links to an external site. and the Quoting, Paraphrasing, & Summarizing (Links to an external site.)Links to an external site. web page

Part 2—Consider how applying your knowledge of literary tradition and elements caused you to look at this contemporary dramatic work in a new way. Respond to the following questions:

  • After completing Part 1 of this discussion, did you notice anything new about the dramatic work you selected? If so, what did you notice?
  • Did your experience completing Part 1 deepen your appreciation of the work’s complexity? If so, how? If not, why not?
  • Though drama has changed over time, many of its fundamental elements remain the same. What might this illustrate about the human condition?Your writing for Parts One and Two should be a combined total of at least 200 words

15. Which one of the following words has a negative connotation?A. OphthalmologicalB. TaxidermyC. PedagogueD. Inoculate

15. Which one of the following words has a negative connotation?

A. Ophthalmological

B. Taxidermy

C. Pedagogue

D. Inoculate 

CRITICAL APPROACHES TO LITERATURE Quiz: Feminist Theory, Gender Studies, and Queer Theory Question 1 “Bartleby the Scrivener:


Quiz: Feminist Theory, Gender Studies, and Queer Theory

Question 1

“Bartleby the Scrivener: A Tale of Wall Street,” by Herman Melville, deals with a copyist who answers “I prefer not to” whenever he is asked to work by his employer. Which critical approach seems most appropriate to assess the story based on this content?

o  New Historicism

o  Marxist Theory

o  cultural studies

o  Structuralism

Question 2

In Sylvia Plath’s “Daddy,” the narrator is haunted by memories of her dead father whom she pictures as a Nazi and a vampire. Which critical approach seems most appropriate to examine the meaning of the poem?

o  Formalism

o  Marxism

o  Psychoanalytic Theory

o  New Historicism

Question 3

According to the theories in this module, which of the following is true about gender?

o  It is determined by biology.

o  It is influenced by culture.

o  It is either male or female.

o  It is unchangeable.

Question 4

In Anthony Trollope’s 1861 work A Ride Across Palestine, Mr. Jones travels across the desert with a woman who is dressed as a man, and he does not realize she is female. Which of the following theories could be applied to the text?

o  Queer Theory because cross-dressing would have been considered a nonnormative behavior

o  Gender Theory because the female character assumes behaviors that would be considered masculine by the culture

o  Feminist Theory because the work deals with obstacles women had to face when traveling in the nineteenth century

o  all of the above

Question 5

In which of the following ways is Feminist Theory most like Marxist Theory?

o  both consider how culture is built on a system of oppression

o  both concentrate strongly on economics

o  both look at literature for evidence of individuals’ hidden desires

o  both explore the significance of gender in individual perceptions of culture

Question 6

What impact has Feminist Theory had on society?

o  It has provided examples of unequal distribution of wealth in society.

o  It has added new works to the literature we read.

o  It has taught students of literature about close reading.

o  It has made readers think about the mental state of the author when creating literature.

 Question 7 (6 points)

Which of the following would best justify a feminist approach to reading The Lord of the Rings?

o  how few female characters appear in the entire series

o  the way the male heroes represent traditional ideas of masculinity

o  the love expressed between the male characters Frodo and Samwise as well as Legolas and Gimli

o  the influence of the author’s experiences during World War I on the plot

Question 8 (6 points)

Which social development most directly influenced the current use of Feminist Theory as a critical approach to literature?

o  Marxism

o  First-Wave feminism

o  Second-Wave feminism

o  Third-Wave feminism

Question 9 (6 points)

What is the difference between gender studies and queer theory?

o  They are essentially the same thing, so there is no significant difference.

o  Queer theory focuses on aspects of difference from the norm while gender theory looks at the connection between gender and culture.

o  Queer theory does not consider the experience of men at all.

o  Gender studies does not consider GLBTQ experiences but queer theory does.

Question 10 (6 points)

What previous theories influenced the creation of Gender Studies?

o  Feminist Theory

o  Poststructuralism

o  Formalism

o  both A and B

Module 1 – CaseAN OVERVIEW OF THE WRITING PROCESS & THE ILLUSTRATION/EXAMPLE ESSAYAssignment OverviewCase 1: Illustration/Example EssayLength: no less than 700 words, double-spaced, Times New Roman, 1

Module 1 – Case


Assignment Overview

Case 1: Illustration/Example Essay

Length: no less than 700 words, double-spaced, Times New Roman, 12 pt font size

This essay is to consist of your own thoughts, words, and ideas. No secondary sources are to be used in this essay.

Case Assignment

In our academic lives, we are exposed to new words and terms all the time: We might learn new terms—or more complicated applications of words we thought we already know—as we study history, biology, literature, or other disciplines. This happens in our everyday lives as well; we hear new words from different cultures, different technologies, and different generations. Often, when we want to know a word or a term’s definition, we think of looking in the dictionary, of going to an acknowledged, credible source to find out what a word means. We don’t necessarily think of definitions as debatable, as arguments, and many words, in many situations, are not. When you hear someone tell a teenager or young adult to act like an “adult,” you probably don’t think of that person acting like a 14-year-old. You know what the word “adult” means! But you also probably know that in a different context that word that you know so well may be contested. In criminal law, for example, a 14-year-old might be tried as an “adult” in a court if he or she has committed certain crimes. And 200 years ago, a 14-year-old was very much an adult in terms of being able to work or even marry. And in some parts of the world, that is still the case.

So, once we think about it, we realize that dictionaries aren’t the only sources of definitions. Often how a word is defined is very debatable; often, indeed, it’s the foundation of an argument. For example, before a court can decide to try a 14-year-old as an adult, there must be agreement on what being an adult means in this particular legal term (that is, in terms of behavior, knowing right from wrong, etc.). How a court defines “adult” will likely be very different from the way a biologist defines “adult,” which will vary still from the way a psychologist defines it.

In college and the professional world, you will often be expected to memorize established definitions of terms. But you will often need to be able to understand and enter the debate over definitions that are contested. In this expository essay, you will define an abstract term using illustration and example.

For this assignment, you will work through the prewriting and drafting stages of the writing process in an illustration/example essay. You will choose one term from the list below and define the term using illustration and example—whatever evidence you determine to be the most compelling and uniquely describe the term you are defining. Make sure that the definition is your own and that it is not simply a paraphrasing of a definition shared elsewhere.


Your goal in this paper is to reflect on and articulate the meaning of a word or term that has some resonance for you. For your reader, the paper should offer a clear sense of what you think the term means, how your thoughts connect to what others think of the term, why and in what context the definition matters.

After selecting your term and the support for defining that term, consider how to best arrange your thoughts, but you will want to be sure that it is supportive and well organized. How will you weave together a definition of an abstract term with an attention-grabbing narrative and examples that best explain the concept?

What you should not do in this essay is define a term in the way we already know it; in other words, try not to tell us that pain is physical suffering or discomfort caused by illness or injury. We don’t need to read that poverty is the state of being extremely poor. We know that. For example, what does pain mean to you? And where have you seen it … lived it?

Assignment Expectations

Be sure to:

  • Develop your essay by illustration and example using the three-points-of-analysis scheme.
  • Decide on something you care about so that the narration is a means of communicating an idea.
  • Include characters, conflict, and sensory details as appropriate to help your essay come alive.
  • Create a logical sequence for your points of comparison.
  • Develop an enticing title.
  • Use the introduction to establish the situation the essay will address.
  • Avoid addressing the assignment directly. (Don’t write “I am going to write about…”—this takes the fun out of reading the work!)
  • Let the essay reflect your own voice (Is your voice serious? Humorous? Matter-of-fact?)
  • Avoid “telling” your reader about what happened. Instead, “show” what happens using active verbs and/or concrete and descriptive nouns and details.
  • Take time to reflect on why your points are significant.
  • Use transitions to guide your reader through the essay—from start to finish.
  • Include a concluding paragraph in which you “close” the essay and leave your reader with a lasting impression.
  • Always check for typos or errors in grammar, punctuation, diction, and/or spelling.

Lorraine Hansberry’s A Raisin in the Sun – write essay exploring how character, point of view, setting, symbolism, or any recurring word or phrase…

Lorraine Hansberry’s