Blog 5 - Reflective Thinking (Note Taking)

When starting this assignment I found that my usually learning strategy of the age-old note taking had worked well for me. I found that this was a strategy I would research further to improve my note taking skills so that it was exponentially more efficient. I had to call upon another reflective thinking technique .

What I found were books on the subject that highlight the key areas and include tips on efficient note taking (Hartman K, Stewart T., 2009). One of the main issues that has been regarded with note taking it that apart from short hand, no human can write words faster than they can speak them. This conundrum causes students, who copy down every word the lecturer says, to fall behind (Hartman K, Stewart T., 2009). Key elements to watch out for are emphatic stress on certain words, and anything that the lecturer needs to write down on the board or in a presentation is important for the student to write down also (Hartman K, Stewart T., 2009). Abbreviations have been proven to be a double edged sword in a sense that they can be very helpful in terms of time management and effective note taking at the point where the information if fresh. Yet this must be only used when the note taker is confident they will be able to remember what was abbreviated (Hartman K, Stewart T., 2009) when the time comes for revising the notes, as it can easily be forgotten. An example of myself applying this to my work was in my notes when the term mean world syndrome was used MWS was written down; this was helpful and easy to write. It is now stored in my long-term memory so it is hard to forget when it is time to revise. This is a primitive yet excellent and efficient way of reflective thinking (Rulph F., 2011) and has greatly aided my studies.

References

Hartman K, Stewart T., 2009, Investing in your College Education: Learning Strategies with Readings, U.S: California, Wadsworth Publishing.

Rulph F., 2011, Guide to Reflective Thinking on University Learning Strategies: Actualizing my Intellectual Potential, Canada, BPIDP

Blog 4 - Media Violence leads to MWS? (Cultivation & Hegemonic Theory)

The last model of media persuasion that I looked into was the Cultivation theory and how it was theorised to have lead to the infamous Mean World Syndrome (Harris R. J., 1999). This was possibly the most interesting lecture in terms of this persuasion topic; it went into detail of how heavy exposure to media programming can leave a viewer scared of the real world (Harris R. J., 1999).

Studies have shown that high exposure to media violence leaves is directly linked to the level of anxiety they feel in real life. So the more violence they seen on the screen the higher the chance that violence will be thrust upon them outside (Shanahan J, Morgan M., 1999). There are debates going on between the differences of fear and Mean World Syndrome. What is certain is that the two derive from media exposure . What actually does the persuading is media violence, and this is what I intend to write about come writing my essay on the art of persuasion in the media.

This can also be complimented by the Hegemonic model (Artz L., Kamalipour Y.R., 2003), which is the theory that all we see in society is a direct and synthesised by the higher ups. Heavy exposure to news and documentaries can shape the way the public view the war and economic and political stability (Artz L., Kamalipour Y.R., 2003). This means that we subconsciously view the world in the way it has been conveyed to us, a tactic used by the government to keep the proletariat society in check and keep a firm grip, to avoid social chaos when things turn ugly.

References

Artz L., Kamalipour Y.R., 2003, The globalisation of corporate media hegemony, U.S: New York, State University of New York Press, Albany.

Harris R. J., 1999, A Cognitive Psychology of Mass Communication, U.S: Mahwah NJ, Lawrence Erlbaum Associates, Inc.

Shanahan J, Morgan M., 1999, Television and its Viewers: Cultivation Theory and Research, United Kingdom: Cambridge, The University of Cambridge.

Blog 3 - Propaganda (Hypodermic Needle)

 Another model used in media persuasion was the hypodermic needle model. We discussed this in our communications concepts two lecture, which included interesting and compelling points regarding the topic. From what I information I was able to garner it basically relates to a medical needle injecting a serum into a human (Everett M. R., 2003), just as the world media injects ideas into the human subconscious.  It was theorized that as the omnipotent media conveyed messaged across the minds of the atomized massed, they were basically spoon fed the ideals of the world by the higher ups that wanted to keep a tight grip on them (Everett M. R., 2003). It is also speculated that this method of media persuasion helped Hitler amass such a willing and devoted populous. Goebbels used this method; it is speculated, in his propaganda apparatus during WWII.

I was interested enough to research Goebbels Propaganda and found that he believed irrevocably that propaganda was the direct line of communication between government and the people (Wiech D, 2002). It had to follow both Goebbels and Hitler’s views of simplicity. Hitler thought that propaganda had to be as basic and mind numbingly repetitive as possible. Contrived of easy to learn slogans that could be repeated when prompted. This turned hoards of followers into a backbone of support (Wiech D, 2002).

The hypodermic needle model was at the time seen as ‘too simple’ to give an accurate account of media affects (Reddi N., 2009). It was seen as more of a stepping-stone if you will to the Two-Step Flow method and cultivation theory.

References

Everett M. R., 2003, Diffusion of Innovations, U.S: New York, Free Press.

Reddi N., 2009, Effective Public Relations and Media Strategy, India: New Delhi, PHI Learning Private, Ltd.

Wiech D, 2002, The Third Reich: Politics and Propaganda, United Kingdom: London, Routledge,