SHARP POWER AND DIGITAL SURVEILLANCE: THE NEW COGNITIVE WAR

To the new forms of conflict taking place in the world correspond, or are linked, newforms of power: from cognitive warfare to sharp power, up to what is now called surveillancecapitalism. Through cognitive conflict and sharp power strategies, we are witnessing anepochal change, an IT revolution that brings political conflict into a digital dimension, whichacts on the ground of public opinion, politics and economics; but even more subtly it acts in thecontrol and conditioning of knowledge, of our world view and of facts. The general objective,from a political philosophy and communication ethics point of view, is to understand whatchanges are taking place and the purposes of controlling information, the conditioning ofknowledge, the power of world markets and economic forces, which can be destructive asweapons of war: they can affect the strength of moral and collective resistance of a people, thereputation of a head of state, can pollute information for the failure of diplomatic operations,etc. How can one find adequate tools for cognitive response, autonomy of judgment anddecision, exercise of freedom, protection of rights, in particular those of the most fragilesocial groups who are also the most affected by the new forms of power and unconventionalconflict? The aim of my work will be to analyze forms, methods and languages of thisinterweaving of knowledge conditioning, digital market control, power (political and social),and global competitivenes

The Street and Organization Studies

Work and organization increasingly happen in transit. People meet in coffee shops and write emails from their phones while waiting for buses or sitting outdoors on benches. Business meetings are held in airports and projects are run from laptops during travel. We take the street as a place where organizing in transit accumulates. While the organization studies field has been catching up with various related phenomena, including co-working, digital nomadism, and mobile and online communities, we argue that it has overlooked what has historically been the most important site for organizational activity outside of organizations. The street has been both location and inspiration for organizing, whether political, social, or governmental. It is a space of both planning and spontaneity, of silent co-existence and explicit conflict, and therefore offers abundant empirical and methodological opportunities. It is surprising that the street and the experiences it brings with it have remained largely outside the scope of organization studies. We suggest that organization scholars take to the street, and offer recommendations asto how to do so. Specifically, we explore the tensionsthat become apparent when organizing happens in and through the street

Control over Contemporary Photography: A Tangle of Copyright, Right of Publicity, and the First Amendment

Professional photographers who make photographs of people negotiate a tense relationship between their own creative freedoms and the right of their subjects to control their images. This negotiation formally takes place over the terrain of copyright, right of publicity, and the First Amendment. Informally, photographers describe implied understandings and practice norms guiding their relationship with subjects, infrequently memorialized in short, boilerplate contractual releases. This short essay explores these formal and informal practices described by contemporary professional photographers. Although the evidence for this essay comes from professional photographic practice culled from interviews with contemporary photographers, the analysis of the evidence speaks to the more general challenge of balancing privacy and freedom of expression in the digital age. At the outset of this essay, I describe the scope of the empirical project and the process of collecting data. Then, in three parts, I describe how photographers simultaneously collaborate with and control the subjects of the photographs they make in order to assert themselves as civic storytellers with broad free speech rights in our digital age. I identify a conflict between photographers and their subjects, which serves to maximize the aesthetic freedom of photographers at the expense of their subjects. This conflict resolves in the photographers’ accounts through their caretaking role over their photographs on behalf of the subjects themselves. I conclude with a brief explanation of why it matters to better understand these professional photographic norms in our Internet age when free speech and privacy are increasingly in conflict

The Goal Ambiguity - Conflict Matrix Revisited

학위논문(석사) -- 서울대학교대학원 : 행정대학원 글로벌행정전공, 2023. 8. 구민교.대한민국은 2002년부터 디지털 교과서에 대한 논의를 시작하였으며, 2007년에 디지털 교과서 개발과 보급을 위한 정책을 본격적으로 추진하기 시작하였다. 본 연구는 한국의 디지털 교과서 정책의 집행 과정을 Matland의 모호성-갈등 모형을 바탕으로 분석하고자 한다. 디지털 교과서 정책 집행은 정책 목표의 모호성과 갈등 수준에 따라 크게 도입기, 확산기, 조정기, 안정기의 네 단계로 구분할 수 있다. 모호성-갈등 모형에 따르면 각 시기별로 실험적 집행, 상징적 집행, 실험적 집행, 관리적 집행의 양상이 나타날 것으로 예상되는 바, 본 연구에서는 이를 검증하고 효과적인 집행을 위한 시사점을 찾고자 한다. 도입기에는 디지털 교과서 정책이 처음 공식화됨에 따라 목표 모호성이 높았지만, 정책을 둘러싼 갈등은 낮았다. 이 시기에는 디지털 교과서의 개념과 도입 목표가 뚜렷하지 않았고, 정책이 집행되는 과정에서 방향이 여러 번 수정되었다. 이러한 특성은 모호성-갈등 모형이 예측한 실험적 집행에 해당한다. 확산기에는 정부의 '스마트교육 추진 전략' 발표를 계기로 디지털 교과서 정책의 동력이 강화되었다. 이 시기에는 디지털 교과서 정책이 '스마트 교육'이라는 새로운 정책 슬로건의 세부 과제로 포함되면서 목표 모호성이 높게 유지되었다. 또한 디지털 교과서가 모든 초,중등학교에 전면적으로 도입될 것이 예고되면서, 정책을 둘러싼 갈등 수준이 높아졌다. 디지털 교과서 정책 집행이 강화된 배경에는 당시 대통령 직속기구인 국가정보화전략위원회의 깊은 관여가 있었는데, 이러한 사실은 권력관계에 따라 집행의 결과가 좌우되는 상징적 집행의 특성을 보여준다. 조정기 동안에는 정부가 디지털 교과서의 전면 도입 계획을 철회하였고, 일부 학교에 대한 시범 적용으로 정책을 축소시키면서 정책에 대한 갈등이 봉합되는 양상을 보였다. 이 시기에는 디지털 교과서의 효과성과 역기능에 관한 여러 연구가 진행되었다. 이러한 점은 정책 관계자들의 학습이 두드러지게 나타나는 실험적 집행의 특성을 보여준다. 안정기에는 디지털 교과서가 서책형 교과서의 보완재로 자리매김하면서 목표 모호성이 낮아졌고, 정책에 대한 갈등도 낮은 수준을 유지하였다. 이 시기에는 표준화된 정책 관리 활동들이 이루어져 관리적 집행의 양상을 보였다. 하지만 20여년의 기간을 거쳐 개발, 보급되어 온 디지털 교과서는 아직까지 교육 현장에 잘 안착되지 않은 것으로 보인다. 교사들과 학생들 사이에서 디지털 교과서가 여전히 잘 활용되지 않고 있기 때문이다. 이는 디지털교과서 정책이 오랜 기간 시범 사업이라는 실험 수준에 머무르면서 정책이 동력을 서서히 잃었기 때문이라고 볼 수 있다. 또한, 디지털 교과서 정책은 급격하게 발전하는 정보 기술을 반영하면서 추진되어야 했기에, 기술적 측면에서도 정책의 방향이 여러 차례 변경될 수 밖에 없었다. 본 연구는 정책의 성공적인 집행을 위해서는 정책의 목표와 구현하고자 하는 미래상을 명확히 제시함으로써 정책에 대한 국민들의 지지를 결집시켜야 한다는 시사점을 제공한다. 다만 본 연구는 모호성과 갈등의 수준을 객관적으로 측정하는데 한계를 가지는 바, 향후 연구에서는 측정 지표 개발 등의 보완이 필요할 것이다.Since 2002, Korea has initiated policy discussions on digital textbooks and started the development of digital textbooks in 2007. This study aims to analyze the implementation process of Korea's digital textbook policy based on Matland's goal ambiguity-conflict matrix. The implementation of the digital textbook policy can be divided into four stages: introduction, diffusion, adjustment, and stabilization, depending on the levels of goal ambiguity and conflict. During the introduction phase, the policy on digital textbooks was initially announced in Korea, leading to high ambiguity in the goals, but low conflict surrounding the policy. The concept and goals of digital textbooks were not clear during this period, and the policy direction underwent multiple revisions. These characteristics align with the experimental implementation predicted by the ambiguity-conflict model. In the diffusion phase, digital textbook policy became part of a new policy called SMART Education, the ambiguity in goals remained high. Furthermore, with the anticipation of widespread adoption of digital textbooks in all primary and secondary schools, the level of conflict increased. During this period, the Presidential Council for Information Society played a significant role in strengthening the implementation of the digital textbook policy. During the adjustment phase, the government reduced conflict by retracting the full adoption of digital textbooks and reverting to a pilot operation. This period highlighted the learning process of public officials involved in the digital textbook policy, exhibiting characteristics of experimental implementation. In the stabilization phase, normal and predictable policy management activities took place, reflecting the characteristics of administrative implementation. Despite the policy persisting for over 20 years, digital textbooks have not been well-established in the field. This may be because the digital textbook policy has gradually lost its momentum as it has remained at the experimental level for a long time. Additionally, the policy on digital textbooks had to undergo multiple revisions due to the rapid advancement of information technology that it aimed to reflect. This study suggests that for the successful implementation of the policy, it is necessary to mobilize public support for the policy by clearly presenting the goal of the policy to be implemented. However, this study has limitations in objectively measuring the levels of ambiguity and conflict, and future research should focus on developing measurement indicators and addressing these limitations.Table of Contents Ⅰ. Introduction 1 1. Research Purpose 1 2. Research Scope and Method 6 Ⅱ Literature Review 7 1. Concept of Digital Textbook 7 2. Progress of Digital Texbook Policy 10 3. Previous Research on Digital Textbook 13 Ⅲ. Theoretical Background 18 1. Changes in Digital Textbook Policy 18 2. Goal ambiguity ― Conflict Matrix 20 3. Analysis Framework 23 Ⅳ. Result of Analysis 28 1. Introduction Phase(2007 ~ 2009) 28 1.1 High Level of Goal Ambiguity 28 1.2 Low Level of Conflict 30 1.3 Experimental Implementation 32 2. Diffusion Phase(2010 ~ July 2013) 34 2.1 High Level of Goal Ambiguity 34 2.2 High Level of Conflict 37 2.3 Symbolic Implementation 40 3. Adjustment Phase(August 2013 ~ 2017) 42 3.1 High Level of Goal Ambiguity 43 3.2 Low Level of Conflict 46 3.3 Experimental Implementation 47 4. Stabilization Phase (2018 ~ April 2022) 47 4.1 Low Level of Goal Ambiguity 48 4.2 Low Level of Conflict 49 4.3 Administrative Implementation 50 Ⅴ. Conclusion 52 1. Summary of findings 52 2. Implications 53 3. Limitations 57 Bibliography 58 국문초록 69석

(In)visible Ghosts in the Machine and the Powers that Bind: The Relational Securitization of Anonymous

This paper analyzes the formation and subsequent securitization of the digital protest movement Anonymous, highlighting the emergence of social antagonists from communication itself. In contrast to existing approaches that implicitly or explicitly conceptualize Othering (and securitization) as unidirectional process between (active) sender and (passive) receiver, an approach that is based on communication gives the "threat” a voice of its own. The concept proposed in this paper focuses on "designations” as communicating rules and attributes with regard to a government object. It delineates how designations give rise to the visibility of political entities and agency in the first place. Applying this framework, we can better understand the movement's path from a bunch of anonymous individuals to the collectivity "Anonymous,” posing a threat to certain bases of the state's ontological existence, its prerogative to secrecy, and challenging its claim to unrestrained surveillance. At the same time, the state's bases are implicated and reproduced in the way this conflict is constructed. The conflict not only (re)produces and makes visible "the state” as a social entity, but also changes or at least challenges the self-same entity's agency and legitimacy. Such a relational approach allows insights into conflict formation as dynamic social proces

A cognitive conflict strategy for conceptual change with a focus on multimedia learning material development: a meta-analysis

Multimedia materials are now more and more used in curricula. Multimedia learning tool that integrates with text, graphics, audio, video and animation make it more interesting and easier understanding of a concept. It has been used in different ways over the years to support student learning in all branches of education. Diverse teaching strategies adopted when developing multimedia learning material for many different and interesting designs. One of them is to overcome student’s misconception. Theoretically, misconception is a spot where student have understood certain concepts in the wrong manner and usually those who are in this situation refuse to switch to the right one (Johnstone, 2000; Driver, 1994). Cognitive Conflicts Strategies are part of psychological theories of conceptual change and it was effective in correcting a misconception as well as improving performance (Arons, 1990; Minstrell, 1989). Once unreliable event is mismatched with the preconceptions that hold by a learner, cognitive conflict will take place. The learner will engage with the learning material and reconstruct their concept to overcome the conflict. There are so many researches related to Cognitive Conflict Strategies in science and mathematics education that has been proven to improve student performance and misconception. Still, a lot of it was implemented through face-to-face classroom instruction. Referable to the growth of multimedia resources like video, thus, Cognitive Conflict Strategy can be believed to be employed when developing multimedia learning material. Even so, what elements of Cognitive Conflict Strategies that should be usable within the video is still an on-going inquiry. This research tries to investigate the elements of Cognitive Conflict Strategies that could be embedded within multimedia learning material that might effectively overcome the students’ misconception based on details literature using meta-analysis technique. The following key words were used to search for related publications: misconception in learning, cognitive conflict strategies, conceptual change process and multimedia learning material. Literature was conduct via Science Direct, Web of Science, ProQuest and IEEExplore Digital Library

Whither Digital Archaeological Knowledge? The Challenge of Unstable Futures

Digital technology increasingly pervades all settings of archaeological practice and virtually every stage of knowledge production. Through the digital we create, develop, manage and share our disciplinary crown jewels. However, technology adoption and digital mediation has not been uniform across all settings or stages. This diversity might be celebrated as reflecting greater openness and multivocality in the discipline, but equally it can be argued that such diversity is unsustainable, and that standards are insufficiently rigorous. Regardless, all positions face the possibility of being severely tested by some large-scale external event: on every continent we witness economic and political upheaval, violence and social conflict. How is digitally mediated knowledge created, managed, and disseminated by archaeologists today, and how secure are the means by which this is achieved? To investigate this question we apply the futurity technique of scenario analysis to generate plausible scenarios and assess their strategic strengths and weaknesses. Based on this analysis we propose some measures to place archaeology in a more robust knowledgescape without stifling digitally creative disruption

Dynamics of War: Culture, Society, Environment, and Pedagogy

War is an ever-present feature of human civilization. Nearly all cultures and societies show accounts of human conflict. This portfolio seeks to provide both a multidimensional analysis of war and a means of instructing students to appreciate its significance as a driving force of history using three different components. The syllabus project provides a long-term view of how the various wars and conflicts came to be and progressed in Western Civilization in the modern era. The chapter-length paper shows the ravaging effects that war and conflict can have on a physical landscape and the environment in which the conflict takes place. Case studies of the battles of Moscow and Kursk in the Soviet Union are used to show that while war has a great impact on nature, the environment of an area can also greatly impact the progression and outcome of battles and even entire war efforts. The digital timeline of American consumption during the Second World War provides an understanding of war through a different perspective, showing how war can affect domestic as well as foreign populations. This portfolio intends to illustrate the complexity of conflict and war in human history and the many consequences that accompany war throughout historical accounts. While the syllabus shows the long-term effects of war over a vast amount of time, the paper and the timeline project show the direct consequences of warfare on citizens, food production and management, and the effected environment. As a whole, this portfolio seeks to further our understanding of war and its impact on humanity