See the extant title in the series at: https://jhupbooks.press.jhu.edu/series/information-cultures

https://www.theatlantic.com/magazine/archive/2021/10/new-puritans-mob-justice-canceled/619818/

Anne Applebaum looks at the ideas of public humiliation and cancel culture as a potential slippery slope toward authoritarianism. She provides numerous examples of people experiencing forms of cancel culture without any arguments for or against them, but instead explores the cultural space around it and what its consequences might possibly be.

Many of her examples focus on spaces related to academia rather than broader life, a space which needs further exploration as the scope and shape for those may differ dramatically.

She also brings up the broad phenomenon of "university justice" (my descriptor) and generally secret tribunals and justice administered by them rather than traditional governmental means.

This brings up some excellent avenues for thought about who we are as a country and a liberal democracy.

Highly recommend.

Anne Applebaum indicates that the adjudication of university sexual-harassment cases have been shaped by the Department of Education Title IX regulations which can be "shockingly vague, and that can be interpreted in draconian ways."

This is worth delving into. How has this evolved? How can it be "fixed".

Rather than provide actual justice, unregulated extrajudicial bodies can be (and are often) used to pursue personal grudges or gain profession advantages.

Anne Applebaum indicates that the secretive procedures being practiced at American colleges and universities to prosecute their community members is very similar to authoritarian governments like the Argentine junta, Franco's Spain, and Stalin's troikas.

While the accusers should definitely be believed and given a space to be heard and prosecute their cases, one of the most drastic harms I see here and repeated frequently are Universities sitting as judges and juries for harms that should be tried in the courts.

These cases have been removed entirely from the public social justice system and are tried in a space that is horribly ill-equipped to handle them. This results in tremendous potential for miscarriage of justice.

If universities are going to engage in these sorts of practices, they should at least endeavor to allow all parties to present their sides and provide some sort of restorative justice.

Somewhere I've read and linked to (Reddit?) communities practicing restorative justice in doing these practices. As I recall, it took a lot of work and effort to sort them out, but it also pointed to stronger and healthier communities over time. Why aren't colleges and universities looking into and practicing this if they're going to be wielding institutional power over individuals? Moving the case from one space to the next is simply passing the buck.

“keeping students safe” means you must violate due process?

<small><cite class='h-cite via'>ᔥ <span class='p-author h-card'>Anne Applebaum</span> in Mob Justice Is Trampling Democratic Discourse - The Atlantic (<time class='dt-published'>11/07/2021 13:41:11</time>)</cite></small>

https://www.lib.uchicago.edu/collex/exhibits/homer-print-transmission-and-reception-homers-works/introduction/

Homer in Print: The Transmission and Reception of Homer's Works, an exhibition on view from Jan. 13, 2014 – The Hanna Holborn Gray Special Collections Research Center

This is a paper I wrote for ART 126 at Trinity Western University while I was studying Communications and Fine Arts in the early 90s.

Pavord, S., Scully, M., Hunt, B. J., Lester, W., Bagot, C., Craven, B., Rampotas, A., Ambler, G., & Makris, M. (2021). Clinical Features of Vaccine-Induced Immune Thrombocytopenia and Thrombosis. New England Journal of Medicine, NEJMoa2109908. https://doi.org/10.1056/NEJMoa2109908

Simon Fraser University Applicant sign in

Malpass, D. D. (n.d.). The impact of Covid-19 on students, staff and Departments of Psychology in UK Universities. This report was prepared by Dr Lisa Morrison Coulthard (Head of Research and Impact) and Laura Devlin (Research and Impact Lead). 124.

Hoss, T., Ancina, A., & Kaspar, K. (2021). Forced Remote Learning During the COVID-19 Pandemic in Germany: A Mixed-Methods Study on Students’ Positive and Negative Expectations. Frontiers in Psychology, 12, 642616. https://doi.org/10.3389/fpsyg.2021.642616

Romeo, M., Yepes-Baldó, M., Soria, M. Á., & Jayme, M. (2021). Impact of the COVID-19 Pandemic on Higher Education: Characterizing the Psychosocial Context of the Positive and Negative Affective States Using Classification and Regression Trees. Frontiers in Psychology, 12, 714397. https://doi.org/10.3389/fpsyg.2021.714397

Nate Holdren. (2021, August 26). This, at Iowa State, is bananas. Https://t.co/8CFPwfMqwe [Tweet]. @n_hold. https://twitter.com/n_hold/status/1430797840054358016

The BMJ. ‘How Universities Can Make Re-Opening Safer in the Autumn’, 18 August 2021. https://blogs.bmj.com/bmj/2021/08/18/how-universities-can-make-re-opening-safer-in-the-autumn/.

Dingle, G. (2021). Dingle & Han 2021 The Effect of COVID-19 on Australian University Students’ Mental Health. PsyArXiv. https://doi.org/10.31234/osf.io/amhvx

ACT enters lockdown for seven days as four cases of COVID-19 recorded—ABC News. (n.d.). Retrieved August 12, 2021, from https://www.abc.net.au/news/2021-08-12/canberra-records-new-case-of-covid-19-sending-act-into-lockdown/100370616

Wang, C.-Y., Zhang, Y.-Y., & Chen, S.-C. (2021). The Empirical Study of College Students’ E-Learning Effectiveness and Its Antecedents Toward the COVID-19 Epidemic Environment. Frontiers in Psychology, 0. https://doi.org/10.3389/fpsyg.2021.573590

NIHR HPRU in Behavioural Science and Eval Bristol. (2021, May 27). Event: The CONQUEST study has collected data on the contacts, behaviour & symptoms of staff & students @BristolUni during #COVID19 to inform policy & math modelling. Join us for this webinar on 8 June for an update on the study, its impact & future plans. Https://t.co/DHrmferP0L https://t.co/25cOASdyKJ [Tweet]. @HPRU_BSE. https://twitter.com/HPRU_BSE/status/1397906695775473671

Teresa Watanabe on Twitter: “JUST IN: @UofCalifornia will require COVID-19 vaccinations this fall to access campus, the largest public university to mandate the vaccines without full federal approval. Https://t.co/oS6KK9WR3d” / Twitter. (n.d.). Retrieved July 18, 2021, from https://twitter.com/TeresaWatanabe/status/1415793727696637952

UC to require student COVID-19 vaccines for fall term—Los Angeles Times. (n.d.). Retrieved July 18, 2021, from https://www.latimes.com/california/story/2021-07-15/uc-to-require-student-covid-19-vaccines-for-fall-term

Plakhotnik, M. S., Volkova, N. V., Jiang, C., Yahiaoui, D., Pheiffer, G., McKay, K., Newman, S., & Reißig-Thust, S. (2021). The Perceived Impact of COVID-19 on Student Well-Being and the Mediating Role of the University Support: Evidence From France, Germany, Russia, and the UK. Frontiers in Psychology, 12, 642689. https://doi.org/10.3389/fpsyg.2021.642689

Varol, T., Schneider, F., Mesters, I., Ruiter, R. A. C., Kok, G., & ten Hoor, G. A. (2021). Facilitating Informed Decision Making: Determinants of University Students’ COVID-19 Vaccine Uptake [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/u46bm

Study suggests vaccine take-up at hospital trust lower among Black and Asian staff. (2021, February 15). Channel 4 News. https://www.channel4.com/news/study-suggests-vaccine-take-up-at-hospital-trust-lower-among-black-and-asian-staff

Kuepper-Tetzel, C. E., & Nordmann, E. (2021). Watch Party Lectures: Synchronous Delivery of Asynchronous Material [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/ys4jn

This is sad news. I always managed to stop in and say hello to Montoya every time I was on campus.

Stephan Lewandowsky. (2021, February 17). ‘Digital fireside chat’ with @adamhfinn and @BristolUni ProVC Prof John Iredale about ‘Vaccines milestones and combating conspiracy theories’ now available at: Https://t.co/LPud59J7f7 The C19vax handbook makes an appearance https://t.co/3s5JWBvi0m @SciBeh https://t.co/a2FsWsTpXo [Tweet]. @STWorg. https://twitter.com/STWorg/status/1361999293704527876

University to evaluate pilot events programme in Liverpool—University of Liverpool News. (2021, April 7). News. https://news.liverpool.ac.uk/2021/04/07/university-to-evaluate-pilot-events-programme-in-liverpool/

Chen, I.-H., Ahorsu, D. K., Ko, N.-Y., Yen, C.-F., Lin, C.-Y., Griffiths, M., & Pakpour, A. (2021). The development and validation of the Motors of COVID-19 Vaccination Acceptance Scale: Psychometric evaluation among mainland Chinese university students. PsyArXiv. https://doi.org/10.31234/osf.io/abfp6

ReconfigBehSci. (2021, April 19). RT @Richard_Florida: NYU too I believe. What is happening in Canada and Australia, especially regarding international students. Https://t.c… [Tweet]. @SciBeh. https://twitter.com/SciBeh/status/1384411349007089665

The BMJ. (2021, February 22). Our next Covid-19: Known unknowns webinar is about vaccines for covid-19. Find out more and register >> https://t.co/vXuUwhZCpQ @AllysonPollock @drphilhammond @mendel_random @bengoldacre #CovidUnknowns #COVID19 https://t.co/73o8VwGSen [Tweet]. @bmj_latest. https://twitter.com/bmj_latest/status/1363731510092828673

Dr Zoë Hyde. (2021, February 23). I don’t like to dwell on negatives, but something important happened recently that I’d like to make public. Shortly before Christmas, @mugecevik made a complaint to my university about me. When asked for details, she didn’t provide any. My employer took a dim view of the matter. [Tweet]. @DrZoeHyde. https://twitter.com/DrZoeHyde/status/1364184623262048259

Ahuvia, I., Sung, J., Dobias, M., Nelson, B., Richmond, L., London, B., & Schleider, J. L. (2021, April 25). College student interest in teletherapy and self-guided mental health supports during the COVID-19 pandemic. https://doi.org/10.31234/osf.io/8unfx

Loose, Tianna, and Alejandro Vásquez-Echeverría. ‘Psychosocial Impacts of COVID-19 among University Students in Uruguay’. PsyArXiv, 15 April 2021. https://doi.org/10.31234/osf.io/w9rde.

Smart Cities Dive. ‘Few Mayors Expect to Keep COVID-Inspired Changes to Public Spaces, Survey Finds’. Accessed 17 April 2021. https://www.smartcitiesdive.com/news/few-mayors-expect-to-keep-covid-inspired-changes-to-public-spaces-survey-f/597582/?mc_cid=1c26278a4e&mc_eid=d5b42264a8.

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For me as I assume with many others. When the totality of the waste we produce in a year is highlighted into a physical/relative means. It makes the issue that much easier to grasp. When the issue is discussed in large numbers, that may not draw as much panic but when broken down into the size of Manhattan or 4,500 Eiffel towers, we can imagine just how bad the problem is. Lastly, it is unfathomable we create this quantity of waste in a year alone. It makes areas such as the garbage patch easier to understand.

https://youtu.be/OJtn5VOk1xI

(A great video on how recycling plants can bring harmful effects to the individuals that live in the vicinity of them)

This page has an audio clip of the speech, but the US National Archives has captioned video as well:

https://www.youtube.com/watch?v=yVvTk9ThEG4

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Farzan, A. N. (n.d.). Philadelphia let ‘college kids’ distribute vaccines. The result was a ‘disaster,’ volunteers say. Washington Post. Retrieved 26 February 2021, from https://www.washingtonpost.com/nation/2021/01/27/philly-fighting-covid-vaccine/

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Stokel-Walker, Chris. ‘People Are Spending an Extra Hour in Bed since Pandemic Started’. New Scientist. Accessed 25 February 2021. https://www.newscientist.com/article/2262783-people-are-spending-an-extra-hour-in-bed-since-pandemic-started/.

Gaier, Rodrigo Viga. ‘Exclusive: Oxford Study Indicates AstraZeneca Effective against Brazil Variant, Source Says’. Reuters, 5 March 2021. https://www.reuters.com/article/us-health-coronavirus-brazil-variant-exc-idUSKBN2AX1NS.

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Bergot, N. (2020, October 24). Battling fake science: University of Alberta launches free online science literacy course. Edmonton Journal. https://edmontonjournal.com/news/local-news/battling-fake-science-ualberta-launches-free-online-science-literacy-course

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ReconfigBehSci. (2020, November 9). Session 2: The policy interface followed with a really helpful presentation by Lindsey Pike, from Bristol, and then panel discussion with Mirjam Jenny (Robert Koch Insitute), Paulina Lang (UK Cabinet Office), Rachel McCloy (Reading Uni.), and Rene van Bavel (European Commission) [Tweet]. @SciBeh. https://twitter.com/SciBeh/status/1325795286065815552

Recordings from the whole lecture series by “born teacher” Leonard Bernstein has been “making the rounds”, thanks in part to YouTubers like Adam Neely who has been linking to those videos in descriptions of some of his episodes.

Part of the reason the series interests me for its #PedagogicalHeritage is that it extend Bernstein’s role, who’s been mostly known as a composer and conductor. These really are lectures, delivered on campus. At the beginning of the first lecture, Bernstein explicitly described his relationship to Harvard and his being “petrified” at lecturing there. His outside status is important. In music, it’s not uncommon for lectures to be given by renowned musical experts without the academic #credentials which usually serve to “qualify” a prof. According to his bio (archive), LB was a visiting prof at Brandeis in the 1950s. When he delivered those lectures on campus, he was “Charles Eliot Norton Professor of Poetry at Harvard”. The lectures were a significant part of the deal. There’s a direct continuity between the lecturer’s experience and the delivery of “teaching material”. In another context, the research behind those lectures might not have qualified a prof for tenure.

There’s quite a bit about prestige to unpack, there. And more than a little about “The Canon”. If I use excerpts from this series in my teaching, I’ll likely start from that: who was Bernstein? Why does it matter that we hear his voice instead of somebody else’s? What learning affordances from these recordings, including the musical examples performed on the piano? The context would likely be my beloved ethnomusicology course. Otherwise, some kind of course about “broad approaches to music theorization”.

What strikes me in this comment (and in the “well, actually…” reply) is the very notion that the Internet gives us access to something valuable. Yet this access might be taken away at a moment’s notice (the ways of the DMCA are impenetrable). Yes, DVDs exist and the content might be retrieved. It’s technically possible to make backups of those videos. Yet the 5Rs of Open Content aren’t obvious, here.

Although, Neely did remix some of the content.

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