网络伪舆情的特征研究

网络舆情理论方面的研究已逐渐趋于成熟,但是与网络伪舆情相关的研究还不能满足实践的需要。围绕网络伪舆情展开了相关研究,首先介绍了网络伪舆情的基本概念和形成模式;然后,从不同的角度对网络伪舆情作了分类;进而详细分析了网络伪舆情的主要特征;最后,从政府、网络监控人员、网民三个方面提出了网络伪舆情的防范策略。     

从“虚假新闻”管窥我国新闻立法——兼谈各国新闻立法

在过去的2008年,各种虚假新闻报道引起了公众对新闻真实性的关注,新闻立法再次成为热点话题,但我国新闻立法历经二十几年却迟迟无法出台。世界各国在新闻立法与司法实践方面给我们提供了宝贵经验,从而为我国新闻立法提供参考。     

高校假贫困生现象探析

简析假贫困生现象产生原因,指出假贫困生的出现扰乱了高校贫困生资助工作的正常运行,助长校园里的不诚信之风的危害性,提出来一些解决的思路。     

Digital literacy,fake news and education / Alfabetización digital,fake news y educación

Abstract

The role of digital literacy in strengthening citizens’ resilience to misinformation and ‘fake news’ has been the subject of research projects and networking and academic and policy discourses in recent years, given prominence by an escalation of the perceived crisis following election and referendum results in the US and UK respectively. This special issue sets out to take forward critical dialogue in the field of media and digital literacy education by publishing rigorous research on the subject. The research disseminated in this collection speaks to the political and economic contexts for ‘fake news’, the complex issue of trust and the risks of educational solutionism; questions of definition and policy implementation; teaching about specific subgenres such as YouTube and clickbait; international comparisons of pedagogic approaches and challenges for teachers in this changing ecosystem.     

Fake logos,fake theory,fake globalization

This essay attempts to map out the global networking of counter‐feit production and consumption by considering the historical and economic complications of fake superlogograms in Taiwan, Hong Kong and Mainland China as a point of departure. It traces not only the ‘capital logic’ of the counter‐feiting industry, which duplicates the international division of labour, but also its ‘cultural logic’, which creates the Euro‐American superlogograms under the spell of Western imperialist ideology. The essay is divided into three main parts to foreground the ‘glocal’ circulation of fake superlogos. The first part considers the famous French Louis Vuitton as a case study to explore the economic, historic and cultural formation of the logomania in East Asia piloted by Japan in the 1980s. The second part discusses the double cultural reproduction of fake logos in Taiwan as both an imitation of Japan and an imitation of Japanese imitation of Europe. The third part seeks to theorize the fake under the context of Asian consumption of the superlogo and to foreground further the historical change of how the ‘fake’ becomes ubiquitous, how the ‘fake’ could be produced out of no originals, and how the ‘fake’ turns out to be perfectly indistinguishable and doubly authentic, which could rewrite the whole theory of mimesis. A new theorization of ‘fake dissemination’ is attempted in this essay to map out the co‐dependent ongoing (de)construction between ‘fake globalization’ and ‘globalization.’ What we mean by ‘fake’ here is no longer the mere difference between real/fake; the ‘fake’ in ‘fake globalization’ means ‘counter‐feiting’ as well as ‘appropriating’. (In Chinese, ‘Jia’ means both ‘fake’ and ‘by a particular means’.) That is, counter‐feit products appropriate the power of globalization to disseminate themselves. ‘Fake globalization’ is the ‘dark flow’ within globalization; it counter‐feits and appropriates globalization, repetitively reduplicating and deconstructing it. ‘Fake globalization’ and ‘globalization’ are not a pair in binary opposition. ‘Fake globalization’ is the ‘subversion’ of global capitalism; it is subject to global superlogo fashion consciousness and simultaneously resistant to the manipulation of ‘glogocentrism’. This subversive fake globalization is different from the traditional anti‐globalization movement, which tends to highlight the protection of international worker's rights, anti‐monopoly and anti‐sweatshops, for the latter focuses chiefly on the ‘oppositional’ stance while the former stresses more the ‘reverse’ side of it. Fake globalization helps to turn globalization itself inside out and outside in. Fake globalization is not an external attack on globalization from without, but an internal exposure of how the historical and psychic formulations of the logics of global capitalism are subject to the cultural imagination under (western) imperialist ideology, and how they are influenced by the political‐economic deployment of international divisions of labour. What fake dissemination does is to expose from within the possibility and impossibility of ‘glogocentrism.’     

Credibility versus fake news in digital newspapers on tablets in primary education / Credibilidad versus falsedad de las noticias de periódicos digitales sobre la tableta en la Educación Primaria

Abstract

The press is often attributed with little credibility, and the recent phenomenon of fake news has put it under the spotlight once again. As a result, the objective of this study is to discover the margin of the veracity versus falsehood of the news reports on tablets in primary education published in digital newspapers. This qualitative study has been developed on the basis of an analysis of 120 news items in Spanish newspapers. The conclusions show that news items on the topic correspond with reality and can be considered credible since they are in line with results provided in the scientific literature. Nevertheless, and in accordance with this type of publication, the treatment of the topic in these news items is superficial, even though they usually dedicate a full page to it. When discussing benefits and controversial points, both newspaper articles and scientific studies highlight the immediacy offered by tablets and the motivation generated in students. At the same time, their use is also linked with harmful effects associated with technopathologies.     

篮球防守假动作多样化训练方式

随着篮球运动在高校的逐渐普及,越来越多的学生喜欢打篮球,但是我国高校的篮球水平还需要很大的提高,本文对篮球防守动作的类别进行了介绍,并且在此基础上提出了多样化的训练方式,希望能对喜欢篮球的人们起到一定的指导作用。     

篮球教学中假动作技术的训练

假动作是篮球比赛过程中一项重要的技战术,假动作技术水平的高低,以及运用的是否得当,甚至会影响到篮球的比赛成绩.本文从篮球教学的角度出发,对篮球运动中假动作的训练方法进行了讨论.     

“五会”教育:职业学校教育的使命和任务

职业教育是将学生导向工作体系的教育。基于职业学校教育使命和培养目标任务,职业学校的学生教育必须坚持"五会"教育,即教育学生学会做人、学会学习、学会生活、学会合作、学会创新。这是给予学生安身立命之本的教育真谛。