10 May 2011

Cross-spherical analysis of the representation of human suffering in the Web


Another research using digital methods:

Introduction

On March 11, 2011 more than 8.000 people died in Japan and more than 12.000 people are still missing because of the earthquake, and tsunami (Rijksoverheid, 2011). December 2010 until January 2011, Australia was hit by a series of floods which affected more than 200.000 people, and killed 35 people in Queensland (Queensland Police Service, 2011). January 12, 2010, up to three million people were affected by the earthquake in the Haitian capital (CBS News, 2011), and at least 217.000 people died (BBC News, 2011). All these natural disasters destroyed recently many cities, and made even more people suffering from diverse kinds of pain, e.g. pain of injuries, pain of loss, etc. However, when we think of suffering people, we have a picture of starving African people in our heads or Indian children living in slums. This assumption becomes evident when you type the keywords “human suffering” into the search bar of Google images. Once you hit the enter key, you will see mostly starving people from under-developed countries. One reason for this ‘postmodern subjectivity’, as Yasmin Ibrahim (2010) calls it, is the “everyday and non-stop consumption of images” (ibid.) of suffering people from under-developed countries in humanitarian campaigns, such as UNICEF.
This subjectivity can lead to ‘compassion fatigue’, a phenomenon in which “people become so used to spectacle of dreadful events, misery or suffering that we stop noticing them and are left unmoved.” (Tester, 2001, p.13). Also Chouliaraki (2008) claims that the the “overdose of misery [...] renders suffering banal, unimportant and irrelevant to the spectator’s lifeworld; each piece of news on suffering is yet another story that reaches our screen, only to disappear in oblivion as soon as we zap to another channel.” (p.373). But not only television can be blamed for the portrayal of suffering. The new mass medium, the Internet, and print media, e.g. urban billboards, are part, as well, of the criticism of the ‘mediatization of humanitarian action’ (Boltanski, 2000). Hereby, the media does not solely use ‘shock effect’ images, but also ‘positive images’ which can lead equally to a compassion fatigue because these picture can be misrecognized as “these are not children in need” or “everything is already taken care of” (Chouliaraki, 2010). That does not mean that humanitarian action itself has always negative effects on the Western collective imagery, but the represented and the mediated idea of pity in public genres has shaped this imagery “by connecting the public figure of the citizen to the figure of a spectator who contemplates upon and feels for a distant sufferer.” (Chouliaraki, 2006, p.265; Arendt, 1990). Boltanski (2000) writes even more critically that “the representation of the suffering that goes together with a portrayal of humanitarian action, especially on television, is intrinsically bad because it transforms the spectator into a voyeur, stimulating his perverse desire to take pleasure in the suffering of others or, at best, provoking feelings of shame for not being able to assuage the suffering that is being shown.” (p.5). That means that the target of criticism is “not humanitarian action as such, but rather its representation - particularly its representation in the media.” (ibid., p.4). But the question here is, does the Web and the online news really portray more suffering of under-developed countries than developed ones, like Japan or Australia where we can find suffering people, too, due to natural disasters?
This research tries to find out whether the most under-developed countries, the most represented countries in the Web and the news are referring human suffering. Or, whether recent catastrophes change the depiction of suffering. Therefore the ‘geography’ of human suffering will be examined by using digital research methods that will scrape two spheres: the newssphere and the websphere. This "cross-spherical analysis compares the sources returned by each sphere for the same query. It can therefore be seen as comparative ranking research. The digital methods approach may also may be called comparative source distance analysis.” (Digital Methods Initiative, 2011).

Questions

Which country is the most prominent one according to the Web, and the news talking about human suffering?
Are there differences between the spheres according to the hierarchy of ‘suffering’ countries?

Method

Choosing the key words:
In order to scrape the newssphere and the websphere, it is important to chose proper and clear key words which should clarify the representation of suffering. According to the online Cambridge dictionary suffering is defined as a noun that occurs “when you experience physical or mental pain” (Cambridge Advanced Learner's Dictionary, 2011). The Visual Thesaurus displays the verb ‘to suffer’ in the following semantic field:

Image 1: Visual display of the verb ‘to suffer’ (Visual Thesaurus, 2011)

This image shows that suffering is related to get, have, endure, bear, etc. pain, distress, misfortune, misery, woe etc. But all these words are too specific for this case, i.e. this research requires a general or broad term that implies different kinds of pain, distress, etc. and that is widely used in the English speaking countries. For example, looking at the search results of ‘suffering’ and its synonyms (Apple Dictionary, 2011) in table 1, it is obvious that ‘suffering’ is the most used word.

Table 1: Search results of ‘suffering’ and its synonyms using the Australian Google domain (google.com.au), retrieved on April 7, 2011

Because ‘suffering’ is widely used and does not imply a certain form of pain - it can be either physical or mental pain - it is chosen as the main key word for further analysis. Beyond that, the word ‘human’ will be added to make sure that the form of suffering is related to human pain and not for instance to animals. Hence, the key words are ‘human suffering’ in order to examine the geography of suffering.

Making a list of countries:
The list of the chosen countries comes from one main source: the 2010 Rankings of the ‘Human Development Index’ (HDI) of the United Nations Development Program's (UNDP) Human Development Report. This report was released on November 4, 2010 and presents the HDI of 169 countries. The HDI compares the following factors in order to measure the quality of life: life expectancy, literacy, education, and standards of living, i.e. well-being (especially child welfare). After comparing these measures, it is possible to categorize the 169 countries and to distinguish between developed, developing and under-developed countries.
The most under-developed countries, as stated in the report, are: Zimbabwe (0.140), Democratic Republic of Congo (0.239), Niger (0.261), Burundi (0.282), and Mozambique (0.284). The number in the brackets show the HDI (the lower the number, the lower the quality of life according to the UNDP). As you can see, the lowest ranked countries are all from the African continent. Hence, countries from other continents were added to get a broader overview of the geography of suffering. These additional countries are: Haiti, representing the American continents with the lowest HDI of 0.404. Afghanistan (0.349), Bangladesh (0.469), India (0.519), and Japan (0.884) were added as well, as a representative of the Asian continent. Afghanistan, Bangladesh and India are analyzed due to their low HDI, in contrast to Japan. Japan is here included because of the natural disasters (earthquake and tsunami) that happened recently. So, this research expects that Japan will be highly mentioned within the list of suffering countries in the Web and the news, even though it is a developed country. Australia, the second highest ranked country of the Human Development Report with a HDI of 0.937, was chosen in order to test whether countries are more represented in their own news websites and Google domain (google.com.au) than other/foreign countries. That means, does Australia has the most search results related to their own country or is it more reporting about other countries? In conclusion, the following eleven countries are examined within this cross-spherical analysis: Zimbabwe, Democratic Republic of Congo, Niger, Burundi, Mozambique, Haiti, Afghanistan, Bangladesh, India, Japan, and Australia.
Another indicator of the quality of life within a country that should be mentioned, is the ‘Human Suffering Index’. This index is defined by the Population Crisis Committee (Washington, DC) and similar to the used HDI. The index uses “ten measure of human welfare related to economics, demography, health, and governance: income, inflation, demand for new jobs, urban population pressures, infant mortality, nutrition, access to clean water, energy use, adult literacy, and personal freedom.” (Population Crisis Committee, 2011). However, this index was not utilized because it was not possible to find any reports or statistics on the Internet of several countries, i.e. the Population Crisis Committee does not provide the public with extensive information about the Human Suffering Index.

Cross-spherical analysis:
In order to study the websphere and the newssphere, the Google domain of Australia (.com.au) was chosen. That means, that both the Australian Web and the Australian news were queried with the search term “human suffering”. Even though, Norway is the highest ranked country of the Human Development Report, Australia was selected because it is an English speaking country, i.e. the researcher is not familiar with the Norwegian language.

1. Querying the websphere using Google Web search
a. The top hundred results for the search term “human suffering” using Google Web search were collected and pasted into the Harvester tool in order to get the extracted URLs from the search engine results. Hereby all news-related, word-defining and Youtube-related URLs were excluded from the top hundred search results (see appendix for a complete list of URLs).
b. The top fifty8 URLs of returns for the query “human suffering” were then copied and pasted into the top text box of the Googlescraper (Lippmannian Device) tool. The list of the key words and the chosen countries were placed (one per line) into the bottom text box of the tool in the following way: “human suffering” + country x.
c. After using the Googlescraper, a ranking of the countries by number of mentions by single URLs in the top fifty is presented for the comparison with other spheres.

2. Querying the newssphere using Google News search
a. The top hundred results for the search term “human suffering” using Google News search were collected and pasted into the Harvester tool in order to get the extracted URLs from the search engine results. Hereby all not news-related URLs were excluded from the top hundred search results (see appendix for a complete list of URLs).
b. These top fifty URLs of returns for the query “human suffering” were then copied and pasted into the top text box of Googlescraper (Lippmannian Device) tool. The list of the key words and the chosen countries were placed (one per line) into the bottom text box of the tool in the following way: “human suffering” + country x.
c. After using the Googlescraper, a ranking of the countries by number of mentions by single URLs in the top fifty is presented for the comparison with other spheres.

NB: Only the top 50 of the 100 returned websites were used for this research because not all websites contained one of the chosen countries in combination with the key words. These links were, thus, removed from the list and replaced with the following URL from the list. Thereby, it was assured that each website found at least one of the eleven countries.

Findings

After querying the web and newssphere, the following search results were returned (see table 2 and the two given Excel sheets for a detailed and complete overview of all links and search results).

Table 2: Maximum number of results per query and per sphere in alphabetical order

Hereby, it is necessary to mention that the maximum number of results per query of the Googlescraper is 1000. So, if a website mentioned one country more than 1000 times, then the number 1000 was written in the Excel table because it is not possible to record more than 1000 search results within one website.

Google News results:
The ranking of the eleven countries, starting with the most mentioned and ending with the least mentioned country within the 50 news-related websites. Ranking of the newssphere:
  1. Japan
  2. Afghanistan
  3. India
  4. Australia
  5. Haiti
  6. D.R. Congo
  7. Zimbabwe
  8. Bangladesh
  9. Mozambique
  10. Niger
  11. Burundi
These results show that there is a prominent country associated with human suffering, viz. Japan. The least mentioned country is Burundi which was only mentioned 65 times out of 15.462 search results.

Google Web results:
The ranking of the eleven countries, starting with the most mentioned and ending with the least mentioned country within the 50 websites. Ranking of the websphere:
  1. Japan
  2. India
  3. Australia
  4. Afghanistan
  5. Haiti
  6. Zimbabwe
  7. Bangladesh
  8. D.R. Congo
  9. Mozambique
  10. Burundi
  11. Niger
These results show that there is a prominent country associated with human suffering, viz. Japan. The least mentioned country is Niger which was only mentioned 61 times, but closely followed by Burundi (63) and Mozambique (67).

Cross-spherical analysis:
Both spheres show more or less conformity of their search results. The ‘suffering’ country Japan was in all spheres the most important one. Also India, Afghanistan, Australia, and Haiti had nearly similar ranking positions on the top of the scale. Whereas, Burundi, Niger, and Mozambique were one of the least prominent countries, i.e. both times in the end of the ranking.
Further it is visible that the newssphere returns more than twice as much search results (15.462) than the websphere (6739). But surprisingly, the least mentioned countries were all around 60 within both spheres.

Results & Discussion

The findings of the web and the newssphere show an interesting depiction of human suffering. Namely, on the top of both rankings we can see the developed country Japan which was recently extremely mentioned in the news because of the natural disaster that happened in March, 2011. Also Australia, a highly developed country as well, is located in the first half (3rd and 4th position) of both rankings. In contrast, we can find the least developed countries (Burundi, Niger, and Mozambique) in the last positions of both rankings.
These outcomes demonstrate that the geography of suffering countries is on the one hand affected by present happenings, such as natural disasters. That means that the three countries, where lately a catastrophe has happened (Japan, Australia, and Haiti), returned one of the most search results. On the other hand, the news-related websites deliver the most content about human suffering in certain countries. This shows that humanitarian actions from several foundations and organizations, such as UNICEF, are not the biggest suppliers of such content. Mostly digital newspaper report about suffering countries. However, it is also visible that the representation is not significantly influenced by the Google domain. This research expected that Australia would be higher ranked because of the usage of the Australian Google domain. However, I suppose that Australia would have been more often mentioned, if only Australian websites and online newspapers were used in this research. Also the number of dead and injured people could be an indicator for the amount of search results within the spheres. Hereby, were the Australian citizens not as much affected as the population of Haiti or Japan. These are just assumptions and should be studied in further and more detailed research.
Further, I assume that Afghanistan is highly ranked (2nd and 4th position) because of the still ongoing (2001 until present) war against the United States. That means, that Afghanistan is constantly in the news, and thus, the Internet has already collected many articles and reports about the local situation.
All in all, it is possible to conclude, based on this research, that the under-developed countries are not as much represented in the Web, as supposed in the beginning. Except of India, are all other suffering countries less mentioned than the developed countries. We can see, as well, that all African countries are the lowest ranked countries compared to the other chosen ones. But in order to get a more detailed list of suffering countries, it is necessary to choose more countries of each continent, which could be done in further studies. It is also recommendable to choose for different key words in order to get an overview of the reasons of suffering – is it because of starvation, poverty, natural disaster, etc.? Other continuing research questions could be: which medium (Internet, television, print-media, etc.) shows more information about human suffering? Which factors are responsible for the depiction of human suffering (e.g. poverty, amount of dead people, amount of personal affection)? How is it possible to avoid compassion fatigue but still ask for humanitarian action?

Literature

Arendt, H. (1990). On Revolution. London: Penguin Books.

Boltanski, L. (2000). The Legitimacy of Humanitarian Actions and their Media Representation: The Case of France. Ethical Perspectives, 7(1), 3-16.

Chouliaraki, L. (2008). The mediation of suffering and the vision of a cosmopolitan public. Television & New Media, 9(5), 371-391. DOI: 10.1177/1527476408315496

Chouliaraki, L. (2010). Post-humanitarianism: Humanitarian communication beyond a politics of pity. International Journal of Cultural Studies, 13(2), 107–126. DOI: 10.1177/1367877909356720

Chouliaraki, L. (2006). The aestheticization of suffering on television. Visual Communication, 5(3), 261-285. DOI: 10.1177/1470357206068455

Ibrahim, Y. (2010). Distant suffering and postmodern subjectivity: The communal politics of pity. Nebula, 7(1/2), 122-135.

Tester, K. (2001). Compassion, Morality and the Media. Buckingham: Open University Press.

24 February 2011

New App: Travellers guide 'Fasten Seat Belts'

The project of Fasten Seat Belts helps to learn languages and gives cultural tips in order to avoid misunderstandings in Europe and Asia.

The objectives of this project are following their website:
  • raising travellers' curiosity towards new languages
  • breaking linguistic and cultural communication barriers
  • using innovative communication tools and learning methods: teaching through entertainment
  • offering free immediate access to educational information to travellers
  • and last but not least, helping to kill time intelligently
Sounds interesting? Yes, indeed! So fasten your seat belts and learn something cool about several countries by watching videos or using the iPhone App. 

22 February 2011

Great book to learn about browsers and the Internet

Within the last article, I already introduced Christoph Niemann as a great illustrator. But now I would like to present an awesome digital book for everyone who is not familiar with technical words. This book was illustrated by Christoph Niemann and created by the Google Chrome Team.

"What’s a cookie? How do I protect myself on the web? And most importantly: What happens if a truck runs over my laptop? For things you’ve always wanted to know about the web but were afraid to ask, read on."

Exactly! So please read the book: 20 things I learned browsers and the web.



(Of course, focuses and promotes this book the Google Chrome browser. Nevertheless, it is worth to check it out.)

Science can be fun #2

I am sorry for the lack of articles in the last weeks but I was busy as a bee. Recently I am working on my master thesis about serious games for corporate learning and I am attending a new subject about the politics of emotions.

As an apologize for my disappearing in the blogosphere, I would like to cheer my readers up with one of my favorite illustrators: Christoph Niemann. His illustrations covered already The New Yorker, Newsweek, Wired, The New York Times Magazine and so on. Especially his blog 'Abstract City' for the NYTimes is a must-see/read. One of his blog entries (Unpopular Science) shows scientific laws in a very funny way. So please check it out and learn.

Some examples:

19 December 2010

Awesome interactive animation of the school reform in Germany

This post is unfortunately only for the German-speaking readers.

Der Politikatlas Schulreform zeigt auf eine sehr schöne und interaktive Art und Weise eine Bandbreite an Lösungsansätzen für die Schulreformdebatte.

"Die Bildungslandschaft ist ein besonders zerklüftetes und unübersichtliches Gelände. Wer sich dazu eine Meinung bilden will, verirrt sich leicht. Unser von der Vodafone Stiftung gefördertes Pilotprojekt, der POLITIKATLAS SCHULREFORM, schafft Abhilfe."



14 December 2010

Wikipedia research: The creation–evolution controversy in public education

The creation versus evolution debate in public education is mostly considered as an educational issue of the United states (Curry, 2009). Though, the last years news coverage showed that it is not exclusively an American issue, but also a widely discussed topic in European (Curry, 2009) and Islamic countries (Hameed, 2008). The Economist even states in 2007 that the creation-evolution controversy “[...] is rapidly going global.” (The Economist Newspaper Limited, 2007). That means, that many different countries wonder whether or not to include the topic ‘creationism’ in the curriculum of public schools as an addition or even instead of the topic ‘evolution’. In order to see which country votes more likely in favor of creationism, it seems interesting to look closely at the different language editions of the Wikipedia article about ‘creationism’. Therefore, this research tries to examine whether the length of an article about creationism is related to the ranking which shows the different views on human evolution in various countries. Further, it is investigated whether the language editions of countries that more likely believe in creationism contain criticism in their articles, and whether the English language version is written by biased authors.

Questions

Which language edition of Wikipedia has the most developed/comprehensive article about ‘creationism’?
Which language edition of Wikipedia contains criticism in their article about ‘creationism’?

Looking at the English language version:
Which country is the most dominant on the history page of the article about creationism? That means, who makes the most edits?
Which Wikipedia contributor edited the most and what is his/her position referring to the creation-evolution debate?

Method

Making a list of comparable countries:

In order to compare countries that more likely believe in evolution with countries that less likely believe in evolution, the following ranking will be used (Miller et al., 2006):

This ranking shows 34 countries and their response to the statement “Human beings, as we know them, developed from earlier species of animals” (Miller et al., 2006). The response options were: true, false or not sure.



















The data shows that Iceland, Denmark, Sweden, France and Japan are five countries where people responded to the statement most likely with the answer ‘true’. In contrast to Lithuania, Latvia, Cyprus, United States and Turkey, where people responded least likely with the answer ‘true’. Ergo, the following language editions of Wikipedia are compared:


Wikipedia offers no Icelandic article about creationism. Therefore, Norway (Norwegian/Norsk-bokmal) will be included in the comparison, which is the seventh highest ranked country.

Cyprus has two official languages, Turkish and Greek. The Turkish language edition will be examined as a representative for Turkey. Therefore, Greek will be included because Greece is the seventh lowest ranked country.

The United States do not have an exclusive Wikipedia article because Wikipedia articles are sorted by their language. That means, that it is not possible to make a distinction between the United States and the United Kingdom for example, which is the sixth highest ranked country. Therefore, Bulgaria will be included, the sixth lowest ranked country.

Word count:

In order to examine the amount of words, to see which article is the most or least developed one, all texts in each article were selected. These texts were then copied and pasted into a Numbers document because this software has a ‘word count’ feature.

The result of the word count for each language article were then entered into the Bubble lines tool. This tool produces relative sized bubbles which represent the various language articles.

Absence/Presence of criticism:

In order to check whether criticism is absent or present in a certain Wikipedia article, the Wikipedia entry check tool was used. This tool offers two boxes: the top box is for the title of the article or the full Wikipedia URL, and the bottom box is for the key words/phrases.

The tool does not translate automatically the keywords that are related to the language edition. That means, that it was necessary to translate the keyword ‘criticism’ into several languages using the Mac Language Translator.

English language version:

The English language version of the Wikipedia article about creationism does not represent one particular English speaking country. So it is not possible, as already mentioned, to make a distinction between the United States and United Kingdom, Australia, etc. But it is possible to examine which country and which editor edited the most. So in order to study the Wikipedia history and localize the IP, the Wikipedia Edits Scraper and IP Localizer tool was used. This tool is able to ‘scrape’ the whole edit history for a specific Wikipedia article and to find the geo-location of an IP address when there is no user name given. Then, the location of the last two years were ranked to see which country is the most dominant one.

In addition to the examination of the most dominant countries, the contributors  were studied with the highest amount of edits of the creationism article. This study was made with the help of Wikipedia’s own database of tools. One of the tools shows a ranking with all contributors of a particular article, ranked by their amount of edits. It also indicates when the last and the first edit was made, but this was of no interest for this research. More important were five contributors who made the most changes in the article. These five contributors were then examined through their profile pages to see what kind of position they have, i.e. whether they are pro or contra evolution. This gives an overview of the absence or presence of neutrality of the authors.

Findings

Word count:

The results of the word count for each language article are as followed: English (9503)
Japanese (6504), French (5477), Swedish (3764), Danish (1727), Norwegian (664), Greek (387), Lithuanian (361), Turkish (286), Bulgarian (169), Latvian (16)


This image shows that the highest ranked countries (Japan, France, Sweden, Denmark, Norway) have the most developed articles of the various language Wikipedias. Further, it is obvious that the lowest ranked countries (Greece, Lithuania, Turkey, Bulgaria, Latvia) have the least amount of words. The English language article has by far the most developed article compared to all other countries which were tested during this research.

Absence/Presence of criticism:


This table presents which Wikipedia language edition does or does not contain criticism. It is clear that the more likely people of a certain country voted in favor of evolution the more  likely does criticism appear in the article. That means, that four (Japan, Sweden, Denmark, Norway) of the highest ranked countries presented criticism in their language version, except of the French article. And four (Greece, Lithuania, Bulgaria, Latvia) of the lowest ranked countries presented no criticism, except of the Turkish article.

English language version:

Examining the last two years to see which country was the most active one recently, shows the following results: people of the United States edited the article about creationism by far the most, the second most dominant editor are the people from the United Kingdom, the third is Canada, the fourth is Australia and the fifth is surprisingly Germany. The result of this examination is that the people of the United States are the most active contributors in the last two years. The question which raises as a conclusion of this result is: What is the position of the contributors? Are they standing in favor of the theory of creationism and intelligent design?

So looking at the five most active users demonstrates that the majority can be affiliated to supporters of creationism. In detail: The five most active users are Joshua P. Schroeder (203 edits), Rossnixon (145), Hrafn (133), Dave Souza (116), Ungtss (109). The user Joshua P. Schroeder can be seen as the only explicit opponent of the belief in creationism because of his extensive definition of pseudoscience where he shows his position against the promotion of pseudoscience, such as creationism for instance. Hrafn, who did not make clear point on his profile page, stated later in a comment that he is not believing in creationism or Intelligent Design. The rest of the active users can be attributed to creationism: Rossnixon wrote on his profile “This user believes in intelligent design or creationism”(http://en.wikipedia.org/w/index.php?title=User:Rossnixon, retrieved December 9, 2010); Dave Souza said that he is interested in the history of creationism and is fascinated with the great intelligent design con (http://en.wikipedia.org/w/index.php?title=User:Dave_souza, retrieved December 9, 2010); Ungtss does not claim to believe in either evolution nor creationism on his profile but he shows interest in theistic realism, which is a justification for intelligent design, and in other strongly Christian-related topics, such as ‘Genealogies of Genesis’, ‘Baraminology’, ‘Creation Science’, ‘Dipolar theism’, etc. (http://en.wikipedia.org/w/index.php?title=User:Ungtss, retrieved December 9, 2010).  This demonstrates that the most active users do not write with a neutral point of view, four of the five editors are biased.

Discussion

As already written in the assignment description of the subject ‘Digital methods’, it is difficult to examine controversial issues due to Wikipedias policy of a “neutral point of view”. Most of the controversial topics can be found on ‘forked’ articles where criticism is presented, e.g. the article on creationism and the forked article ‘Creation-evolution controversy’. Though, it is obvious that countries where people believe less in evolution and more in creationism, show less criticism in their language version.

Another difficulty is to draw a conclusion from the article size. In this case, all the countries that were ranked highly in Miller’s et al. (2006) comparison, have the highest amount of words included in their language version. But does that mean that the more words an article contains, the more likely they believe in evolution? No. There could be many other factors that give a reason for this result, e.g. size of the country/amount of citizens, presence of a more famous encyclopedia, etc. So in order to measure the real position of a country regarding creationism, it is necessary to use other sources than the collaboratively authored online encyclopedia ‘Wikipedia’.

Literature

Curry, A. (2009). Creationist beliefs persist in Europe. Science, 323(5918), 1159. DOI: 10.1126/science.323.5918.1159

Hameed, S. (2008). Bracing for Islamic Creationism. Science, 322(5908), 1637-1638. DOI: 10.1126/science.1163672

N.A. (2007, April 19). In the beginning: The debate over creation and evolution, once most conspicuous in America, is fast going global. The Economist. Retrieved December 8, 2010, from http://www.economist.com

Miller, J.D., Scott, E.C., & Okamoto, S. (2006). Public acceptance of evolution. Science, 313(5788), 765-766. DOI: 10.1126/science.1126746

07 December 2010

Cross-spherical analysis of educational issues

With this post I am presenting my results of the New Media Research: Digital methods' assignment.

Introduction

Almost all debates about education presented by the media are discussing educational problems (Dekkers & Meijnen, 2003), like school dropouts, youth violence, inequalities between ‘white’ and ‘black’ students and many more. If someone experiences somewhere in the society a problem, then mostly it is attributed to the malfunction of the education system, and solutions must be found in education because education forms the youth (Dekkers & Meijnen, 2003). So schools, or rather education in general are often a focal point of the society: Students demand the guarantee that they will get a job after they finished school; the government thinks that schools must form their students into responsible citizens; the economy is looking for qualified future employees; and also parents have certain claims for schools (Dekkers & Meijnen, 2003). That means that the influence of the society on schools is manifold.

But also the documentation of media of this influence is manifold and could have an influence on the society (Slater, 2007). Online newspapers and magazines write for example about current educational issues, bloggers try to find solution for certain issues in education, search engines provide their users with many definitions of for instance ADHD or dyslexia, and vice versa. Other media like television, radio, books, etc. also report about this particular topic but they are not of interest for this research. Moreover, this research tries to study the importance of several educational issues mentioned online and compares the sources which were returned by three different spheres for the same query. During this research the following spheres will be compared: the blogosphere (using Google Blog search), the newssphere (using Google News search), and the websphere (using Google Web search).

Questions

Which educational issue is the most prominent one according to the blogosphere, the web, and the news?
Are there differences between the spheres according to the hierarchy of educational issues?

Method

Making a list of educational issues:

The list of educational issues comes from two sources. The first source is the book about educational science [Onderwijskunde] written by Verloop and Lowyck (2003). This book describes the following educational issues:
  • bullying
  • attendance
  • “school dropouts”
  • “learning disabilities”
  • ADHD (Attention Deficit Hyperactivity Disorder)
  • dyslexia
  • “teacher shortage”
  • “education reform”
  • “class size”
  • inequality (referring to socioeconomic status, countries, sex, religous background, origin, etc.)
This list was enriched with other educational issues using the Wikipedia category of education issues. Not all issues were added because some of them refers to problems at universities and others were specific for a certain country, for instance ‘Kyoiku mama’, a Japanese name for a very ambitious mother, ‘Ragging in Sri Lanka’ or ‘Textbooks in Israel’, or were not a real educational issue, e.g. ‘James Garbarino’ or ‘Haidbauer incident’. So the added issues are:
  • “school uniform”
  • drugs
  • “sex education” (not part of Wikipedia’s list but mentioned in many news articles and therefore seen as relevant)
Within this list you will find ADHD and dyslexia - two learning disabilities, which is also a search term for educational issues. Though, these two disabilities are added to the list to get a detailed overview of which disability is more often mentioned in the spheres.

Cross-spherical analysis:

Querying the websphere using Google Web search
  1. The top hundred results for the search term “educational issues” using Google Web search were collected and pasted into the Harvester tool in order to get the extracted URLs from the search engine results.
  2. These top hundred URLs of returns for the query “educational issues” were then copied and pasted into the top text box of Googlescraper (Lippmannian Device) tool. The list of educational issues were placed (one per line) into the bottom text box of the tool: “educational issue” + “issue x”.
  3. After using the Googlescraper, a ranking of the educational issues by number of mentions by single URLs in the top hundred is presented for the comparison with other spheres.
Querying the newssphere using Google News search
  1. The top hundred results for the search term “educational issues” using Google News search were collected and pasted into the Harvester tool in order to get the extracted URLs from the search engine results.
  2. These top hundred URLs of returns for the query “educational issues” were then copied and pasted into the top text box of Googlescraper (Lippmannian Device) tool. The list of educational issues were placed (one per line) into the bottom text box of the tool: “educational issue” + “issue x”.
  3. After using the Googlescraper, a ranking of the educational issues by number of mentions by single URLs in the top hundred is presented for the comparison with other spheres.
Querying the blogosphere using Google Blog search
  1. The top hundred results for the search term “educational issues” using Google Blog search were collected and pasted into the Harvester tool in order to get the extracted URLs from the search engine results.
  2. These top hundred URLs of returns for the query “educational issues” were then copied and pasted into the top text box of Googlescraper (Lippmannian Device) tool. The list of educational issues were placed (one per line) into the bottom text box of the tool: “educational issue” + “issue x”.
  3. After using the Googlescraper, a ranking of the educational issues by number of mentions by single URLs in the top hundred is presented for the comparison with other spheres.
 Findings

Google Web results:

The ranking of the thirteen educational issues, starting with the least mentioned and ending with the most often mentioned issue.

"school uniform" (46) 
"school dropout" (62)
"teacher shortage" (81)
"learning disability" (153)
"class size" (360)   
dyslexia (369)  
ADHD (394) 
"sex education" (624)
bullying (680) 
"education reform" (712)  
inequality (898)  
attendance (1097)
drugs (1662)  

These results show that there is a prominent issue in education, viz. drugs. The least favoring issue is school uniform. There is also not a strong favoring of one of the two learning disabilities; dyslexia was 369 times mentioned and ADHD 394 times.

Google News results:

The ranking of the thirteen educational issues, starting with the least mentioned and ending with the most often mentioned issue.

"school uniform" (9)
"teacher shortage" (19)
"learning disability" (22)
"school dropout" (26)
dyslexia (33)
"sex education" (42) 
ADHD (49)
inequality (76)
"class size" (144)
bullying (165)
"education reform" (250)
attendance (253)
drugs (386)

These results show that there is a prominent issue in education, viz. drugs. The least favoring issue is school uniform. There is also not a strong favoring of one of the two learning disabilities; dyslexia was 33 times mentioned and ADHD 49 times.

Google Blog results:

The ranking of the thirteen educational issues, starting with the least mentioned and ending with the most often mentioned issue.

"school dropout" (22)
"school uniform" (38)
"teacher shortage" (65)
"learning disability" (136)
inequality (162)
"class size" (203)
"education reform" (316)
"sex education" (400)
dyslexia (401)
ADHD (552)
attendance (624)
bullying (683)
drugs (772)

These results show that there is a prominent issue in education, viz. drugs. The least favoring issue is school dropout. There is a favoring of one of the two learning disabilities; dyslexia was 401 times mentioned but ADHD 552 times.

Cross-spherical analysis:

All spheres show more or less a conformity of their results. The educational issues ‘drug’ and ‘attendance’ were in all spheres the most important issues. Whereas ‘school dropout’, ‘school uniform’, and ‘teacher shortage’ were one of the least prominent issues.

All spheres also have an obvious range between the least and the most favorite issue in education. But the websphere has the most extreme range between 46 (school uniform) and 1662 (drugs).

All spheres do not extremely favor one of the two learning disabilities, ADHD and dyslexia.  However, ADHD is always more often mentioned than dyslexia.

Discussion

The list of educational issues is neither complete nor defined for a certain country or group of age. That means, to gain a full overview of educational issues, it would be necessary on the one hand to add more issues (which you can find on Wikipedia Category: Education issues, see 1) and on the other hand to remove sub-issues, like ADHD and dyslexia because they are both learning disabilities. Further, it would be necessary to specify the educational issues for one particular country, group of age, and for only teachers or only student-related issues.

Another problems is that some of the educational issues could be also described with other words, e.g. instead of bullying the terms school violence, hazing, harassment, etc. could be used, or instead of ‘teacher shortage’ the term ‘student-teacher ratio’ could be used.

The most prominent issue in education seems to be drugs, following the search results of the spheres. But it is rather unclear whether these drugs are taken or sold at schools or whether this is a problem of students who take this drugs at home which affects their performance at school. It is also not clear what kind of drugs these spheres are talking about. Drugs, broadly speaking, are substances that change normal bodily functions. So this issue could be about medical drugs, e.g. prescribed drugs for ADHD, or it could be about illegal drugs. That means that it is important for further studies to define precisely the educational issues in order to draw better conclusions.

Literature

Dekkers, H. & Meijnen, W. (2003). Onderwijs in de maatschappelijke context [Education in the     social context]. In: N. Verloop & J. Lowyck (Eds.), Onderwijskunde (pp. 15-61). Groningen, the Netherlands: Wolters-Noordhoff.

Slater, M.D. (2007). Reinforcing Spirals: The Mutual Influence of Media Selectivity and Media Effects and Their Impact on Individual Behavior and Social Identity. Communication Theory, 17(3), 281-303. DOI: 10.1111/j.1468-2885.2007.00296.x

Verloop, N. & Lowyck, J. (2003). Onderwijskunde [Educational Science]. Groningen, the Netherlands: Wolters-Noordhoff.