35.15: Unca is the Scientist of Her Own Experiment
When reading passage number two, many words stuck out to me. Some of these words were: strange, convert, attempt, understand, and bold attempt. After reading this passage and picking out the few words and sentences that stuck out to me, I came to the conclusion that this passage represents imperialism. Imperialism is an extension of power that can force or persuade a system and beliefs on to another society. I believe this is what Unca is trying to accomplish with the Natives. We see evidence in this passage as well as the entire novel. For instance, Unca convinces the indigenous peoples on the island to believe in her God. ” I had told them I was neither the God I had described, nor the sun, whom they beloved to be God, and yet refused to inform them who I was; yet I must have appeared to them to be more than a mere mortal, and recollecting that it was an option, common among untaught Indians, to believe that there are two beings” (102).
In this passage, Unca renders her God is superior to the Natives’ God. She explains her plans of changing the Natives’ beliefs in the following passage: “It was nothing less than this, to ascend into the hollow idol, speak to the Indians from thence, and endeavor to convert them from their idolatry.” “Convert” stands out to me here. The work suggests switching a long-held current belief system to something else. In order to do this, the imperialist needs to preach their ideas and beliefs to the colonized peoples. Unca holds a strong power over the Natives from the beginning by stating that her God is more powerful then theirs, and by presenting herself as this god-like mortal. The Natives are set up from the beginning to think of Unca as a higher power then them, and she uses it to her advantage by spreading her religious views throughout their society.
Unca views these indigenous peoples almost like a science experiment. She looks at them in awe, with a mission in attempt, and sees them as strange. By making the Natives feel degraded or inferior, Unca establishes her power. Since she understands their language, they accept her beliefs and feel her powerful messages and underlying force.


4.5: The 5 Rs of Openness
The 5 Rs of Openness
As we've discussed, OER differs from traditional textbooks and other educational resources because of their intent to be openess from the beginning, and the applicaiton of openly free licensing. The definition of the term “open” as it relates to OER is usually attributed to David Wiley’s ( http://davidwiley.org/ ) 5R Framework.
- Retain : the right to make, own, and control copies of the content
- Reuse : the right to use the content in a wide range of ways (e.g., in a class, in a study group, on a website, in a video)
- Revise : the right to adapt, adjust, modify, or alter the content itself (e.g., translate the content into another language)
- Remix : the right to combine the original or revised content with other open content to create something new (e.g., incorporate the content into a mashup)
- Redistribute : the right to share copies of the original content, your revisions, or your remixes with others (e.g., give a copy of the content to a friend)
The 5R Framework on this page was retrieved from SFU’s Open Educational Resources ( https://www.lib.sfu.ca/help/research...ormat-type/oer ) research guide and is used under a CC BY 4.0 license ( https://creativecommons.org/licenses/by/4.0/ ).


9.3: Act III
Act III, Scene 1
OLIVIA’s garden.
[Enter VIOLA, and Clown with a tabour]
Viola
.
Save thee, friend, and thy music: dost thou live by
thy tabour?
Feste . No, sir, I live by the church.
Viola . Art thou a churchman?
Feste
.
No such matter, sir: I do live by the church; for
1240
I do live at my house, and my house doth stand by
the church.
Viola
.
So thou mayst say, the king lies by a beggar, if a
beggar dwell near him; or, the church stands by thy
tabour, if thy tabour stand by the church.
1245
Feste
.
You have said, sir. To see this age! A sentence is
but a cheveril glove to a good wit: how quickly the
wrong side may be turned outward!
Viola
.
Nay, that’s certain; they that dally nicely with
words may quickly make them wanton.
1250
Feste . I would, therefore, my sister had had no name, sir.
Viola . Why, man?
Feste
.
Why, sir, her name’s a word; and to dally with that
word might make my sister wanton. But indeed words
are very rascals since bonds disgraced them.
1255
Viola . Thy reason, man?
Feste
.
Troth, sir, I can yield you none without words; and
words are grown so false, I am loath to prove
reason with them.
Viola
.
I warrant thou art a merry fellow and carest for nothing.
1260
Feste
.
Not so, sir, I do care for something; but in my
conscience, sir, I do not care for you: if that be
to care for nothing, sir, I would it would make you invisible.
Viola . Art not thou the Lady Olivia’s fool?
Feste
.
No, indeed, sir; the Lady Olivia has no folly: she
1265
will keep no fool, sir, till she be married; and
fools are as like husbands as pilchards are to
herrings; the husband’s the bigger: I am indeed not
her fool, but her corrupter of words.
Viola
.
I saw thee late at the Count Orsino’s.
1270
Feste
.
Foolery, sir, does walk about the orb like the sun,
it shines every where. I would be sorry, sir, but
the fool should be as oft with your master as with
my mistress: I think I saw your wisdom there.
Viola
.
Nay, an thou pass upon me, I’ll no more with thee.
1275
Hold, there’s expenses for thee.
Feste . Now Jove, in his next commodity of hair, send thee a beard!
Viola
.
 Is thy
lady within?
Feste . Would not a pair of these have bred, sir?
Viola . Yes, being kept together and put to use.
Feste
.
I would play Lord Pandarus of Phrygia, sir, to bring
1285
a Cressida to this Troilus.
Viola . I understand you, sir; ’tis well begged.
Feste
.
The matter, I hope, is not great, sir, begging but
a beggar: Cressida was a beggar. My lady is
within, sir. I will construe to them whence you
1290
come; who you are and what you would are out of my
welkin, I might say ‘element,’ but the word is over-worn.
[Exit]
Viola
.
This fellow is wise enough to play the fool;
And to do that well craves a kind of wit:
1295
He must observe their mood on whom he jests,
The quality of persons, and the time,
And, like the haggard, cheque at every feather
That comes before his eye. This is a practise
As full of labour as a wise man’s art
1300
For folly that he wisely shows is fit;
But wise men, folly-fall’n, quite taint their wit.
[Enter SIR TOBY BELCH, and SIR ANDREW]
Sir Toby Belch . Save you, gentleman.
Viola
.
And you, sir.
1305
Sir Andrew Aguecheek . Dieu vous garde, monsieur.
Viola . Et vous aussi; votre serviteur.
Sir Andrew Aguecheek . I hope, sir, you are; and I am yours.
Sir Toby Belch
.
Will you encounter the house? my niece is desirous
you should enter, if your trade be to her.
1310
Viola
.
I am bound to your niece, sir; I mean, she is the
list of my voyage.
Sir Toby Belch . Taste your legs, sir; put them to motion.
Viola
.
My legs do better understand me, sir, than I
understand what you mean by bidding me taste my legs.
1315
Sir Toby Belch . I mean, to go, sir, to enter.
Viola
.
I will answer you with gait and entrance. But we
are prevented.
[Enter OLIVIA and MARIA]
Most excellent accomplished lady, the heavens rain
1320
odours on you!
Sir Andrew Aguecheek . That youth’s a rare courtier: ‘Rain odours;’ well.
Viola
.
My matter hath no voice, to your own most pregnant
and vouchsafed ear.
Sir Andrew Aguecheek
.
‘Odours,’ ‘pregnant’ and ‘vouchsafed:’ I’ll get ’em
1325
all three all ready.
Olivia
.
Let the garden door be shut, and leave me to my hearing.
[Exeunt SIR TOBY BELCH, SIR ANDREW, and MARIA]
Give me your hand, sir.
Viola
.
My duty, madam, and most humble service.
1330
Olivia . What is your name?
Viola . Cesario is your servant’s name, fair princess.
Olivia
.
My servant, sir! ‘Twas never merry world
Since lowly feigning was call’d compliment:
You’re servant to the Count Orsino, youth.
1335
Viola
.

Olivia
.
For him, I think not on him: for his thoughts,
Would they were blanks, rather than fill’d with me!
Viola
.
Madam, I come to whet your gentle thoughts
1340
On his behalf.
Olivia
.
O, by your leave, I pray you,
I bade you never speak again of him:
But, would you undertake another suit,
I had rather hear you to solicit that
1345
Than music from the spheres.
Viola . Dear lady,—
Olivia
.
Give me leave, beseech you. I did send,
After the last enchantment you did here,
A ring in chase of you: so did I abuse
1350
Myself, my servant and, I fear me, you:
Under your hard construction must I sit,To force that on you, in a shameful cunning,
Which you knew none of yours: what might you think?
Have you not set mine honour at the stake
And baited it with all the unmuzzled thoughts
1355
That tyrannous heart can think? To one of your receiving
Enough is shown: a cypress, not a bosom,
Hideth my heart. So, let me hear you speak.
Viola . I pity you.
Olivia
.
That’s a degree to love.
1360
Viola
.
No, not a grize; for ’tis a vulgar proof,
That very oft we pity enemies.
Olivia
.
Why, then, methinks ’tis time to smile again.
O, world, how apt the poor are to be proud!
If one should be a prey, how much the better
1365
To fall before the lion than the wolf!
[Clock strikes]
The clock upbraids me with the waste of time.
Be not afraid, good youth, I will not have you:
And yet, when wit and youth is come to harvest,
1370
Your were is alike to reap a proper man:
There lies your way, due west.
Viola
.
Then westward-ho! Grace and good disposition
Attend your ladyship!
You’ll nothing, madam, to my lord by me?
1375
Olivia
.
Stay:
I prithee, tell me what thou thinkest of me.
Viola . That you do think you are not what you are.
Olivia . If I think so, I think the same of you.
Viola
.
Then think you right: I am not what I am.
1380
Olivia . I would you were as I would have you be!
Viola
.
Would it be better, madam, than I am?
I wish it might, for now I am your fool.
Olivia
.
O, what a deal of scorn looks beautiful
In the contempt and anger of his lip!
1385
A murderous guilt shows not itself more soon
Than love that would seem hid: love’s night is noon.
Cesario, by the roses of the spring,
By maidhood, honour, truth and every thing,
I love thee so, that, maugre all thy pride,
1390
Nor wit nor reason can my passion hide.
Do not extort thy reasons from this clause,
For that I woo, thou therefore hast no cause,
But rather reason thus with reason fetter,
Love sought is good, but given unsought better.
1395
Viola
.
By innocence I swear, and by my youth
I have one heart, one bosom and one truth,
And that no woman has; nor never none
Shall mistress be of it, save I alone.
And so adieu, good madam: never more
1400
Will I my master’s tears to you deplore.
Olivia
.
Yet come again; for thou perhaps mayst move
That heart, which now abhors, to like his love.
[Exeunt]
Act III, Scene 2
OLIVIA’s house.
[Enter SIR TOBY BELCH, SIR ANDREW, and FABIAN]
Sir Andrew Aguecheek . No, faith, I’ll not stay a jot longer.
Sir Toby Belch . Thy reason, dear venom, give thy reason.
Fabian . You must needs yield your reason, Sir Andrew.
Sir Andrew Aguecheek
.
Marry, I saw your niece do more favours to the
count’s serving-man than ever she bestowed upon me;
1410
I saw’t i’ the orchard.
Sir Toby Belch . Did she see thee the while, old boy? tell me that.
Sir Andrew Aguecheek . As plain as I see you now.
Fabian . This was a great argument of love in her toward you.
Sir Andrew Aguecheek
.

I will prove it legitimate, sir, upon the oaths of
judgment and reason.
Sir Toby Belch
.
And they have been grand-jury-men since before Noah
was a sailor.
Fabian
.

You should then have accosted her; and with some
excellent jests, fire-new from the mint, you should
have banged the youth into dumbness. This was
1425
looked for at your hand, and this was balked: the
double gilt of this opportunity you let time wash
off, and you are now sailed into the north of my
lady’s opinion; where you will hang like an icicle
on a Dutchman’s beard, unless you do redeem it by
1430
some laudable attempt either of valour or policy.
Sir Andrew Aguecheek
.
An’t be any way, it must be with valour; for policy
I hate: I had as lief be a Brownist as a
politician.
Sir Toby Belch
.
Why, then, build me thy fortunes upon the basis of
1435
valour. Challenge me the count’s youth to fight
with him; hurt him in eleven places: my niece shall
take note of it; and assure thyself, there is no
love-broker in the world can more prevail in man’s
commendation with woman than report of valour.
1440
Fabian . There is no way but this, Sir Andrew.
Sir Andrew Aguecheek . Will either of you bear me a challenge to him?
Sir Toby Belch
.
Go, write it in a martial hand; be curst and brief;
it is no matter how witty, so it be eloquent and fun
of invention: taunt him with the licence of ink:
1445
if thou thou’st him some thrice, it shall not be
amiss; and as many lies as will lie in thy sheet of
paper, although the sheet were big enough for the
bed of Ware in England, set ’em down: go, about it.
Let there be gall enough in thy ink, though thou
1450
write with a goose-pen, no matter: about it.
Sir Andrew Aguecheek . Where shall I find you?
Sir Toby Belch . We’ll call thee at the cubiculo: go.
[Exit SIR ANDREW]
Fabian
.
This is a dear manikin to you, Sir Toby.
1455
Sir Toby Belch
.
I have been dear to him, lad, some two thousand
strong, or so.
Fabian
.
We shall have a rare letter from him: but you’ll
not deliver’t?
Sir Toby Belch
.
Never trust me, then; and by all means stir on the
1460
youth to an answer. I think oxen and wainropes
cannot hale them together. For Andrew, if he were
opened, and you find so much blood in his liver as
will clog the foot of a flea, I’ll eat the rest of
the anatomy.
1465
Fabian
.
And his opposite, the youth, bears in his visage no
great presage of cruelty.
[Enter MARIA]
Sir Toby Belch . Look, where the youngest wren of nine comes.
Maria
.
If you desire the spleen, and will laugh yourself
1470
into stitches, follow me. Yond gull Malvolio is
turned heathen, a very renegado; for there is no
Christian, that means to be saved by believing
rightly, can ever believe such impossible passages
of grossness. He’s in yellow stockings.
1475
Sir Toby Belch . And cross-gartered?
Maria
.
Most villanously; like a pedant that keeps a school
i’ the church. I have dogged him, like his
murderer. He does obey every point of the letter
that I dropped to betray him: he does smile his
1480
face into more lines than is in the new map with the
augmentation of the Indies: you have not seen such
a thing as ’tis. I can hardly forbear hurling things
at him. I know my lady will strike him: if she do,
he’ll smile and take’t for a great favour.
1485
Sir Toby Belch . Come, bring us, bring us where he is.
[Exeunt]
Act III, Scene 3
A street.
[Enter SEBASTIAN and ANTONIO]
Sebastian
.
I would not by my will have troubled you;
But, since you make your pleasure of your pains,
1490
I will no further chide you.
Antonio
.
I could not stay behind you: my desire,
More sharp than filed steel, did spur me forth;
And not all love to see you, though so much
As might have drawn one to a longer voyage,
1495
But jealousy what might befall your travel,
Being skilless in these parts; which to a stranger,
Unguided and unfriended, often prove
Rough and unhospitable: my willing love,
The rather by these arguments of fear,
1500
Set forth in your pursuit.
Sebastian
.
My kind Antonio,
I can no other answer make but thanks,
And thanks; and ever thanks; and oft good turns
Are shuffled off with such uncurrent pay:
1505
But, were my worth as is my conscience firm,
You should find better dealing. What’s to do?
Shall we go see the reliques of this town?
Antonio . To-morrow, sir: best first go see your lodging.
Sebastian
.
I am not weary, and ’tis long to night:
1510
I pray you, let us satisfy our eyes
With the memorials and the things of fame
That do renown this city.
Antonio
.
Would you’ld pardon me;
I do not without danger walk these streets:
1515
Once, in a sea-fight, ‘gainst the count his galleys
I did some service; of such note indeed,
That were I ta’en here it would scarce be answer’d.
Sebastian . Belike you slew great number of his people.
Antonio
.
The offence is not of such a bloody nature;
1520
Albeit the quality of the time and quarrel
Might well have given us bloody argument.
It might have since been answer’d in repaying
What we took from them; which, for traffic’s sake,
Most of our city did: only myself stood out;
1525
For which, if I be lapsed in this place,
I shall pay dear.
Sebastian . Do not then walk too open.
Antonio
.
It doth not fit me. Hold, sir, here’s my purse.
In the south suburbs, at the Elephant,
1530
Is best to lodge: I will bespeak our diet,
Whiles you beguile the time and feed your knowledge
With viewing of the town: there shall you have me.
Sebastian . Why I your purse?
Antonio
.
Haply your eye shall light upon some toy
1535
You have desire to purchase; and your store,
I think, is not for idle markets, sir.
Sebastian
.
I’ll be your purse-bearer and leave you
For an hour.
Antonio
.
To the Elephant.
1540
Sebastian . I do remember.
[Exeunt]
Act III, Scene 4
OLIVIA’s garden.
[Enter OLIVIA and MARIA]
Olivia
.
I have sent after him: he says he’ll come;
How shall I feast him? what bestow of him?
1545
For youth is bought more oft than begg’d or borrow’d.
I speak too loud.
Where is Malvolio? he is sad and civil,
And suits well for a servant with my fortunes:
Where is Malvolio?
1550
Maria
.
He’s coming, madam; but in very strange manner. He
is, sure, possessed, madam.
Olivia . Why, what’s the matter? does he rave?
Maria
.
No. madam, he does nothing but smile: your
ladyship were best to have some guard about you, if
1555
he come; for, sure, the man is tainted in’s wits.
Olivia
.

[Exit MARIA]
I am as mad as he,
If sad and merry madness equal be.
1560
[Re-enter MARIA, with MALVOLIO]
How now, Malvolio!
Malvolio . Sweet lady, ho, ho.
Olivia
.
Smilest thou?
I sent for thee upon a sad occasion.
1565
Malvolio
.
Sad, lady! I could be sad: this does make some
obstruction in the blood, this cross-gartering; but
what of that? if it please the eye of one, it is
with me as the very true sonnet is, ‘Please one, and
please all.’
1570
Olivia . Why, how dost thou, man? what is the matter with thee?
Malvolio
.
Not black in my mind, though yellow in my legs. It
did come to his hands, and commands shall be
executed: I think we do know the sweet Roman hand.
Olivia
.
Wilt thou go to bed, Malvolio?
1575
Malvolio . To bed! ay, sweet-heart, and I’ll come to thee.
Olivia
.
God comfort thee!
Maria . How do you, Malvolio?
Malvolio
.
At your request! yes; nightingales answer daws.
1580
Maria .
Malvolio . ‘Be not afraid of greatness:’ ’twas well writ.
Olivia . What meanest thou by that, Malvolio?
Malvolio . ‘Some are born great,’—
Olivia
.
Ha!
1585
Malvolio . ‘Some achieve greatness,’—
Olivia . What sayest thou?
Malvolio . ‘And some have greatness thrust upon them.’
Olivia . Heaven restore thee!
Malvolio
.
‘Remember who commended thy yellow stockings,’—
1590
Olivia . Thy yellow stockings!
Malvolio . ‘And wished to see thee cross-gartered.’
Olivia . Cross-gartered!
Malvolio . ‘Go to thou art made, if thou desirest to be so;’—
Olivia
.
Am I made?
1595
Malvolio . ‘If not, let me see thee a servant still.’
Olivia . Why, this is very midsummer madness.
[Enter Servant]
Servant
.
Madam, the young gentleman of the Count Orsino’s is
returned: I could hardly entreat him back: he
1600
attends your ladyship’s pleasure.
Olivia
.
I’ll come to him.
[Exit Servant]
Good Maria, let this fellow be looked to. Where’s
my cousin Toby? Let some of my people have a special
1605
care of him: I would not have him miscarry for the
half of my dowry.
[Exeunt OLIVIA and MARIA]
Malvolio
.
 This concurs directly with
1610
the letter: she sends him on purpose, that I may
appear stubborn to him; for she incites me to that
in the letter.  I have
limed her; but it is Jove’s doing, and Jove make me
1620
thankful! And when she went away now, ‘Let this
fellow be looked to:’ fellow! not Malvolio, nor
after my degree, but fellow. Why, every thing
adheres together, that no dram of a scruple, no
scruple of a scruple, no obstacle, no incredulous
1625
or unsafe circumstance—What can be said? Nothing
that can be can come between me and the full
prospect of my hopes. Well, Jove, not I, is the
doer of this, and he is to be thanked.
[Re-enter MARIA, with SIR TOBY BELCH and FABIAN]
Sir Toby Belch
.
Which way is he, in the name of sanctity? If all
the devils of hell be drawn in little, and Legion
himself possessed him, yet I’ll speak to him.
Fabian
.
Here he is, here he is.

Maria
.
Lo, how hollow the fiend speaks within him! did not
I tell you? Sir Toby, my lady prays you to have a
care of him.
1640
Malvolio . Ah, ha! does she so?
Sir Toby Belch
.
Go to, go to; peace, peace; we must deal gently
with him: let me alone. How do you, Malvolio? how
is’t with you? What, man! defy the devil:
consider, he’s an enemy to mankind.
1645
Malvolio . Do you know what you say?
Maria
.
La you, an you speak ill of the devil, how he takes
it at heart! Pray God, he be not bewitched!
Fabian . Carry his water to the wise woman.
Maria
.
Marry, and it shall be done to-morrow morning, if I
1650
live. My lady would not lose him for more than I’ll say.
Malvolio . How now, mistress!
Maria . O Lord!
Sir Toby Belch
.
Prithee, hold thy peace; this is not the way: do
you not see you move him? let me alone with him.
1655
Fabian
.
No way but gentleness; gently, gently: the fiend is
rough, and will not be roughly used.
Sir Toby Belch . Why, how now, my bawcock! how dost thou, chuck?
Malvolio . Sir!
Sir Toby Belch
.
Ay, Biddy, come with me. What, man! ’tis not for
1660
gravity to play at cherry-pit with Satan: hang
him, foul collier!
Maria . Get him to say his prayers, good Sir Toby, get him to pray.
Malvolio . My prayers, minx!
Maria
.
No, I warrant you, he will not hear of godliness.
1665
Malvolio
.

[Exit]
Sir Toby Belch
.
Is’t possible?
1670
Fabian
.
If this were played upon a stage now, I could
condemn it as an improbable fiction.
Sir Toby Belch . His very genius hath taken the infection of the device, man.
Maria . Nay, pursue him now, lest the device take air and taint.
Fabian
.
Why, we shall make him mad indeed.
1675
Maria . The house will be the quieter.
Sir Toby Belch
.
Come, we’ll have him in a dark room and bound. My
niece is already in the belief that he’s mad: we
may carry it thus, for our pleasure and his penance,
till our very pastime, tired out of breath, prompt
1680
us to have mercy on him: at which time we will
bring the device to the bar and crown thee for a
finder of madmen. But see, but see.
[Enter SIR ANDREW]
Fabian
.
More matter for a May morning.
1685
Sir Andrew Aguecheek
.
Here’s the challenge, read it: warrant there’s
vinegar and pepper in’t.
Fabian . Is’t so saucy?
Sir Andrew Aguecheek . Ay, is’t, I warrant him: do but read.
Sir Toby Belch
.
Give me.
1690
[Reads]
‘Youth, whatsoever thou art, thou art but a scurvy fellow.’
Fabian . Good, and valiant.
Sir Toby Belch
.
[Reads]
‘Wonder not, nor admire not in thy mind,
why I do call thee so, for I will show thee no reason for’t.’
1695
Fabian . A good note; that keeps you from the blow of the law.
Sir Toby Belch
.
[Reads]
‘Thou comest to the lady Olivia, and in my
sight she uses thee kindly: but thou liest in thy
throat; that is not the matter I challenge thee for.’
Fabian
.
Very brief, and to exceeding good sense—less.
1700
Sir Toby Belch
.
[Reads]
‘I will waylay thee going home; where if it
be thy chance to kill me,’—
Fabian . Good.
Sir Toby Belch .
Fabian
.
Still you keep o’ the windy side of the law: good.
1705
Sir Toby Belch
.
[Reads]
‘Fare thee well; and God have mercy upon
one of our souls! He may have mercy upon mine; but
my hope is better, and so look to thyself. Thy
friend, as thou usest him, and thy sworn enemy,
ANDREW AGUECHEEK.
1710
If this letter move him not, his legs cannot:
I’ll give’t him.
Maria
.
You may have very fit occasion for’t: he is now in
some commerce with my lady, and will by and by depart.
Sir Toby Belch
.
 Away!
Sir Andrew Aguecheek . Nay, let me alone for swearing.
[Exit]
Sir Toby Belch
.
Now will not I deliver his letter: for the behavior
of the young gentleman gives him out to be of good
1725
capacity and breeding; his employment between his
lord and my niece confirms no less: therefore this
letter, being so excellently ignorant, will breed no
terror in the youth: he will find it comes from a
clodpole. But, sir, I will deliver his challenge by
1730
word of mouth; set upon Aguecheek a notable report
of valour; and drive the gentleman, as I know his
youth will aptly receive it, into a most hideous
opinion of his rage, skill, fury and impetuosity.
This will so fright them both that they will kill
1735
one another by the look, like cockatrices.
[Re-enter OLIVIA, with VIOLA]
Fabian
.
Here he comes with your niece: give them way till
he take leave, and presently after him.
Sir Toby Belch
.
I will meditate the while upon some horrid message
1740
for a challenge.
[Exeunt SIR TOBY BELCH, FABIAN, and MARIA]
Olivia
.
I have said too much unto a heart of stone
And laid mine honour too unchary out:
There’s something in me that reproves my fault;
1745
But such a headstrong potent fault it is,
That it but mocks reproof.
Viola
.
With the same ‘havior that your passion bears
Goes on my master’s grief.
Olivia
.

What shall you ask of me that I’ll deny,
That honour saved may upon asking give?
Viola
.
Nothing but this; your true love for my master.
1755
Olivia
.
How with mine honour may I give him that
Which I have given to you?
Viola . I will acquit you.
Olivia
.
Well, come again to-morrow: fare thee well:
A fiend like thee might bear my soul to hell.
1760
[Exit]
[Re-enter SIR TOBY BELCH and FABIAN]
Sir Toby Belch . Gentleman, God save thee.
Viola . And you, sir.
Sir Toby Belch
.

You mistake, sir; I am sure no man hath any quarrel
to me: my remembrance is very free and clear from
any image of offence done to any man.
Sir Toby Belch
.
You’ll find it otherwise, I assure you: therefore,
if you hold your life at any price, betake you to
1775
your guard; for your opposite hath in him what
youth, strength, skill and wrath can furnish man withal.
Viola . I pray you, sir, what is he?
Sir Toby Belch
.
He is knight, dubbed with unhatched rapier and on
carpet consideration; but he is a devil in private
1780
brawl: souls and bodies hath he divorced three; and
his incensement at this moment is so implacable,
that satisfaction can be none but by pangs of death
and sepulchre. Hob, nob, is his word; give’t or take’t.
Viola
.
I will return again into the house and desire some
1785
conduct of the lady. I am no fighter. I have heard
of some kind of men that put quarrels purposely on
others, to taste their valour: belike this is a man
of that quirk.
Sir Toby Belch
.
Sir, no; his indignation derives itself out of a
1790
very competent injury: therefore, get you on and
give him his desire. Back you shall not to the
house, unless you undertake that with me which with
as much safety you might answer him: therefore, on,
or strip your sword stark naked; for meddle you
1795
must, that’s certain, or forswear to wear iron about you.
Viola
.
This is as uncivil as strange. I beseech you, do me
this courteous office, as to know of the knight what
my offence to him is: it is something of my
negligence, nothing of my purpose.
1800
Sir Toby Belch
.
I will do so. Signior Fabian, stay you by this
gentleman till my return.
[Exit]
Viola . Pray you, sir, do you know of this matter?
Fabian
.
I know the knight is incensed against you, even to a
1805
mortal arbitrement; but nothing of the circumstance more.
Viola .
Fabian
.
Nothing of that wonderful promise, to read him by
his form, as you are like to find him in the proof
of his valour. He is, indeed, sir, the most skilful,
1810
bloody and fatal opposite that you could possibly
have found in any part of Illyria. Will you walk
towards him? I will make your peace with him if I
can.
Viola
.
I shall be much bound to you for’t: I am one that
1815
had rather go with sir priest than sir knight: I
care not who knows so much of my mettle.
[Exeunt]
[Re-enter SIR TOBY BELCH, with SIR ANDREW]
Sir Toby Belch
.
Why, man, he’s a very devil; I have not seen such a
1820
firago.  They say he has been fencer to the Sophy.
1825
Sir Andrew Aguecheek . Pox on’t, I’ll not meddle with him.
Sir Toby Belch
.
Ay, but he will not now be pacified: Fabian can
scarce hold him yonder.
Sir Andrew Aguecheek
.
Plague on’t, an I thought he had been valiant and so
cunning in fence, I’ld have seen him damned ere I’ld
1830
have challenged him. Let him let the matter slip,
and I’ll give him my horse, grey Capilet.
Sir Toby Belch
.
I’ll make the motion: stand here, make a good show
on’t: this shall end without the perdition of souls.
[Aside]
1835
Marry, I’ll ride your horse as well as I ride you.
[Re-enter FABIAN and VIOLA]
[To FABIAN]
I have his horse to take up the quarrel:
I have persuaded him the youth’s a devil.
1840
Fabian
.
He is as horribly conceited of him; and pants and
looks pale, as if a bear were at his heels.
Sir Toby Belch
.
[To VIOLA]
There’s no remedy, sir; he will fight
with you for’s oath sake: marry, he hath better
bethought him of his quarrel, and he finds that now
1845
scarce to be worth talking of: therefore draw, for
the supportance of his vow; he protests he will not hurt you.
Viola
.
[Aside]
Pray God defend me! A little thing would
make me tell them how much I lack of a man.
Fabian
.
Give ground, if you see him furious.
1850
Sir Toby Belch
.
Come, Sir Andrew, there’s no remedy; the gentleman
will, for his honour’s sake, have one bout with you;
he cannot by the duello avoid it: but he has
promised me, as he is a gentleman and a soldier, he
will not hurt you. Come on; to’t.
1855
Sir Andrew Aguecheek . Pray God, he keep his oath!
Viola . I do assure you, ’tis against my will.
[They draw]
[Enter ANTONIO]
Antonio
.

Sir Toby Belch . You, sir! why, what are you?
Antonio
.
One, sir, that for his love dares yet do more
Than you have heard him brag to you he will.
1865
Sir Toby Belch . Nay, if you be an undertaker, I am for you.
[They draw]
[Enter Officers]
Fabian . O good Sir Toby, hold! here come the officers.
Sir Toby Belch
.
I’ll be with you anon.
1870
Viola . Pray, sir, put your sword up, if you please.
Sir Andrew Aguecheek
.
Marry, will I, sir; and, for that I promised you,
I’ll be as good as my word: he will bear you easily
and reins well.
First Officer
.
This is the man; do thy office.
1875
Second Officer . Antonio, I arrest thee at the suit of Count Orsino.
Antonio . You do mistake me, sir.
First Officer
.

Take him away: he knows I know him well.
1880
Antonio
.
I must obey.
[To VIOLA]
This comes with seeking you:
But there’s no remedy; I shall answer it.
What will you do, now my necessity
1885
Makes me to ask you for my purse? It grieves me
Much more for what I cannot do for you
Than what befalls myself. You stand amazed;
But be of comfort.
Second Officer
.
Come, sir, away.
1890
Antonio . I must entreat of you some of that money.
Viola
.
What money, sir?
For the fair kindness you have show’d me here,
And, part, being prompted by your present trouble,
Out of my lean and low ability
1895
I’ll lend you something: my having is not much;
I’ll make division of my present with you:
Hold, there’s half my coffer.
Antonio
.
Will you deny me now?
Is’t possible that my deserts to you
1900
Can lack persuasion? Do not tempt my misery,
Lest that it make me so unsound a man
As to upbraid you with those kindnesses
That I have done for you.
Viola
.
I know of none;
1905
Nor know I you by voice or any feature:
I hate ingratitude more in a man
Than lying, vainness, babbling, drunkenness,
Or any taint of vice whose strong corruption
Inhabits our frail blood.
1910
Antonio . O heavens themselves!
Second Officer . Come, sir, I pray you, go.
Antonio
.
Let me speak a little. This youth that you see here
I snatch’d one half out of the jaws of death,
Relieved him with such sanctity of love,
1915
And to his image, which methought did promise
Most venerable worth, did I devotion.
First Officer . What’s that to us? The time goes by: away!
Antonio
.
But O how vile an idol proves this god
Thou hast, Sebastian, done good feature shame.
1920
In nature there’s no blemish but the mind;
None can be call’d deform’d but the unkind:
Virtue is beauty, but the beauteous evil
Are empty trunks o’erflourish’d by the devil.
First Officer
.
The man grows mad: away with him! Come, come, sir.
1925
Antonio . Lead me on.
[Exit with Officers]
Viola
.
Methinks his words do from such passion fly,
That he believes himself: so do not I.
Prove true, imagination, O, prove true,
1930
That I, dear brother, be now ta’en for you!
Sir Toby Belch
.
Come hither, knight; come hither, Fabian: we’ll
whisper o’er a couplet or two of most sage saws.
Viola
.
He named Sebastian: I my brother know
Yet living in my glass; even such and so
1935
In favour was my brother, and he went
Still in this fashion, colour, ornament,
For him I imitate: O, if it prove,
Tempests are kind and salt waves fresh in love.
[Exit]
Sir Toby Belch
.
A very dishonest paltry boy, and more a coward than
a hare: his dishonesty appears in leaving his
friend here in necessity and denying him; and for
his cowardship, ask Fabian.
Fabian
.
A coward, a most devout coward, religious in it.
1945
Sir Andrew Aguecheek . ‘Slid, I’ll after him again and beat him.
Sir Toby Belch . Do; cuff him soundly, but never draw thy sword.
Sir Andrew Aguecheek . An I do not,—
Fabian . Come, let’s see the event.
Sir Toby Belch
.
I dare lay any money ’twill be nothing yet.
1950
[Exeunt]
- Twelfth Night, Or What You Will. Authored by : William Shakespeare. Located at : http://www.opensourceshakespeare.org/views/plays/playmenu.php?WorkID=12night . License : Public Domain: No Known Copyright
- Image of Twelfth Night Scene. Authored by : Francis Wheatley. Located at : https://commons.wikimedia.org/wiki/File:Scene_from_Twelfth_Night_-_Francis_Wheatley.jpg . License : Public Domain: No Known Copyright


3.2: Chapter 9: To What Extent Does Fake News Influence Our Ability to Communicate in Learning Organizations?
The proliferation of fake news has seen rapid growth in its ability to spread quickly due to the access to, and convenience and ease of, digital technology that provides users with the option to share and receive instantaneous communications to and from millions of people globally. This process lends itself to many ethical challenges for all of the end users of digital technology and various platforms. It also has impact within educational, professional, and personal contexts. Due to limitations, my chapter will only focus on selected aspects of fake news relevant to education, such as understanding and identifying it, the role technology and citizens can play in the distribution of mistruths, AI detection tools, and taking steps to better navigate and protect against fake news.
The quickest way of spreading fake news is via social media channels. The most popular media include — but are not limited to — Twitter, Facebook, Instagram, WeChat, Tumblr, WhatsApp, Snapchat, Reddit, and YouTube. Recent research confirms just how quickly misinformation can spread among an information-hungry society. Aside from social media, many people use search engines (Google, Yahoo, or Bing) or depend on various mainstream news media, left- or right-wing websites, or community journalists to receive information. The sheer volume, immediacy, and combination of information sources only adds fuel to the fire by blasting out false news at unprecedented speeds. According to Rheingold (2012), “the average American consumes thirty-four gigabytes of information on an average day” (p. 99).
Defining what fake news is and identifying potential implications of the increase in fake news will help to provide a base-level understanding of the current situation. However, we must also understand that there are tools and techniques one can use to detect fake news, protect oneself, and avoid making the situation worse by spreading it. By examining the impact of fake news on the COVID-19 (coronavirus) outbreak, we can gain some insights into how this information phenomenon has become what I refer to as a “digital information virus” and what others — such as the World Health Organization (WHO, 2020) — refer to as an infodemic. Conversely, to counter fake news and help to create a factual, credible, and timely source of information, I will provide a snapshot of my overall experience in risk and crisis communications, including the messaging process that helped to keep key audiences accurately informed at an Alberta based post-secondary institution at the point and time of this writing.
Ultimately, fake news causes a chain reaction effect in society, and this has several ethical implications that may result in unexpected potential outcomes. Based on my real-time and participatory emergency and pandemic-related communications experiences, I will suggest an easy-to-use matrix tool to help people detect fake news and offer a new strategic communications approach for organizations to establish consistent and credible sources of information that will help to offset fake news and prevent it from spreading.
What is Fake News?
It is important to gain a basic understanding of what fake news is and how it is distributed. While the definitions may vary, fake news is essentially information that is not true and is intended to misguide, fool, provide mistruths, or deceive people into believing the stated falsehood(s) (Charlton, 2019; Dulhanty et al., 2019; Watters, 2017). Other terms used to refer to fake news that have been used in public forums include: hoax, misinformation, and disinformation. Additionally, Collins Dictionary labelled “fake news” the word of the year in 2017. Rheingold (2012) suggests that performing more than one search query and going beyond the initial search page results can reduce the chances of getting fooled by fake news. While it may seem as though fake news is a more recent informational phenomenon — most notably during the 2016 presidential election campaign in the United States — this is not actually the case. According to Heidi Tworek (2019), a historian and author from the University of British Columbia, disinformation likely had its origins in the 16th century with the establishment of the printing press and early newspapers. She explains that the earliest form of fake news came from groups who spread anti-Semitic information about Jewish people.
Fast forward to the present day, and we find ourselves thrust into a seemingly endless stream of information flowing through social media channels, the traditional news media and other rogue and less than credible sources. To gain a greater sense of the severity of the problem on a global scale, the Organization for Security and Co-operation in Europe and the United Nations Human Rights Commission issued a Joint Declaration on freedom of expression, focusing on fake news, disinformation, and propaganda (OSCE, 2017). But it is the public’s insatiable appetite for information and the ease in which it can be shared, viewed, and liked via the use of various forms of technology that makes it even more difficult to discern fake news from credible and reliable information and news.
Is Technology to Blame?
While there has been a rapid evolution in the type of communication-related technology that can be used by consumers, we have to remember that someone is responsible for preparing the message. According to Cybenko and Cybenko (2018), the current state of technology and social media helps fake news thrive in a so-called ‘petri dish’. Another expert suggests a direct linkage between fake news and Artificial Intelligence (AI). Samuel Woolley (as cited in Powers & Kounalakis, 2017) states that “security experts argue that more than 10 percent of content across social media websites and 62 percent of all web traffic is generated by bots — pieces of computer code that automate human tasks online” (p. 19).
Conversely, a study from MIT shows that humans are the key culprits when it comes to releasing fake or misleading information. Using the process on Twitter as an example, Vosoushi et al. (2018) surmise that a cascading effect occurs when information is posted (tweeted). “A rumour cascade begins on Twitter when a user makes an assertion about a topic in a tweet, which could include written text, photos, or links to articles online” (p.1). Furthermore, the authors’ key findings reveal that false news stories are more likely to be retweeted seven out of 10 times compared to true stories. To make matters worse, it has become extremely easy to send messages and spread mistruths via the use of smartphones, among other digital devices (such as tablets).
Coronavirus ‘Infodemic’
The COVID-19 (coronavirus) worldwide pandemic is a great example of how difficult it has been for health organizations not only to help prevent the spread of the virus to humans, but also to manage the rapid explosion of disinformation, which can exacerbate the situation. The World Health Organization (2020) declared COVID-19 a global pandemic. The spread of misinformation can cause unnecessary panic. Here is a brief summary of examples that were uncovered by the BBC News Reality Check team (2020) in relation to misinformation in Africa:
- Dettol can be used to protect against coronavirus. An image of a bottle of the disinfectant (Dettol) was shared on social media, and it was implied that it could prevent the spread of COVID-19. This statement was FALSE.
- Shaving a beard can protect against coronavirus. An old graphic from US health authorities about facial hair was incorrectly used to suggest shaving beards would help men avoid contracting the virus. It was even attributed to the CDC. This statement was FALSE.
- A preacher posted a video claiming that pepper soup could cure coronavirus. This information quickly spread after being shared on WhatsApp. This statement was FALSE.
These fake news items, along with numerous others, caused the World Health Organization to state that the outbreak has caused not only an epidemic but an infodemic of false and misleading information. The goal is to ensure everyone has accurate information to help prevent the spread of the disease (Zaracosta, 2020). Tech giants, such as Facebook, Google, and Twitter are leading the fight to mitigate mistruths on the Internet. But as Holmes (2020) suggests, “the bigger threat is speculation and false rumours about coronavirus that spread organically on online forums” (para. 4). The nature of this threat is primarily due to the speed at which news can travel. To make matters worse, the spread of false information during COVID-19 has been exacerbated by a few world leaders, including Brazilian President Jair Bolsonaro (Garcia & Benitacanova, 2020) and most notably US President Donald Trump when he falsely touted chloroquine as a drug that could treat COVID-19 (Liptak & Klein, 2020).
Detecting and Protecting Against Tall Tales
The first step towards protecting oneself against disinformation is to know what to look for in order to sort fact from fiction. This can be a daunting task; however, there are some basic questions one can ask and tools one can use to help make the detection process easier. Rheingold (2012) suggests learning key skills like “learning attention and crap-detection skills” (p. 114). There are also several fact-checking organizations that people can utilize including Snopes, Politifact, and the Media/Bias Fact Check website, which is made up of a team of fact-checkers who review and assess the accuracy and biases of dozens of news sites.
University of Waterloo researchers recently developed a new artificial intelligence (AI) tool to help social media networks and news organizations flag fake stories (2019). Based on what the researchers call “deep-learning AI algorithms, they can scan thousands of social media posts and news stories and make relevant links to other sources of information” (Dulhanty et al., 2019). Similarly, researchers at MIT developed a new system that uses technology (machine learning) to determine if a source is accurate or politically biased (Baly et al., 2018).
Some news organizations are providing their viewers and listeners with key fact-checking advice. CBC News has developed a chatbot tool for Facebook messenger. This tool is accessible online and provides users with several weeks of “learning about misinformation and disinformation, from deep fakes to suspicious articles” (CBCb, 2019, Image caption section).
Rheingold (2012) suggests asking a key question when viewing or watching information updates: “once you’ve searched, you need to determine how much you should trust the info your search has yielded” (p. 89). CBC (2019a) suggests asking key questions such as:
- Are the details of the story thin or unavailable?
- Does the story seem too bad or too good to be true?
- Have I heard of this organization before?
- Can I find another source that confirms and counters this information? (How do I know if it’s disinformation? section)
Within educational circles, there is a growing effort to provide relevant learning resources to students to fight the spread of fake news within Canada, such as mediasmarts.ca. In the US, the Digital Literacy Resource Centre (DRC) has provided key learning opportunities for students and staff online (Jackobson, 2017). According to Manzini (2015), digital platforms provide enabling solutions for organizations (p. 168), and students can certainly broaden their learning opportunities under the right set of circumstances and safety considerations. There is certainly an opportunity to develop more consistent educational resources for students and teachers in Canada for K-12 and post-secondary institutions.
Risk and Crisis Communications
With over 20 years of experience in risk and crisis communications, including as a sessional instructor in continuing education at a post-secondary institution, I realize the importance of audiences receiving timely and factual information from credible sources. The act of disinformation could have reputational health and safety ramifications for end-users and receivers of information. Regan and Jesse (2018) advise that there are a range of ethical issues that should be considered in regards to the use of edtech and data. To help add some further context to this area of communications within the realm of fake news, it is important to delineate the differences between risk communications and crisis communications.
The process of risk communications deals with things that might go wrong (Telg, 2019). According to Fearn-Banks (2017), it is an ongoing program of informing and educating various publics (usually external publics) about issues that can negatively or positively affect an organization’s success. Based on my work experience, relationships between an organization and its key publics need to be established before a situation escalates into a crisis.
The process of crisis communications deals with things that do go wrong (Telg, 2019). Crisis communications is the dialogue between the organization and its public(s) prior to, during, and after the negative occurrence (Fearn-Banks, 2017). Effective communications consist of preparing a crisis communications plan with supporting tactics, of involving the team in training scenarios to help mitigate any reputational harm against the organization, and of being strategic in enacting the crisis communications plan.
Experience and Strategic Audience Engagement
As a former media relations manager, trainer, and spokesperson for an Alberta-based police service (1999-2011), I was involved in disseminating daily, accurate information to internal audiences and the public through various digital platform technologies including news, social media, and organizational communication channels (email, website, Intranet, conference calls, news conferences, so on), which helped to contribute to the overall well-being, education, and safety of citizens, and employees. Any mistruths would have a negative effect on how seriously people would take any information they received from police. This could also impact the effectiveness of educational school programs such as the D.A.R.E. program.
It is not unusual for fake news to escalate during a time of crisis. During the flood of 2013 in a southern Alberta city, I was employed as a Public Affairs Manager, and I noted that disinformation would flare up and hinder efforts to have the public follow safety instructions. Our approach was to correct and address any mistruths as soon as possible to prevent their further spread. Some disinformation was centred on the actual importance of having a 72-hour emergency preparedness kit. Some fake information resulted in people doubting its importance, leaving them vulnerable to not being properly prepared to survive the situation. Any type of mistruth only serves to work against emergency services personnel, who only have the health and safety of the public in mind.
A more recent example is based on my participatory role and perspective regarding the communications process at a post-secondary institution during the COVID-19 outbreak from the period of January-March 31, 2020. As the senior manager of media and issues management, I led an effort to establish the trusted communications channels to share relevant and timely informational updates with the campus community and to help prevent the spread of disinformation. I prepared a communications plan with tactics and specific communications drafted in conjunction with executives and teammates in various departments during the early risk communications phase and in advance of COVID-19 being declared a pandemic by the WHO. The plan was fluid and adaptable to audience needs as the outbreak became a crisis; this included the creation of a central hub of factual information and relevant links by colleagues (a COVID-19 themed website). To help mitigate fake news, an institution needs to provide strong and consistent internal and external communications, including the news media.
In this digital age, the use of social media has also amplified the amount of information being shared in general during the worldwide pandemic. Dr. Peter Chow-White aptly described its impact in the Saanich News : “social contagion operates very similarly to viral contagion; there is a network effect, and social media amplifies this” (Mclachlan, 2020). Additionally, Powers & Kounalakis (2017) support research findings that indicate people are actually relying on digital platforms like Twitter and Facebook for their news. This increases the “level of exposure they have to a multitude of sources and stories” (p. 4). More importantly, Rheingold (2012) suggests that people need to learn how to participate effectively online to help reduce the spread of disinformation.
Tips to Detect Fake News
My own experience and research suggest a solution to help safeguard and protect against fake news. I have developed a simple process to verify the information one encounters via social media and news media circles (Figure 9.1).
Individuals can also create an easy-to-follow chart based on the above themes in a word document, PDF or Excel format. This information is meant to help guide people as they identify, track and assess fake news.
Effective Communications Process During a Pandemic
Equally important for organizations and professional communicators is to have a strategy in place prior to and during a time of crisis to provide a source of credible information and to also protect against disinformation. This new eight-step model is informed by action research, my personal industry experience, digital technology, creativity, design principles, and best practices. This process can help to offer guidance during the planning process (risk and crisis situations).
Ethical Considerations
From a broader perspective, the onus of responsibility in mitigating the proliferation of fake news requires a complementary effort by a variety of end-users of technology. A study conducted by Gabielkov et al. (2016) reveals that many people share links on Twitter without reading the information first: “out of 10 articles mentioned on Twitter, 6 typically on niche topics are never clicked” (p. 8). This influences what information gets circulated. Moreover, in 2017, the news site The Science Post published a block of “lorem ipsum” text. According to Dewey (2017), “nearly 46,000 people shared the post without reading past the headline.” This is a concerning trend, as the speed at which people can now create and distribute information globally is unprecedented. The chain reaction cause and effect of fake news as depicted in Figure 9.4 is far-reaching.
A closer analysis of the ‘typical’ key players involved in creating and sharing information highlights the ethical challenges for these groups. In table 9.1 , ethical highways for consideration, are based on Farrow’s normative theory (2016).
| Group | Influencer or Impacted | Normative Theory |
|---|---|---|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Conclusion
Impact on Education
There are many positive societal implications associated with widespread access to and use of digital technology and platforms. However, some individuals cross the line with their messaging, and, as a result, fake news can go viral very quickly. These actions have impactful ramifications on education — especially for knowledge-seekers scouring online for references and various learning resources. Educators, organizations, and journalists, among others, have a common desire to inform and educate, and to provide factual and helpful information on a variety of topics. One researcher has signified the importance of this, while also recognizing the associated ethical challenges. In his article A Framework for the Ethics of Open Education, Farrow (2016) offers the following insight: “as openness increasingly enters the mainstream, there is concern that the more radical ethical aspirations of the open movement are becoming secondary” (p. 94).
Action research provides the opportunity to link theory and practice. In my experience, utilizing this approach to prepare a risk/crisis communications plan is more effective than using the ‘traditional’ public relations method. The key research steps of planning, acting, observing, and reflecting (McNiff, 2014) offers a pragmatic yet theoretically based and informed approach to strategic preparations. Moreover, when innovating possible solutions, it is equally important to incorporate a design thinking process such as Ostrom’s design principles (Rheingold, 2012) in a way that is also applicable and relevant in real-world contexts (Kelly, 2016). The constant cycling method of action research provides regular opportunities to help finetune even the most complex business practices.
Moreover, adopting a relatively new mindset in the field of crisis communications, namely “creative readiness” (Fichet, 2018), was also beneficial to me as a professional communicator. Fichet (2018) describes this approach as “improvising in acute situations based on creativity and earlier experiences” (p.34). The ability to respond more creatively as a particular crisis unfolds is a helpful strategy and can provide another way to mitigate falsehoods and to protect an organization’s reputation.
Rheingold (2012) reminds us that when we are navigating in the digital world, the onus of being responsible and ethical end users is something we should not take for granted. Everything we write, say, or do via social media platforms quickly becomes a part of the bigger picture: “if you tag, favourite, comment, Wiki edit, curate or blog, you are already part of the web’s collective intelligence” (Rheingold, 2012, p. 148). But unfortunately, presently, and in the amount of time it takes to ‘post’ or hit ‘send,’ most people are already being negatively impacted by falsehoods being presented as facts.
Herein lies the importance of being able to appropriately detect fact from fiction when it comes to what we hear or view on the news or via social media circles. A proliferation of mistruths online will only serve to cast doubt on the credibility of information available to learners from K-12 to post-secondary, potentially resulting in a host of other issues. Regan & Jesse (2018) raise the importance of addressing ethical issues initiated by a spike in the use of edtech and big data in school systems. There is certainly a need for more research in this area, as we still have much to learn. The big question moving forward is what else can we do to more effectively navigate and protect ourselves against fake news while reaping the learning benefits of digital technology in our ever-evolving digital climate.
References
Baly, R., Karadzhov, G., Alexandrov, D., Glass, J., & Nakov, P. (2018). Predicting factuality of reporting and bias of news media sources [Conference session]. Proceedings of the 2018 Conference on Empirical Methods in Natural Language Processing, Brussels, Belgium. https://www.doi.org/10.18653/v1/D18-1389
CBC News. (2019a, July 5). So, you think you’ve spotted some ‘fake news’ — now what. CBC. https://www.cbc.ca/news/technology/fake-news-disinformation-propaganda-internet-1.5196964
Charlton, E. (2019, March 6). Fake news: What it is, and how to spot it . World Economic Forum. https://www.weforum.org/agenda/2019/03/fake-news-what-it-is-and-how-to-spot-it/
Cybenko, A. K., & Cybenko, G. (2018). AI and fake news. IEEE Intelligent Systems, 33 (5), 1-5. https://doi.org/10.1109/mis.2018.2877280
Dewey, C. (2016, June 17). 6 in 10 of you will share this link without reading it. NDTV. https://www.ndtv.com/offbeat/6-in-10-of-you-will-share-this-link-without-reading-it-a-new-depressing-study-says-1420091
Dulhanty, C., Deglint, J. L., Daya, I. B., & Wong, A., (2019, November 27). Taking a stance on fake news: Towards automatic disinformation assessment via deep bidirectional transformer language models for stance detection [Conference session]. AI for Social Good Workshop at NeurIPS 2019. https://arxiv.org/abs/1911.11951
Farrow, R. (2016). A framework for the ethics of open education. Open Praxis, 8 (2), 93-109. https://doi.org/10.5944/openpraxis.8.2.291
Fearn-Banks, K. (2016). Crisis communications: A casebook approach . Taylor & Francis Group.
Fichet, E. S. (2018). Creativity readiness in crisis communications: How crisis communicators’ ability to be creative is impacted at the individual, work team, and organizational levels (Publication No. 10831554) [Doctoral dissertation, University of Washington]. ProQuest Dissertations and Theses Global.
Gabielkov, M., Ramachandran, A., Chaintreau, A., & Legout, A. (2016). Social clicks: What and who gets read on Twitter?. ACM SIGMETRICS Performance Evaluation Review , 44 (1), 179-192. https://doi.org/10.1145/2964791.2901462
Garcia, R.T, (2020, March 20). As Brazil confronts coronavirus, Bolsonaro and his supporters peddle fake news. Quillette . https://quillette.com/2020/03/20/as-brazil-confronts-coronavirus-bolsonaro-and-his-supporters-peddle-fake-news/
Holmes, A. (2020, March 10). A coronavirus fake news ‘infodemic’ is spreading online faster than tech companies’ ability to quash it. Business Insider . https://www.businessinsider.com/tech-companies-and-governments-are-fighting-coronavirus-fake-news-2020-3
Jacobson, L. (2017, October 24). Schools fight spread of ‘fake news’ through news literacy lessons . K-12 Dive . https://www.educationdive.com/news/schools-fight-spread-of-fake-news-through-news-literacy-lessons/507057/
Kelly, R. W. (2016). Creative development: Transforming education through design thinking, innovation, and invention. Brush Education Inc.
Manzini, E. (2015). Design, when everybody designs: An introduction to design for social innovation. MIT Press.
McLauchlan, P., & Wadhwani, A. (2020, March 29). Social media a blessing and a curse during time of crisis. Cloverdale Reporter. https://www.cloverdalereporter.com/news/social-media-a-blessing-and-a-curse-during-time-of-crisis-b-c-communication-expert/
McNiff, J. (2014). Writing and doing action research . Sage Publications Ltd.
Media Bias Facts Check. (n.d). Search and learn the bias of news media. https://mediabiasfactcheck.com/
Organization for Security and Co-operation in Europe. (2017). Joint declaration on freedom of expression and “fake news”, disinformation and propaganda. OSCE. https://www.osce.org/fom/302796
Regan, P. M., & Jesse, J. (2018). Ethical challenges of edtech, big data and personalized learning: Twenty-first century student sorting and tracking. Ethics and Information Technology, 21 (3), 167-179. https://doi.org/10.1007/s10676-018-9492-2
Rheingold, H. (2012). Crap detection 101: How to find what you need to know, and decide if it’s true. In Net Smart: How to Thrive Online (pp. 77-111). MIT Press. https://ieeexplore-ieee-org.ezproxy.lib.ucalgary.ca/servlet/opac?bknumber=6757883
Reality Check Team. (2020, March 13). Coronavirus: What misinformation has spread in Africa? BBC News. https://www.bbc.com/news/world-africa-51710617
Telg, R. (2018). Risk and crisis communication: When things go wrong. University of Florida IFAS Extension. https://edis.ifas.ufl.edu/wc093
Tworek, H. (2019). News from Germany: The competition to control world communications, 1900–1945 . Cambridge, Massachusetts; London, England: Harvard University Press. www.jstor.org/stable/j.ctvckq588
University of Waterloo. (2019, December 16). New tool uses AI to flag fake news for media fact-checkers. ScienceDaily. www.sciencedaily.com/releases/2019/12/191216122422.htm
Vosoughi, S., Roy, D., & Aral, S. (2018). The spread of true and false news online. Science, 359 (6380), 1146-1151. https//doi.org/10.1126/science.aap9559
Watters, A. (2017). Education technology and ‘fake news’. Hacker Education. http://hackeducation.com/2017/12/02/top-ed-tech-trends-fake-news
World Health Organization. (2020). Managing the COVID-19 infodemic: Call for action . https://www.who.int/publications/i/item/9789240010314
Zarocostas, J. (2020). How to fight an infodemic. The Lancet, 395 (10225), 676. https://doi.org/10.1016/S0140-6736(20)30461-X
Media Attributions
- Figure 9.1 Five-step source assessment process for fake news © Dean Parthenis is licensed under a CC BY (Attribution) license
- Figure 9.2 Source assessment matrix tool © Dean Parthenis is licensed under a CC BY (Attribution) license
- Figure 9.3 Eight-step communications process for risk and crisis situations © Dean Parthenis is licensed under a CC BY (Attribution) license
- Figure 9.4 Chain reaction cause and effect of fake news © Dean Parthenis is licensed under a CC BY (Attribution) license


9.19: The Centaurs- Are they Asteroids or Comets?
In the past few years, astronomers were closely observing asteroids that had characteristics of comets, and comets, which seemed more like asteroids. Astronomers determined they had found a new group of objects: the Centaurs. These objects are named after the mythological beings that were a mixture of human and horse. Centaurs behave with characteristics of both asteroids and comets; the formerly clean line between comets and asteroids was gone.
It is thought that perhaps 44,000 centaurs exist. Most centaurs have been found between Jupiter and Neptune, crossing the orbit or orbits of one of the Gas Giants. Several varying characteristics have been observed with identified centaurs being studied. What has been found so far is water ice on their surfaces, exhibiting comet-like tails, and the fundamental make-up of asteroids and not comets. There may be some relation between the centaurs and the Kuiper Belt Objects.
Probable the most notable centaur is Chiron ; an approximately 110-kilometer-wide object that displays characteristics of both an asteroid and the nucleus of Halley’s Comet. Saturn’s moon Phoebe might be a captured centaur. No confirmed centaur has been photographed up close.


4.5: Other Paradigms of Diversity
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In the design of online learning environment it is not only the diversity among people which is of utmost importance it is also the diversity among available resources and technologies, subject area, methods of assessment, and capabilities of both faculty and students to handle the technologies and their expectations from each other and from the course (Bhattacharya and Jorgensen, 2006).
In reality all the parameters or aspects of diversity are intermingled and intertwined with each other. The ideas or solutions can not be presented as stand-alone to address a single aspect of diversity; they are as complex and interlinked as a kaleidoscope, with the pieces connected to all the other pieces and to the whole. They interact with one another, and in that interaction change the dynamics. Make one small twist on the kaleidoscope, and the pieces shift into another pattern (Thomas and Woodruff, 1999). Therefore knowledge about diversity and the related issues are useful for developing online learning environments, but are not enough to design courses which will suit individual needs, expectations, interests, and so on. There are definitely no simple solutions or ideal conditions for designing online courses to address the issues of diversity.
In the following section we have identified some of the design principles for creating online learning environments to cater to diversity and discussed some of the innovations we have tried in this regard. Our motto is to “address diversity through variety”.


5.4: Decimal Operations (Part 2)
Divide Decimals
Just as with multiplication, division of decimals is very much like dividing whole numbers. We just have to figure out where the decimal point must be placed.
To understand decimal division, let’s consider the multiplication problem
\[(0.2)(4) = 0.8\]
Remember, a multiplication problem can be rephrased as a division problem. So we can write 0.8 ÷ 4 = 0.2 We can think of this as “If we divide 8 tenths into four groups, how many are in each group?” Figure \(\PageIndex{1}\) shows that there are four groups of two-tenths in eight-tenths. So 0.8 ÷ 4 = 0.2.
Figure \(\PageIndex{1}\)
Using long division notation, we would write
Notice that the decimal point in the quotient is directly above the decimal point in the dividend.
To divide a decimal by a whole number, we place the decimal point in the quotient above the decimal point in the dividend and then divide as usual. Sometimes we need to use extra zeros at the end of the dividend to keep dividing until there is no remainder.
Step 1. Write as long division, placing the decimal point in the quotient above the decimal point in the dividend.
Step 2. Divide as usual.
Divide: 0.12 ÷ 3.
Solution
| Write as long division, placing the decimal point in the quotient above the decimal point in the dividend. | |
| Divide as usual. Since 3 does not go into 0 or 1 we use zeros as placeholders. |
0.12 ÷ 3 = 0.04
Divide: 0.28 ÷ 4.
- Answer
-
\(0.07\)
Divide: 0.56 ÷ 7.
- Answer
-
\(0.08\)
In everyday life, we divide whole numbers into decimals—money—to find the price of one item. For example, suppose a case of 24 water bottles cost $3.99. To find the price per water bottle, we would divide $3.99 by 24, and round the answer to the nearest cent (hundredth).
Divide: $3.99 ÷ 24.
Solution
| Place the decimal point in the quotient above the decimal point in the dividend. | |
| Divide as usual. When do we stop? Since this division involves money, we round it to the nearest cent (hundredth). To do this, we must carry the division to the thousandths place. | |
| Round to the nearest cent. | $$ $0.166 \approx $0.17$$ |
$3.99 ÷ 24 ≈ $0.17
This means the price per bottle is 17 cents.
Divide: $6.99 ÷ 36.
- Answer
-
\($0.19\)
Divide: $4.99 ÷ 12.
- Answer
-
\($0.42\)
Divide a Decimal by Another Decimal
So far, we have divided a decimal by a whole number. What happens when we divide a decimal by another decimal? Let’s look at the same multiplication problem we looked at earlier, but in a different way.
\[(0.2)(4) = 0.8\]
Remember, again, that a multiplication problem can be rephrased as a division problem. This time we ask, “Ho w many times does 0.2 go into 0.8?” Because (0.2)(4) = 0.8, we can say that 0.2 goes into 0.8 four times. This means that 0.8 divided by 0.2 is 4.
\[0.8 \div 0.2 = 4\]
We would get the same answer, 4, if we divide 8 by 2, both whole numbers. Why is this so? Let’s think about the division problem as a fraction.
\[\dfrac{0.8}{0.2}\]
\[\dfrac{(0.8)10}{(0.2)10}\]
\[\dfrac{8}{2}\]
\[4\]
We multiplied the numerator and denominator by 10 and ended up just dividing 8 by 2. To divide decimals, we multiply both the numerator and denominator by the same power of 10 to make the denominator a whole number. Because of the Equivalent Fractions Property, we haven’t changed the value of the fraction. The effect is to move the decimal points in the numerator and denominator the same number of places to the right.
We use the rules for dividing positive and negative numbers with decimals, too. When dividing signed decimals, first determine the sign of the quotient and then divide as if the numbers were both positive. Finally, write the quotient with the appropriate sign. It may help to review the vocabulary for division:
Step 1. Determine the sign of the quotient.
Step 2. Make the divisor a whole number by moving the decimal point all the way to the right. Move the decimal point in the dividend the same number of places to the right, writing zeros as needed.
Step 3. Divide. Place the decimal point in the quotient above the decimal point in the dividend.
Step 4. Write the quotient with the appropriate sign.
Divide: −2.89 ÷ (3.4).
Solution
| Determine the sign of the quotient. | The quotient will be negative. |
| Make the divisor the whole number by 'moving' the decimal point all the way to the right. 'Move' the decimal point in the dividend the same number of places to the right. | |
| Divide. Place the decimal point in the quotient above the decimal point in the dividend. Add zeros as needed until the remainder is zero. | |
| Write the quotient with the appropriate sign. | −2.89 ÷ (3.4) = −0.85 |
Divide: −1.989 ÷ 5.1.
- Answer
-
\(-0.39\)
Divide: −2.04 ÷ 5.1.
- Answer
-
\(-0.4\)
Divide: −25.65 ÷ (−0.06).
Solution
| The signs are the same. | The quotient is positive. |
| Make the divisor a whole number by 'moving' the decimal point all the way to the right. 'Move' the decimal point in the dividend the same number of places. | |
| Divide. Place the decimal point in the quotient above the decimal point in the dividend. | |
| Write the quotient with the appropriate sign. | −25.65 ÷ (−0.06) = 427.5 |
Divide: −23.492 ÷ (−0.04).
- Answer
-
\(587.3\)
Divide: −4.11 ÷ (−0.12).
- Answer
-
\(34.25\)
Now we will divide a whole number by a decimal number.
Divide: 4 ÷ (0.05).
Solution
| The signs are the same. | The quotient is positive. |
| Make the divisor a whole number by 'moving' the decimal point all the way to the right. Move the decimal point in the dividend the same number of places, adding zeros as needed. | |
| Divide. Place the decimal point in the quotient above the decimal point in the dividend. | |
| Write the quotient with the appropriate sign. | 4 ÷ 0.05 = 80 |
We can relate this example to money. How many nickels are there in four dollars? Because 4 ÷ 0.05 = 80, there are 80 nickels in $4.
Divide: 6 ÷ 0.03.
- Answer
-
\(200\)
Divide: 7 ÷ 0.02
- Answer
-
\(350\)
Use Decimals in Money Applications
We often apply decimals in real life, and most of the applications involving money. The Strategy for Applications we used in The Language of Algebra gives us a plan to follow to help find the answer. Take a moment to review that strategy now.
- Identify what you are asked to find.
- Write a phrase that gives the information to find it.
- Translate the phrase to an expression.
- Simplify the expression.
- Answer the question with a complete sentence.
Paul received $50 for his birthday. He spent $31.64 on a video game. How much of Paul’s birthday money was left?
Solution
| What are you asked to find? | How much did Paul have left? |
| Write a phrase. | $50 less $31.64 |
| Translate. | 50 − 31.64 |
| Simplify. | 18.36 |
| Write a sentence. | Paul has $18.36 left. |
Nicole earned $35 for babysitting her cousins, then went to the bookstore and spent $18.48 on books and coffee. How much of her babysitting money was left?
- Answer
-
\($16.52\)
Amber bought a pair of shoes for $24.75 and a purse for $36.90. The sales tax was $4.32. How much did Amber spend?
- Answer
-
\($65.97\)
Jessie put 8 gallons of gas in her car. One gallon of gas costs $3.529. How much does Jessie owe for the gas? (Round the answer to the nearest cent.)
Solution
| What are you asked to find? | How much did Jessie owe for all the gas? |
| Write a phrase. | 8 times the cost of one gallon of gas |
| Translate. | 8($3.529) |
| Simplify. | $28.232 |
| Round to the nearest cent. | $28.23 |
| Write a sentence. | Jessie owes $28.23 for her gas purchase. |
Hector put 13 gallons of gas into his car. One gallon of gas costs $3.175. How much did Hector owe for the gas? Round to the nearest cent.
- Answer
-
\($41.28\)
Christopher bought 5 pizzas for the team. Each pizza cost $9.75. How much did all the pizzas cost?
- Answer
-
\($48.75\)
Four friends went out for dinner. They shared a large pizza and a pitcher of soda. The total cost of their dinner was $31.76. If they divide the cost equally, how much should each friend pay?
Solution
| What are you asked to find? | How much should each friend pay? |
| Write a phrase. | $31.76 divided equally among the four friends. |
| Translate to an expression. | $31.76 ÷ 4 |
| Simplify. | $7.94 |
| Write a sentence. | Each friend should pay $7.94 for his share of the dinner. |
Six friends went out for dinner. The total cost of their dinner was $92.82. If they divide the bill equally, how much should each friend pay?
- Answer
-
\($15.47\)
Chad worked 40 hours last week and his paycheck was $570. How much does he earn per hour?
- Answer
-
\($14.25\)
Be careful to follow the order of operations in the next example. Remember to multiply before you add.
Marla buys 6 bananas that cost $0.22 each and 4 oranges that cost $0.49 each. How much is the total cost of the fruit?
Solution
| What are you asked to find? | How much is the total cost of the fruit? |
| Write a phrase. | 6 times the cost of each banana plus 4 times the cost of each orange |
| Translate to an expression. | 6($0.22) + 4($0.49) |
| Simplify. | $1.32 + $1.96 |
| Add. | $3.28 |
| Write a sentence. | Marla's total cost for the fruit is $3.28. |
Suzanne buys 3 cans of beans that cost $0.75 each and 6 cans of corn that cost $0.62 each. How much is the total cost of these groceries?
- Answer
-
\($5.97\)
Lydia bought movie tickets for the family. She bought two adult tickets for $9.50 each and four children’s tickets for $6.00 each. How much did the tickets cost Lydia in all?
- Answer
-
\($43.00\)
Adding and Subtracting Decimals
Multiplying Decimals
Multiplying by Powers of Ten
Dividing Decimals
Dividing by Powers of Ten
Practice Makes Perfect
Add and Subtract Decimals
In the following exercises, add or subtract.
- 16.92 + 7.56
- 18.37 + 9.36
- 256.37 − 85.49
- 248.25 − 91.29
- 21.76 − 30.99
- 15.35 − 20.88
- 37.5 + 12.23
- 38.6 + 13.67
- −16.53 − 24.38
- −19.47 − 32.58
- −38.69 + 31.47
- −29.83 + 19.76
- −4.2 + (− 9.3)
- −8.6 + (− 8.6)
- 100 − 64.2
- 100 − 65.83
- 72.5 − 100
- 86.2 − 100
- 15 + 0.73
- 27 + 0.87
- 2.51 + 40
- 9.38 + 60
- 91.75 − (− 10.462)
- 94.69 − (− 12.678)
- 55.01 − 3.7
- 59.08 − 4.6
- 2.51 − 7.4
- 3.84 − 6.1
Multiply Decimals
In the following exercises, multiply.
- (0.3)(0.4)
- (0.6)(0.7)
- (0.24)(0.6)
- (0.81)(0.3)
- (5.9)(7.12)
- (2.3)(9.41)
- (8.52)(3.14)
- (5.32)(4.86)
- (−4.3)(2.71)
- (− 8.5)(1.69)
- (−5.18)(− 65.23)
- (− 9.16)(− 68.34)
- (0.09)(24.78)
- (0.04)(36.89)
- (0.06)(21.75)
- (0.08)(52.45)
- (9.24)(10)
- (6.531)(10)
- (55.2)(1,000)
- (99.4)(1,000)
Divide Decimals
In the following exercises, divide.
- 0.15 ÷ 5
- 0.27 ÷ 3
- 4.75 ÷ 25
- 12.04 ÷ 43
- $8.49 ÷ 12
- $16.99 ÷ 9
- $117.25 ÷ 48
- $109.24 ÷ 36
- 0.6 ÷ 0.2
- 0.8 ÷ 0.4
- 1.44 ÷ (− 0.3)
- 1.25 ÷ (− 0.5)
- −1.75 ÷ (− 0.05)
- −1.15 ÷ (− 0.05)
- 5.2 ÷ 2.5
- 6.5 ÷ 3.25
- 12 ÷ 0.08
- 5 ÷ 0.04
- 11 ÷ 0.55
- 14 ÷ 0.35
Mixed Practice
In the following exercises, simplify.
- 6(12.4 − 9.2)
- 3(15.7 − 8.6)
- 24(0.5) + (0.3) 2
- 35(0.2) + (0.9) 2
- 1.15(26.83 + 1.61)
- 1.18(46.22 + 3.71)
- $45 + 0.08($45)
- $63 + 0.18($63)
- 18 ÷ (0.75 + 0.15)
- 27 ÷ (0.55 + 0.35)
- (1.43 + 0.27) ÷ (0.9 − 0.05)
- (1.5 − 0.06) ÷ (0.12 + 0.24)
- [$75.42 + 0.18($75.42)] ÷ 5
- [$56.31 + 0.22($56.31)] ÷ 4
Use Decimals in Money Applications
In the following exercises, use the strategy for applications to solve.
- Spending money Brenda got $40 from the ATM. She spent $15.11 on a pair of earrings. How much money did she have left?
- Spending money Marissa found $20 in her pocket. She spent $4.82 on a smoothie. How much of the $20 did she have left?
- Shopping Adam bought a t-shirt for $18.49 and a book for $8.92 The sales tax was $1.65. How much did Adam spend?
- Restaurant Roberto’s restaurant bill was $20.45 for the entrée and $3.15 for the drink. He left a $4.40 tip. How much did Roberto spend?
- Coupon Emily bought a box of cereal that cost $4.29. She had a coupon for $0.55 off, and the store doubled the coupon. How much did she pay for the box of cereal?
- Coupon Diana bought a can of coffee that cost $7.99. She had a coupon for $0.75 off, and the store doubled the coupon. How much did she pay for the can of coffee?
- Diet Leo took part in a diet program. He weighed 190 pounds at the start of the program. During the first week, he lost 4.3 pounds. During the second week, he had lost 2.8 pounds. The third week, he gained 0.7 pounds. The fourth week, he lost 1.9 pounds. What did Leo weigh at the end of the fourth week?
- Snowpack On April 1, the snowpack at the ski resort was 4 meters deep, but the next few days were very warm. By April 5, the snow depth was 1.6 meters less. On April 8, it snowed and added 2.1 meters of snow. What was the total depth of the snow?
- Coffee Noriko bought 4 coffees for herself and her coworkers. Each coffee was $3.75. How much did she pay for all the coffees?
- Subway Fare Arianna spends $4.50 per day on subway fare. Last week she rode the subway 6 days. How much did she spend for the subway fares? 187. Income Mayra earns $9.25 per hour. Last week she worked 32 hours. How much did she earn?
- Income Peter earns $8.75 per hour. Last week he worked 19 hours. How much did he earn?
- Hourly Wage Alan got his first paycheck from his new job. He worked 30 hours and earned $382.50. How much does he earn per hour?
- Hourly Wage Maria got her first paycheck from her new job. She worked 25 hours and earned $362.50. How much does she earn per hour?
- Restaurant Jeannette and her friends love to order mud pie at their favorite restaurant. They always share just one piece of pie among themselves. With tax and tip, the total cost is $6.00. How much does each girl pay if the total number sharing the mud pie is (a) 2? (b) 3? (c) 4? (d) 5? (e) 6?
- Pizza Alex and his friends go out for pizza and video games once a week. They share the cost of a $15.60 pizza equally. How much does each person pay if the total number sharing the pizza is (a) 2? (b) 3? (c) 4? (d) 5? (e) 6?
- Fast Food At their favorite fast food restaurant, the Carlson family orders 4 burgers that cost $3.29 each and 2 orders of fries at $2.74 each. What is the total cost of the order?
- Home Goods Chelsea needs towels to take with her to college. She buys 2 bath towels that cost $9.99 each and 6 washcloths that cost $2.99 each. What is the total cost for the bath towels and washcloths?
- Zoo The Lewis and Chousmith families are planning to go to the zoo together. Adult tickets cost $29.95 and children’s tickets cost $19.95. What will the total cost be for 4 adults and 7 children?
- Ice Skating Jasmine wants to have her birthday party at the local ice skating rink. It will cost $8.25 per child and $12.95 per adult. What will the total cost be for 12 children and 3 adults?
Everyday Math
- Paycheck Annie has two jobs. She gets paid $14.04 per hour for tutoring at City College and $8.75 per hour at a coffee shop. Last week she tutored for 8 hours and worked at the coffee shop for 15 hours. (a) How much did she earn? (b) If she had worked all 23 hours as a tutor instead of working both jobs, how much more would she have earned?
- Paycheck Jake has two jobs. He gets paid $7.95 per hour at the college cafeteria and $20.25 at the art gallery. Last week he worked 12 hours at the cafeteria and 5 hours at the art gallery. (a) How much did he earn? (b) If he had worked all 17 hours at the art gallery instead of working both jobs, how much more would he have earned?
Writing Exercises
- In the 2010 winter Olympics, two skiers took the silver and bronze medals in the Men's Super-G ski event. The silver medalist's time was 1 minute 30.62 seconds and bronze medalist's time was 1 minute 30.65 seconds. Whose time was faster? Find the difference in their times and then write the name of that decimal.
- Find the quotient of 0.12 ÷ 0.04 and explain in words all the steps taken.
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
(b) After reviewing this checklist, what will you do to become confident for all objectives?
Contributors and Attributions
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Lynn Marecek (Santa Ana College) and MaryAnne Anthony-Smith (Formerly of Santa Ana College). This content is licensed under Creative Commons Attribution License v4.0 "Download for free at<EMAIL_ADDRESS>."


11: Geometric Optics and Image Formation
This chapter introduces the major ideas of geometric optics, which describe the formation of images due to reflection and refraction. It is called “geometric” optics because the images can be characterized using geometric constructions, such as ray diagrams. We have seen that visible light is an electromagnetic wave; however, its wave nature becomes evident only when light interacts with objects with dimensions comparable to the wavelength (about 500 nm for visible light). Therefore, the laws of geometric optics only apply to light interacting with objects much larger than the wavelength of the light.
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- 11.1: Prelude to Geometric Optics and Image Formation
- loud Gate is a public sculpture by Anish Kapoor located in Millennium Park in Chicago. Its stainless steel plates reflect and distort images around it, including the Chicago skyline. Dedicated in 2006, it has become a popular tourist attraction, illustrating how art can use the principles of physical optics to startle and entertain.
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- 11.2: Images Formed by Plane Mirrors
- The law of reflection tells us that the angle of incidence is the same as the angle of reflection. A plane mirror always forms a virtual image (behind the mirror). The image and object are the same distance from a flat mirror, the image size is the same as the object size, and the image is upright.
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- 11.3: Spherical Mirrors
- Spherical mirrors may be concave (converging) or convex (diverging). The focal length of a spherical mirror is one-half of its radius of curvature: \(f = \frac{R}{2}\).  Spherical aberration occurs for spherical mirrors but not parabolic mirrors; comatic aberration occurs for both types of mirrors.
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- 11.4: Images Formed by Refraction
- When an object is observed through a plane interface between two media, then it appears at an apparent distance hi that differs from the actual distance \(h_0\): \(h_i = \left(\frac{n_2}{n_1}\right)h_0\). An image is formed by the refraction of light at a spherical interface between two media of indices of refraction n1 and \(n_2\). Image distance depends on the radius of curvature of the interface, location of the object, and the indices of refraction of the media.
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- 11.5: Thin Lenses
- Two types of lenses are possible: converging and diverging. A lens that causes light rays to bend toward (away from) its optical axis is a converging (diverging) lens. By the end of this section, you will be able to use ray diagrams to locate and describe the image formed by a lens and employ the thin-lens equation to describe and locate the image formed by a lens.
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- 11.8: The Simple Magnifier
- A simple magnifier is a converging lens and produces a magnified virtual image of an object located within the focal length of the lens. The magnification of an image when observed by the eye is the angular magnification M, which is defined by the ratio of the angle \(θ_{image}\) subtended by the image to the angle \(θ_{object}\) subtended by the object.
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- 11.9: Microscopes and Telescopes
- Many optical devices contain more than a single lens or mirror. These are analyzed by considering each element sequentially. The image formed by the first is the object for the second, and so on. The same ray-tracing and thin-lens techniques developed in the previous sections apply to each lens element. The overall magnification of a multiple-element system is the product of the linear magnifications of its individual elements times the angular magnification of the eyepiece.
Thumbnail: Rays reflected by a convex spherical mirror: Incident rays of light parallel to the optical axis are reflected from a convex spherical mirror and seem to originate from a well-defined focal point at focal distance f on the opposite side of the mirror. The focal point is virtual because no real rays pass through it.
Contributors and Attributions
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Samuel J. Ling (Truman State University), Jeff Sanny (Loyola Marymount University), and Bill Moebs with many contributing authors. This work is licensed by OpenStax University Physics under a Creative Commons Attribution License (by 4.0) .


19.5: Notes
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- Allison Perlman
- University of California Press
1 Alex Nogales, interviewed by Allison Perlman, July 10, 2013, offices of National Hispanic Media Coalition, Pasadena, CA.
2 Philip Napoli makes this very point in his wide-ranging overview of media advocacy scholarship. See Philip Napoli, “Public Interest Media Advocacy and Activism as a Social Movement,” Communication Yearbook 33 (2009): 394–401.
3 Hortense Powdermaker, Hollywood: The Dream Factory (New York: Grosset & Dunlap, 1950); Leo Rosten, Hollywood: The Movie Colony, the Movie Makers (New York: Harcourt Brace, 1941); Thomas Schatz, The Genius of the System: Hollywood Filmmaking in the Studio Era (New York: Pantheon Books, 1988); Todd Gitlin, Inside Prime Time (New York: Pantheon Books, 1983); Horace Newcomb and Robert S. Alley, The Producer’s Medium: Conversations with Creators of American TV (New York: Oxford University Press, 1983).
4 John Caldwell, Production Culture: Industrial Reflexivity and Critical Practice in Film and Television (Durham, NC: Duke University Press, 2008).
5 Vicki Mayer, Below the Line: Producers and Production Studies in the New Television Economy (Durham, NC: Duke University Press, 2011).
6 Seeta Peña Gangadharan, “Public Participation and Agency Discretion in Rulemaking at the Federal Communications Commission,” Journal of Communication Inquiry 33 (2009): 337–353.
7 Becky Lentz and Allison Perlman, “Media Advocacy Practice Produces Media Policy Literacy,” presentation at the International Communication Association Annual Meeting, Seattle, Washington, May 25, 2014.
8 The NHMC, for example, in 1988 filed four petitions against stations in Los Angeles, and in 1989 went after WNET in New York for low levels of Latino employment. See Victor Valle, “Latino Group Challenges TV Licenses,” Los Angeles Times , November 2, 1988, 1; Victor Valle, “Latino Coalition’s Bid For KTTV: Full Assault, Long Odds,” Los Angeles Times, November 10, 1988, H1, H13; Victor Valle, “Latinas/os Claim Job Bias at KCBS,” Los Angeles Times , December 31, 1986, J1, J2; “NHMC Signs Landmark Agreement with KABC-TV,” press release, November 11, 1993, Box 7, Folder 1, Papers of the National Hispanic Media Coalition, University of California, Los Angeles (hereafter NHMC Papers).
9 For documents relating to the Disney boycott, see Box 33, Folders 1–2, NHMC; for a discussion of the struggles of Spanish language broadcasting, see Allison Perlman, Public Interests: Media Advocacy and the Struggles over U.S. Television (New Brunswick, NJ: Rutgers University Press, forthcoming), chapter 6.
10 Notice of Appeal, NHMC v. FCC , filed October 20, 1992; Notion of Intention to Intervene, NHMC v. FCC , filed November 5, 1992, Box 32, Folder 2; Settlement Agreement, Entered into Between National Hispanic Media Coalition and the Univision Television Group, Inc., May 20, 1994; Letter from Enrique Baray to Armando Durón, October 18, 1995, Box 31, Folder 3, NHMC Papers.
11 Jessica Gonzalez, interviewed by Allison Perlman, April 17, 2014, offices of National Hispanic Media Coalition, Pasadena, CA.
12 Interview with Nogales; Electronic Filing, Correction to Ex Parte Presentation Letters, filed by Jessica Gonzalez, September 21, 2010, http://apps.fcc.gov/ecfs/comment/view?id=6016055968 . See the letter to Genachowski outlining the terms of the MOU, http://apps.fcc.gov/ecfs/comment/view?id=6015694189 .
13 Greg Braxton, “A White, White World on TV’s Fall Schedule,” Los Angeles Times , May 28, 1999, 1.
14 Interview with Nogales; Greg Braxton, “Groups Join to Protest Exclusion, Television: Coalition Forms in Response to the Absence of Minorities on New Shows in Prime Time This Fall,” Los Angeles Times , June 25, 1999, 1; Paul Bernstein and Michael Schneider, “NAACP, NBC Reach Pact,” Daily Variety , January 6, 2000, 1; Lisa de Moraes, “TV Networks Adding Some Color For Fall: New Minority Roles Receive Little Applause,” Washington Post , May 21, 2000, A01.
15 Interview with Nogales.
16 Letter to Chairman Genachowski from Benjamin Todd Jealous, Marc H. Morial, and Rev. Al Sharpton, December 16, 2010, http://apps.fcc.gov/ecfs/comment/view?id=6016064629 ; Letter to Chairman Genachowski from Karen K. Narasaki, December 15, 2010, http://apps.fcc.gov/ecfs/comment/view?id=6016064415 .
17 Josh Silver, “Comcastrophe: Comcast/NBC Merger Approved,” Huffington Post, January 18, 2011, www.huffingtonpost.com/josh-silver/comcastrophy-comcastnbc-m_b_810380.html.
18 Erwin G. Krasnow, Lawrence D. Longley, and Herbert A. Terry, The Politics of Broadcast Regulation (New York: St. Martin’s Press, 1982), 57–58.
19 See Kathryn C. Montgomery, “Special Interest Citizen Groups and the Networks: A Case Study of Pressure and Access,” in Telecommunications Policy Handbook , ed. Jorge Reina Schement, Felix Gutierrez, and Marvin A. Sirbu, Jr. (New York: Praeger, 1982), 241–254.
20 Interview with Gonzalez.
21 Donald Guimary, Citizens’ Groups and Broadcasting (New York: Praeger, 1975), 125–126.
22 Jefferson Pooley, “From Psychological Warfare to Social Justice: Shifts in Foundation Support for Communication Research,” in Media and Social Justice , ed. Sue Curry Jansen, Jefferson Pooley, and Lora Taub-Pervizpour (New York: Palgrave-MacMillan, 2011), 211–240.
23 Interview with Gonzalez.
24 Ibid.
25 Ibid.
26 Juan González and Joseph Torres, News for All the People: The Epic Story of Race and the American Media (London: Verso, 2012), 371.
27 Ibid., 372–376.
28 Jason McLure, “Civil Rights Group’s FCC Positions Reflect Industry Funding, Critics Say,” Center for Public Integrity , June 6, 2013, www.publicintegrity.org/2013/06/06/12769/civil-rights-groups-fcc-positions-reflect-industry-funding-critics-say.
29 Prometheus Radio Project v. FCC , 373 F.3d 372 (2004).
30 Prometheus Radio Project v. FCC , 652 F.3d 431 (2011).
31 James Rucker, “Net Neutrality, Civil Rights, and Big Telecom Dollars,” Huffington Post , September 10, 2014, www.huffingtonpost.com/james-rucker/net-neutrality-civil-rights-orgs_b_5796944.html.
32 “David Honig Pushes Back against the ‘Digital Activists,” Field Negro , July 30, 2014, http://field-negro.blogspot.com/2014...l#.VBD1i1ZnylK .
33 McLure, “Civil Rights Group’s FCC Positions Reflect Industry Funding.”


1.1: Introduction
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Learning Outcomes
- Identify several different emerging technologies.
- Incorporate emerging technologies in teaching and learning activities to engage learners.
- Explain how emerging technologies will affect education, and vice versa.
- Identify the challenges organizations face in adopting emerging technologies.
As the capacity of the Internet evolves and expands, the potential for online teaching and learning also evolves and expands. The increasing number of new technology tools and expanding bandwidth are changing all facets of online activity, including e-learning. As technologies become more sophisticated and as they begin to converge (for example, cell phones becoming multimedia-capable and Internet-connected), educators will have more options for creating innovative practices in education.
The shift occurring in the Web from a static content environment where end users are the recipients of information—defined as Web 1.0—to one where they are active content creators—defined as Web 2.0—can be described as a transition to a more distributed, participatory, and collaborative environment (Wikipedia, 2005). Web 2.0 is considered to be a platform where “knowledge-working is no longer thought of as the gathering and accumulation of facts, but rather, the riding of waves in a dynamic environment” (Downes, 2005, para. 14). Web 2.0 is defined not only by technologies such as blogs, wikis, podcasts, vodcasts, RSS feeds, and Google Maps, but also by the social networking that it enables. As these communication-enabling technologies conjoin text, voice, and video using CoIP (communications over Internet protocol), they will provide a seamless integration with cell phones, personal digital assistants (PDAs), and computers (Yarlagadda, 2005). Web 2.0 technologies can bring people together in ways Web 1.0 did not.
At the beginning of any technological change, several definitions often encompass a new concept. This is also true with Web 2.0. In an interview with Ryan Singel (2005), Ross Mayfield, CEO of a company that creates wiki software, offered this simple definition: “Web 1.0 was commerce. Web 2.0 is people” (Singel, 2005, para. 6). Tim O’Reilly, who wrote one of the seminal articles on Web 2.0, saw it as an “architecture of participation” (O’Reilly, 2005, para. 26) and “not something new, but rather a fuller realization of the true potential of the web platform” (para. 88). Web 2.0 is centred on communication—the ability to interconnect with content, ideas, and with those who create them. Social networking is a key phrase for Web 2.0. The Web 2.0 framework sets the stage for a student-centred collaborative learning environment. Using existing communication tools in a way that encourages collaboration can be a step in the direction of incorporating the spirit of Web 2.0 philosophies in online learning environments.
A parallel can be drawn between the shift from Web 1.0 to Web 2.0 and the shift many instructors are making in online learning from an instructor-centred (Web 1.0) approach to a student-centred (Web 2.0) approach where students have more control over their learning. The effects of Web 2.0 may influence how online courses are conceptualized, developed, and taught. The use of Web 2.0 technologies and philosophies in education and training are sometimes referred to as “e-learning 2.0” (Cross, 2005; Downes, 2005; Wilson, 2005).
Currently, Web 2.0 technologies are just beginning to affect online teaching and learning. As the Web becomes more interactive, instructors will want to incorporate these technologies effectively. It is likely that Web 2.0 technologies will affect student-to-student communications in project-based learning, as it will affect ways in which instructors conceptualize, develop, and teach their courses. Incorporating Web 2.0 technologies and philosophies can make courses more student-centred.
Web 2.0 technology emphasizes social networking. Online learning environments can be used for enhanced communication among students, as well as between students and the instructor. Creating learning opportunities that harness the power of Web 2.0 technologies for collaborative learning, distributed knowledge sharing, and the creation of media-rich learning objects can further the scope of what students can learn by “placing … the control of learning itself into the hands of the learner” (Downes, 2005, para. 12). These tools provide an avenue for students to spend more time on task, from sharing ideas and their understanding of the course content to collaborating in creating artifacts that represent their learning, whether in a traditional or an online classroom.
A few ways Web 2.0 technologies can support project-based learning include: blogs for journaling assignments, wikis for creating content in collaborative group projects, podcasts for audio-based assignments, vodcasts for video-based assignments, and RSS feeds for syndication. The creativity and remixing of technologies is an exciting new direction for both instructors and students. Several chapters in this book address these ideas in greater detail.
Creating online courses in which students construct their own meaning with hands-on activities may radically change how teaching and learning is designed. Delivering an online course with content created by either a publisher or an instructor alone is no longer considered an effective strategy. Students working in environments that shift learning to knowledge construction rather than by assimilating what the instructor delivers will create courses that “resemble a language or conversation rather than a book or manual” (Downes, 2005, para. 32).
Web 2.0 technologies and their use in teaching and learning are currently in a nascent state. Further research on the adoption and use of Web 2.0 technologies, and their effects on teacher philosophies with respect to teaching and learning, will deepen our understanding of how to use these technologies to design courses that engage and retain students.