• How to Spot Content Marketing in Search Results | WIRED
    https://www.wired.com/story/how-to-spot-content-marketing-search

    Google results are less useful than ever. It’s my fault.

    OK, not entirely. Until recently I was employed, full-time, by a software company where I wrote articles designed to rank highly in Google results, where they’d get millions of clicks.

    More and more of your search results are like this. It’s called content marketing, and it’s somewhere between the editorial content you read on sites like this one and straight-up advertising. At its best, content marketing blends a certain amount of useful information with something that serves specific marketing aims. At its worst, content marketing is a way for marketers to get blatant sales pitches to rank highly in search results while also ruining your day.

    You probably interact with search-based content marketing all the time, whether you realize it or not. Here’s how to identify it and think critically about it.

    Pay Attention to the Website You’re On

    This might sound simple, but the easiest way to identify content marketing in search results is to notice what website you’re looking at—or, if you’re on a social network, whose account you’re looking at.

    Content marketing, generally, lives on the website of the product that’s being sold. So if you Googled “the best lawn mowers” check to see whether you’re on the website or social media handle of a company that sells lawn mowers, or a lawn care service, or any closely related industry. It’s easy, while searching for a specific piece of information, to skim past the header of whatever website you’re looking at and just scroll to the actual article. You need to be mindful.

    Here are a few quick tips for spotting, and potentially avoiding, content marketing:

    Notice the name of the website you’re reading. Most of us have a few websites we trust. Try to click those links before clicking anything else. Failing that, notice what website you’re looking at when you click.
    Pay attention to the website’s top bar. Blogs and media outlets generally don’t have links to a Pricing or Features page. If you see those things above an article, you’re probably looking at content marketing.
    If an article recommends a product, check whether you’re on that product’s website. This sounds obvious, but it isn’t. I can’t tell you how many times I, while working in product marketing, failed to do this—to think I’m reading a neutral review of a product only to realize I’m on their website.
    Check out the homepage of the site you’re on. Is this an editorial outlet or blog dedicated to providing information? Or is it a company that’s trying to sell you something? Either way, it’s good to know what you’re looking at. If you can’t tell, do a web search for the name of the website you’re looking at.

    Again, this all sounds simple because it is. But on the modern internet, where we all click search results and Twitter links without thinking, it’s surprisingly easy to read a post on a company’s website without realizing that’s what you’re doing.

    #Evaluation_information #Publicité #Marketing #Content_marketing

    • Trigger Warnings | Centre for Teaching Excellence

      A trigger warning is a statement made prior to sharing potentially disturbing content. That content might include graphic references to topics such as #sexual_abuse, #self-harm, #violence, #eating_disorders, and so on, and can take the form of an #image, #video_clip, #audio_clip, or piece of #text. In an #academic_context, the #instructor delivers these messages in order to allow students to prepare emotionally for the content or to decide to forgo interacting with the content.

      Proponents of trigger warnings contend that certain course content can impact the #wellbeing and #academic_performance of students who have experienced corresponding #traumas in their own lives. Such students might not yet be ready to confront a personal #trauma in an academic context. They choose to #avoid it now so that they can deal with it more effectively at a later date – perhaps after they have set up necessary #resources, #supports, or #counselling. Other students might indeed be ready to #confront a personal trauma in an academic context but will benefit from a #forewarning of certain topics so that they can brace themselves prior to (for example) participating in a #classroom discussion about it. Considered from this perspective, trigger warnings give students increased #autonomy over their learning, and are an affirmation that the instructor #cares about their wellbeing.

      However, not everyone agrees that trigger warnings are #necessary or #helpful. For example, some fear that trigger warnings unnecessarily #insulate students from the often harsh #realities of the world with which academics need to engage. Others are concerned that trigger warnings establish a precedent of making instructors or universities legally #responsible for protecting students from #emotional_trauma. Still others argue that it is impossible to anticipate all the topics that might be potentially triggering for students.

      Trigger warnings do not mean that students can exempt themselves from completing parts of the coursework. Ideally, a student who is genuinely concerned about being #re-traumatized by forthcoming course content would privately inform the instructor of this concern. The instructor would then accommodate the student by proposing #alternative_content or an alternative learning activity, as with an accommodation necessitated by a learning disability or physical disability.

      The decision to preface potentially disturbing content with a trigger warning is ultimately up to the instructor. An instructor who does so might want to include in the course syllabus a preliminary statement (also known as a “#content_note”), such as the following:

      Our classroom provides an open space for the critical and civil exchange of ideas. Some readings and other content in this course will include topics that some students may find offensive and/or traumatizing. I’ll aim to #forewarn students about potentially disturbing content and I ask all students to help to create an #atmosphere of #mutual_respect and #sensitivity.

      Prior to introducing a potentially disturbing topic in class, an instructor might articulate a #verbal_trigger_warning such as the following:

      Next class our discussion will probably touch on the sexual assault that is depicted in the second last chapter of The White Hotel. This content is disturbing, so I encourage you to prepare yourself emotionally beforehand. If you believe that you will find the discussion to be traumatizing, you may choose to not participate in the discussion or to leave the classroom. You will still, however, be responsible for material that you miss, so if you leave the room for a significant time, please arrange to get notes from another student or see me individually.

      A version of the foregoing trigger warning might also preface written materials:

      The following reading includes a discussion of the harsh treatment experienced by First Nations children in residential schools in the 1950s. This content is disturbing, so I encourage everyone to prepare themselves emotionally before proceeding. If you believe that the reading will be traumatizing for you, then you may choose to forgo it. You will still, however, be responsible for material that you miss, so please arrange to get notes from another student or see me individually.

      Trigger warnings, of course, are not the only answer to disturbing content. Instructional #strategies such as the following can also help students approach challenging material:

      – Give your students as much #advance_notice as possible about potentially disturbing content. A day’s notice might not be enough for a student to prepare emotionally, but two weeks might be.

      – Try to “scaffold” a disturbing topic to students. For example, when beginning a history unit on the Holocaust, don’t start with graphic photographs from Auschwitz. Instead, begin by explaining the historical context, then verbally describe the conditions within the concentration camps, and then introduce the photographic record as needed. Whenever possible, allow students to progress through upsetting material at their own pace.

      – Allow students to interact with disturbing material outside of class. A student might feel more vulnerable watching a documentary about sexual assault while in a classroom than in the security of his or her #home.

      – Provide captions when using video materials: some content is easier to watch while reading captions than while listening to the audio.

      – When necessary, provide written descriptions of graphic images as a substitute for the actual visual content.

      – When disturbing content is under discussion, check in with your students from time to time: #ask them how they are doing, whether they need a #break, and so on. Let them know that you are aware that the material in question is emotionally challenging.

      – Advise students to be #sensitive to their classmates’ #vulnerabilities when they are preparing class presentations.

      – Help your students understand the difference between emotional trauma and #intellectual_discomfort: the former is harmful, as is triggering it in the wrong context (such as in a classroom rather than in therapy); the latter is fundamental to a university education – it means our ideas are being challenged as we struggle to resolve cognitive dissonance.

      https://uwaterloo.ca/centre-for-teaching-excellence/trigger

    • Why Trigger Warnings Don’t Work

      Because trauma #survivors’ #memories are so specific, increasingly used “trigger warnings” are largely #ineffective.

      Fair warning labels at the beginning of movie and book reviews alert the reader that continuing may reveal critical plot points that spoil the story. The acronym NSFW alerts those reading emails or social media posts that the material is not suitable for work. The Motion Picture Association of America provides film ratings to advise about content so that moviegoers can make informed entertainment choices for themselves and their children.

      Enter stage right: Trigger warning.

      A trigger warning, most often found on #social_media and internet sites, alerts the reader that potentially upsetting information may follow. The words trigger warning are often followed by a subtitle such as *Trigger warning: This may be triggering to those who have struggled with _________. Fill in the blank. #Domestic_abuse. #Rape. #Body_image. #Needles. #Pregnancy.

      Trigger warnings have become prevalent online since about 2012. Victim advocate Gayle Crabtree reports that they were in use as early as 1996 in chat rooms she moderated. “We used the words ‘trigger warning,’ ‘#tw,’ ‘#TW,’ and ‘trigger’ early on. …This meant the survivor could see the warning and then decide if she or he wanted to scroll down for the message or not.” Eventually, trigger warnings spread to social media sites including #Tumblr, #Twitter, and #Facebook.

      The term seems to have originated from the use of the word “trigger” to indicate something that cues a #physiological_response, the way pollen may trigger an allergy attack. A trigger in a firearm is a lever that activates the sequence of firing a gun, so it is not surprising that the word was commandeered by those working in the field of #psychology to indicate objects and sensations that cause neurological firing in the brain, which in turn cause #feelings and #thoughts to occur.

      Spoiler alerts allow us to enjoy the movie or book as it unfolds without being influenced by knowledge about what comes next. The NSFW label helps employees comply with workplace policies that prohibit viewing sexually explicit or profane material. Motion picture ratings enable viewers to select movies they are most likely to find entertaining. Trigger warnings, on the other hand, are “designed to prevent people who have an extremely strong and damaging emotional response… to certain subjects from encountering them unaware.”

      Say what?

      Say hogwash!

      Discussions about trigger warnings have made headlines in the New Yorker, the Los Angeles Times, the Guardian, the New Republic, and various other online and print publications. Erin Dean writes that a trigger “is not something that offends one, troubles one, or angers one; it is something that causes an extreme involuntary reaction in which the individual re-experiences past trauma.”

      For those individuals, it is probably true that coming across material that reminds them of a traumatic event is going to be disturbing. Dean’s definition refers to involuntary fear and stress responses common in individuals with Post Traumatic Stress Disorder characterized by intrusive memories, thoughts, or dreams; intense distress at cues that remind the individual of the event; and reactivity to situations, people, or objects that symbolize the event. PTSD can result from personal victimization, accidents, incarceration, natural disasters, or any unexpected injury or threat of injury or death. Research suggests that it results from a combination of genetic predisposition, fear conditioning, and neural and physiological responses that incorporate the body systems and immunological responses. Current theories suggest that PTSD represents “the failure to recover from the normal effects of trauma.” In other words, anyone would be adversely affected by trauma, but natural mechanisms for healing take place in the majority of individuals. The prevalence of PTSD ranges from 1.9 percent in Europe to 3.5 percent in the United States.

      The notion that trigger warnings should be generalized to all social media sites, online journals, and discussion boards is erroneous.

      Some discussions have asserted that because between one in four and one in five women have been sexually abused, trigger warnings are necessary to protect vast numbers of victims from being re-traumatized. However, research shows that the majority of trauma-exposed persons do not develop PTSD. This does not mean they aren’t affected by trauma, but that they do not develop clinically significant symptoms, distress, or impairment in daily functioning. The notion that trigger warnings should be generalized to all social media sites, online journals, and discussion boards is erroneous. Now some students are pushing for trigger warnings on college class syllabi and reading lists.

      But what?

      Balderdash!

      But wait, before people get all riled up, I’d like to say that yes, I have experienced trauma in my life.

      I wore a skirt the first time George hit me. I know this because I remember scrunching my skirt around my waist and balancing in heels while I squatted over a hole in the concrete floor to take a piss. We were in Tijuana. The stench of excrement made my stomach queasy with too much tequila. I wanted to retch.

      We returned to our hotel room. I slid out of my blouse and skirt. He stripped to nothing and lay on the double bed. He was drinking Rompope from the bottle, a kind of Mexican eggnog: strong, sweet, and marketed for its excellent spunk. It’s a thick yellow rum concoction with eggs, sugar, and almond side notes. George wanted to have sex. We bickered and argued as drunks sometimes do. I said something — I know this because I always said something — and he hit me. He grabbed me by the hair and hit me again. “We’re going dancing,” he said.

      “I don’t feel like dancing — “

      “Fine. Stay.”

      The world was tilting at an angle I didn’t recognize. The mathematician Matt Tweed writes that atoms are made up of almost completely empty space. To grasp the vast nothingness, he asks the reader to imagine a cat twirling a bumblebee on the end of a half-mile long string. That’s how much emptiness there is between the nucleus and the electron. There was more space than that between George and me. I remember thinking: I am in a foreign country. I don’t speak Spanish. I have no money. We went dancing.

      Labeling a topic or theme is useless because of the way our brains work. The labels that we give trauma (assault, sexual abuse, rape) are not the primary source of triggers. Memories are, and not just memories, but very specific, insidious, and personally individualized details lodged in our brain at the time of the trauma encoded as memory. Details can include faces, places, sounds, smells, tastes, voices, body positions, time of day, or any other sensate qualities that were present during a traumatic incident.

      If I see a particular shade of yellow or smell a sickly sweet rum drink, I’m reminded of my head being yanked by someone who held a handful of my hair in his fist. A forest green Plymouth Duster (the car we drove) will too. The word assault does not. The words domestic violence don’t either. The specificity of details seared in my mind invokes memory.

      Last year a driver slammed into the back of my car on the freeway. The word tailgate is not a trigger. Nor is the word accident. The flash of another car suddenly encroaching in my rearview mirror is. In my mid-20s, I drove my younger sister (sobbing, wrapped in a bed sheet) to the hospital where two male officers explained they were going to pluck her pubic hair for a rape kit. When I see tweezers in a hospital, I flash back to that awful moment. For my sister, other things may be triggers: the moonlight shining on the edge of a knife. The shadow of a person back lit in a doorway. An Hispanic man’s accent. If we were going to insist on trigger warnings that work, they would need to look something like this:

      Trigger warning: Rompope.

      Trigger warning: a woman wrapped in a bed sheet.

      Trigger warning: the blade of a knife.

      The variability of human #perception and traumatic recall makes it impossible to provide the necessary specificity for trigger warnings to be effective. The nature of specificity is, in part, one reason that treatment for traumatic memories involves safely re-engaging with the images that populate the survivor’s memory of the event. According to Dr. Mark Beuger, an addiction psychiatrist at Deerfield Behavioral Health of Warren (PA), the goal of PTSD treatment is “to allow for processing of the traumatic experience without becoming so emotional that processing is impossible.” By creating a coherent narrative of the past event through telling and retelling the story to a clinician, survivors confront their fears and gain mastery over their thoughts and feelings.

      If a survivor has had adequate clinical support, they could engage online with thoughts or ideas that previously had been avoided.

      According to the National Center for Health, “#Avoidance is a maladaptive #control_strategy… resulting in maintenance of perceived current threat. In line with this, trauma-focused treatments stress the role of avoidance in the maintenance of PTSD. Prolonged exposure to safe but anxiety-provoking trauma-related stimuli is considered a treatment of choice for PTSD.” Avoidance involves distancing oneself from cues, reminders, or situations that remind one of the event that can result in increased #social_withdrawal. Trigger warnings increase social withdrawal, which contributes to feelings of #isolation. If a survivor who suffers from PTSD has had adequate clinical support, they could engage online with thoughts or ideas that previously had been avoided. The individual is in charge of each word he or she reads. At any time, one may close a book or click a screen shut on the computer. What is safer than that? Conversely, trigger warnings perpetuate avoidance. Because the intrusive memories and thoughts are internal, trigger warnings suggest, “Wait! Don’t go here. I need to protect you from yourself.”

      The argument that trigger warnings help to protect those who have suffered trauma is false. Most people who have experienced trauma do not require preemptive protection. Some may argue that it would be kind to avoid causing others distress with upsetting language and images. But is it? Doesn’t it sometimes take facing the horrific images encountered in trauma to effect change in ourselves and in the world?

      A few weeks ago, I came across a video about Boko Haram’s treatment of a kidnapped schoolgirl. The girl was blindfolded. A man was digging a hole in dry soil. It quickly became evident, as he ushered the girl into the hole, that this would not end well. I felt anxious as several men began shoveling soil in around her while she spoke to them in a language I could not understand. I considered clicking away as my unease and horror grew. But I also felt compelled to know what happened to this girl. In the 11-minute video, she is buried up to her neck.

      All the while, she speaks to her captors, who eventually move out of the frame of the scene. Rocks begin pelting the girl’s head. One after the other strikes her as I stared, horrified, until finally, her head lay motionless at an angle that could only imply death. That video (now confirmed to be a stoning in Somalia rather than by Boko Haram) forever changed my level of concern about young girls kidnapped in other countries.

      We are changed by what we #witness. Had the video contained a trigger warning about gruesome death, I would not have watched it. Weeks later, I would have been spared the rush of feelings I felt when a friend posted a photo of her daughter playfully buried by her brothers in the sand. I would have been spared knowing such horrors occur. But would the world be a better place for my not knowing? Knowledge helps us prioritize our responsibilities in the world. Don’t we want engaged, knowledgeable citizens striving for a better world?

      Recently, the idea of trigger warnings has leapt the gulch between social media and academic settings. #Universities are dabbling with #policies that encourage professors to provide trigger warnings for their classes because of #complaints filed by students. Isn’t the syllabus warning enough? Can’t individual students be responsible for researching the class content and reading #materials before they enroll? One of the benefits of broad exposure to literature and art in education is Theory of Mind, the idea that human beings have the capacity to recognize and understand that other people have thoughts and desires that are different from one’s own. Do we want #higher_education to comprise solely literature and ideas that feel safe to everyone? Could we even agree on what that would be?

      Art occurs at the intersection of experience and danger. It can be risky, subversive, and offensive. Literature encompasses ideas both repugnant and redemptive. News about very difficult subjects is worth sharing. As writers, don’t we want our readers to have the space to respond authentically to the story? As human beings, don’t we want others to understand that we can empathize without sharing the same points of view?

      Trigger warnings fail to warn us of the very things that might cause us to remember our trauma. They insulate. They cause isolation. A trigger warning says, “Be careful. This might be too much for you.” It says, “I don’t trust you can handle it.” As a reader, that’s not a message I want to encounter. As a writer, that is not the message I want to convey.

      Trigger warnings?

      Poppycock.

      http://www.stirjournal.com/2014/09/15/trigger-what-why-trigger-warnings-dont-work

    • Essay on why a professor is adding a trigger warning to his #syllabus

      Trigger warnings in the classroom have been the subject of tremendous #debate in recent weeks, but it’s striking how little the discussion has contemplated what actual trigger warnings in actual classrooms might plausibly look like.

      The debate began with demands for trigger warnings by student governments with no power to compel them and suggestions by #administrators (made and retracted) that #faculty consider them. From there the ball was picked up mostly by observers outside higher ed who presented various #arguments for and against, and by professors who repudiated the whole idea.

      What we haven’t heard much of so far are the voices of professors who are sympathetic to the idea of such warnings talking about what they might look like and how they might operate.

      As it turns out, I’m one of those professors, and I think that discussion is long overdue. I teach history at Hostos Community College of the City University of New York, and starting this summer I’m going to be including a trigger warning in my syllabus.

      I’d like to say a few things about why.

      An Alternative Point of View

      To start off, I think it’s important to be clear about what trigger warnings are, and what purpose they’re intended to serve. Such warnings are often framed — and not just by critics — as a “you may not want to read this” notice, one that’s directed specifically at survivors of trauma. But their actual #purpose is considerably broader.

      Part of the confusion arises from the word “trigger” itself. Originating in the psychological literature, the #term can be misleading in a #non-clinical context, and indeed many people who favor such warnings prefer to call them “#content_warnings” for that reason. It’s not just trauma survivors who may be distracted or derailed by shocking or troubling material, after all. It’s any of us, and a significant part of the distraction comes not from the material itself but from the context in which it’s presented.

      In the original cut of the 1933 version of the film “King Kong,” there was a scene (depicting an attack by a giant spider) that was so graphic that the director removed it before release. He took it out, it’s said, not because of concerns about excessive violence, but because the intensity of the scene ruined the movie — once you saw the sailors get eaten by the spider, the rest of the film passed by you in a haze.

      A similar concern provides a big part of the impetus for content warnings. These warnings prepare the reader for what’s coming, so their #attention isn’t hijacked when it arrives. Even a pleasant surprise can be #distracting, and if the surprise is unpleasant the distraction will be that much more severe.

      I write quite a bit online, and I hardly ever use content warnings myself. I respect the impulse to provide them, but in my experience a well-written title and lead paragraph can usually do the job more effectively and less obtrusively.

      A classroom environment is different, though, for a few reasons. First, it’s a shared space — for the 75 minutes of the class session and the 15 weeks of the semester, we’re pretty much all #stuck with one another, and that fact imposes #interpersonal_obligations on us that don’t exist between writer and reader. Second, it’s an interactive space — it’s a #conversation, not a monologue, and I have a #responsibility to encourage that conversation as best I can. Finally, it’s an unpredictable space — a lot of my students have never previously encountered some of the material we cover in my classes, or haven’t encountered it in the way it’s taught at the college level, and don’t have any clear sense of what to expect.

      For all these reasons, I’ve concluded that it would be sound #pedagogy for me to give my students notice about some of the #challenging_material we’ll be covering in class — material relating to racial and sexual oppression, for instance, and to ethnic and religious conflict — as well as some information about their rights and responsibilities in responding to it. Starting with the summer semester, as a result, I’ll be discussing these issues during the first class meeting and including a notice about them in the syllabus.

      My current draft of that notice reads as follows:

      Course Content Note

      At times this semester we will be discussing historical events that may be disturbing, even traumatizing, to some students. If you ever feel the need to step outside during one of these discussions, either for a short time or for the rest of the class session, you may always do so without academic penalty. (You will, however, be responsible for any material you miss. If you do leave the room for a significant time, please make arrangements to get notes from another student or see me individually.)

      If you ever wish to discuss your personal reactions to this material, either with the class or with me afterwards, I welcome such discussion as an appropriate part of our coursework.

      That’s it. That’s my content warning. That’s all it is.

      I should say as well that nothing in these two paragraphs represents a change in my teaching practice. I have always assumed that if a student steps out of the classroom they’ve got a good reason, and I don’t keep tabs on them when they do. If a student is made uncomfortable by something that happens in class, I’m always glad when they come talk to me about it — I’ve found we usually both learn something from such exchanges. And of course students are still responsible for mastering all the course material, just as they’ve always been.

      So why the note, if everything in it reflects the rules of my classroom as they’ve always existed? Because, again, it’s my job as a professor to facilitate class discussion.

      A few years ago one of my students came to talk to me after class, distraught. She was a student teacher in a New York City junior high school, working with a social studies teacher. The teacher was white, and almost all of his students were, like my student, black. That week, she said, one of the classes had arrived at the point in the semester given over to the discussion of slavery, and at the start of the class the teacher had gotten up, buried his nose in his notes, and started into the lecture without any introduction. The students were visibly upset by what they were hearing, but the teacher just kept going until the end of the period, at which point he finished the lecture, put down his papers, and sent them on to math class.

      My student was appalled. She liked these kids, and she could see that they were hurting. They were angry, they were confused, and they had been given nothing to do with their #emotions. She asked me for advice, and I had very little to offer, but I left our meeting thinking that it would have been better for the teacher to have skipped that material entirely than to have taught it the way he did.

      History is often ugly. History is often troubling. History is often heartbreaking. As a professor, I have an #obligation to my students to raise those difficult subjects, but I also have an obligation to raise them in a way that provokes a productive reckoning with the material.

      And that reckoning can only take place if my students know that I understand that this material is not merely academic, that they are coming to it as whole people with a wide range of experiences, and that the journey we’re going on #together may at times be #painful.

      It’s not coddling them to acknowledge that. In fact, it’s just the opposite.

      https://www.insidehighered.com/views/2014/05/29/essay-why-professor-adding-trigger-warning-his-syllabus

  • The Underworld of Online Content Moderation | The New Yorker
    https://www.newyorker.com/news/q-and-a/the-underworld-of-online-content-moderation

    More than one hundred thousand people work as online content moderators, viewing and evaluating the most violent, disturbing, and exploitative content on social media. In a new book, “Behind the Screen,” Sarah T. Roberts, a professor of information studies at U.C.L.A., describes how this work shapes their professional and personal lives. Roberts, who conducted interviews with current and former content moderators, found that many work in Silicon Valley, but she also travelled as far as the Philippines, where some of the work has been outsourced. From her research, we learn about the emotional toll, low wages, and poor working conditions of most content moderation. Roberts never disputes that the work is crucial, but raises the question of how highly companies like Facebook and Google actually value it.

    I recently spoke by phone with Roberts. During our conversation, which has been edited for length and clarity, we discussed why finding and deleting offensive content is so tricky, why the job is so psychologically taxing, and the fixes that could help these workers and make them better at their jobs.

    The example I’ll give there is blackface. One person that I talked with said time and again he would see these videos that were filled with blackface, and he would go and argue with his supervisor, saying, “This is racist, we supposedly don’t allow racist or hate speech on our platform,” and he could get no traction. So the policies that were in place almost parodied themselves. They were so specific on the one hand and totally missing the forest for the trees on the other that you really had to embed yourself into the logic of the particular platform, and of course every platform has its own set of policies that it makes up.

    I think they cared enough that they had an entire apparatus devoted to the creating and designing and thinking through their policies, but what became clear to me through the course of this work was that the primary function of people doing commercial content moderation at these platforms was for brand management of the social-media platform itself. There would be a great side-benefit of keeping some bad stuff out of people’s way, or “cleaning up” the platform. But ultimately this was in the service of the brand, so that the brand could continue to function as a site where advertisers might want to come. And so I feel that this whole practice really laid that bare for me.

    What could be done to make the lives of these workers better, given that this is a job that needs to be done? And it needs to be done by smart people doing it well, who need to be very well-trained.

    This is a question that I’ve often posed to the workers themselves because I certainly am not possessed of the answers on my own. They want better pay. And I think we can read that in a lot of ways: they want better pay, they want to be respected. The nature of the way the work has been designed has been for the work to be secret. In many cases, their N.D.A. precludes them from even talking about the work. And the industry itself formulated the job as a source of shame in that sense, an industry source of shame. They were not eager to tout the efforts of these people, and so instead they hid them in the shadows. And, if nothing else, that was a business decision and a value judgment that could have gone another way. I think there’s still a chance that we could understand the work of these people in a different way and value it differently, collectively. And we could ask that the companies do that as well.

    There’s a rich history of labor organizing and worker-led, or worker-informed, movements, and in this case it might have to be region by region or specific to particular parts of the world. Or it could be something that crossed geographic and cultural boundaries where workers learn to identify with each other despite where they’re located.

    We talk a lot about automation. I think that’s what you’re saying about the tech companies. Their solution is always automation, or that’s what gets foregrounded, but, I think if you talk to anyone in the industry who’s in the know, the likelihood of humans going away anytime soon is pretty much nil. And we also need to support them with mental-health support. There are things we can do technologically to maybe make it less difficult to look at some of the content.

    Facebook, just about ten days or so ago, announced a major initiative where they were going to raise the base pay of all their content moderators. I was thrilled about that. On the other hand, we could read between the lines of such an announcement to learn that until now these people were probably making minimum wage or close to that. And we could also read the deafening silence from other firms that they haven’t done that and aren’t really willing to do that yet. Because, if they were, they’d be issuing a press release, too. We’ve got a ways to go on that.

    #Content_moderation #Modération #Médias_sociaux #Travail

  • Douek, speculating as to why a “Supreme Court of Facebook” might be appealing to the company, argues, “Content-moderation decisions on Facebook are hard, and any call is likely to upset a proportion of Facebook users. By outsourcing the decision and blame, Facebook can try to wash its hands of controversial decisions.” If that’s part of the motivation, it doesn’t make the underlying idea better or worse.

    But consumers should be aware that Facebook may prefer to manipulate distribution rather than impose an outright ban. A Supreme Court of Facebook with no control of the algorithm, in a context where Facebook wasn’t transparent about what content it penalizes and why, wouldn’t necessarily remove Facebook’s control over free expression and the most important censorship decisions after all.

    https://www.theatlantic.com/ideas/archive/2018/12/facebook-punish-censorship/577654

    #facebook #content_moderation #open_internet #politics_of_social_media

  • Acheté hier des abricots mûrs mais avec une tête trop moche, impossible de les faire bouffer aux gamins. Du coup :
    – éplucher les abricots, j’en ai tiré environ 450g de pulpe
    – passer au mixer avec 100g de sucre
    – à peine une demi-cuillère à café de Maïzena
    – un blanc d’œuf monté en neige
    – 40 minutes à la sorbetière, puis hop congélo.

    Résultat : délicieux sorbet aux abricots, fastoche, goutu, bien onctueux, jolie couleur, et pas trop sucré (pour le coup, dans les abricots j’ai pas ajouté de jus de citron, c’est déjà suffisamment acide).

    #content_comme_tout

    • Sinon, même recette avec 500 grammes de fraises et le jus d’un demi-citron. Encore plus fastoche, puisqu’il n’y a pas à éplucher les fruits, juste les passer au mixer avec le sucre (la dernière fois j’ai mis 130g de sucre, je pense qu’on peut réduire si le fruits sont goutus).

      Quand les fraises sont bonnes, ça se sent carrément dans le sorbet – mais ça commence à faire du sorbet cher… :-))

    • Je continue à noter mes expérimentations à la sorbetière : sorbet aux cerises.

      – Environ 500g de cerises dénoyautées. (J’ai acheté je crois environ 1,2kg de cerises super-moches mais très mûres, et une fois dénoyautées je me retrouve avec environ 450g de cerises.)
      – 120g de sucre
      – 1 demi-cuillère à café de Maïzena

      Bon, c’est pas mal, mais il manque clairement le jus du demi-citron : là ça manque de peps. Le jus de citron sert à faire ressortir le goût et la fraîcheur du fruit, et là ça manque. Je te dirai si j’en refais.

      Sinon, pour la texture, ça se démoule bien, mais c’est trop friable. C’est pas encore l’équilibre parfait niveau texture. Là on a tendance à foutre les boules par terre quand on mange dans un cornet.

    • Ah, et sinon, les cornets achetés chez Picard : le goût est bon, mais c’est un poil trop sucré (surtout que j’essaie de faire des sorbets pas trop sucrés – je ne vois pas bien pourquoi des cornets en gaufrette seraient aussi sucrés) et ils sont trop fragiles.

    • L’expérience du jour : sorbet au melon (et au miel).

      – Un melon pas trop petit qui me donne facilement 500g de pulpe.
      – 100g de sucre.
      – 15 ml d’eau
      – 50g (une bonne cuillère à soupe) de miel.
      – un blanc d’œuf monté en neige
      – une demi-cuillère de Maïzena

      L’eau, le sucre et le miel, c’est dans une casserole pour faire un sirop.

      Bon, c’est pas super-concluant : ça sent trop le miel, et ça écrase le goût de melon, et c’est trop sucré.

      L’idée, c’était paradoxalement de continuer à réduire la quantité de sucre, mais là le goût du miel l’emporte, et on a vraiment l’impression qu’il y trop de sucre (alors qu’il y en a moins que dans les recettes habituelles).

      Par contre, ça donne un côté très levantin au sorbet. Va savoir, dans mon jardin de Montpellier avec ma boule de glace, je me suis retrouvé sur la terrasse du Mir Amin de Beiteddine.

      Bref, pas totalement concluant, trop sucré, pas inintéressant, mais la prochaine fois je fais sans le miel et je dis quoi.

    • Sorbet avec les mûres du murier-platane. Le hic avec cet arbre, c’est que les fruits ne murissent pas en même temps, mais tombent très rapidement quand ils deviennent noirs. Faut pas se louper, et difficile de récupérer beaucoup de fruits d’un coup.

      Bref, fastoche :
      – 350g de mûres (yep, pas beaucoup…)
      – 100g de sucre
      – un blanc d’œuf monté en neige

      À la sorbetière et hop, excellent sorbet.

    • Avec les petits on est allé aux mûres, entre Lattes et Palavas. Ce n’est pas encore totalement la saison, mais on a quand même réussi à ramener 900g de mûres.

      Du coup :
      – 900g de mûres
      – 200g de sucre (attention : c’est trop !)
      – un jus de citron

      Comme j’avais beaucoup de fruits (normalement je fais un sorbet avec 500g de pulpe), j’ai mixé les mûres avec le sucre, et j’ai fait bouillir pendant environ 15 minutes (attention : c’est comme la confiture : ça fait de gros bouillons explosifs, si on boue trop fort on en a partout dans la cuisine).

      Ensuite laisser refroidir, puis sorbetière. Avec la cuisson, le goût est archi-concentré, et franchement, c’est du niveau d’une glace de chez un glacier, avec un goût très marqué. (Et comme un bon tiers de l’eau des mûres s’est évaporé, je n’ajoute ni blanc d’œuf ni maïzena, la texture est nickel comme ça.)

      Ça je pense que je vais le faire assez systématiquement : mes sorbets précédents, c’est très bon, mais le goût n’est jamais aussi concentré que chez un bon glacier (ah… Berthillon…). Avec la réduction du mélange, ça change complètement l’impression.

      En revanche, 200g de sucre, c’est beaucoup beaucoup trop dans ces conditions.

  • Content Security Policy CSP Reference & Examples
    https://content-security-policy.com

    Site de référence pour les HTTP Headers « Content Security Policy » (CSP)
    Voir aussi :
    – des explications plus complètes : https://www.html5rocks.com/en/tutorials/security/content-security-policy
    – un outil de test : https://observatory.mozilla.org
    – un autre outil de test (permet de choisir la version de CSP) : https://csp-evaluator.withgoogle.com
    – un exemple commenté : https://hacks.mozilla.org/2016/02/implementing-content-security-policy
    Déja sur seenthis :
    https://seenthis.net/messages/522624#message523937
    https://seenthis.net/messages/523919

    #csp #en-tête #HTTP_HEADER #content_security_policy #HSTS

  • #content_security_policy | Openweb.eu.org
    http://openweb.eu.org/articles/content-security-policy

    De nombreuses initiatives tendent à amener plus de sécurité sur les sites Internet. La généralisation de #https avec des initiatives comme Let’s Encrypt, la restriction de l’utilisation de certaines API avec HTTPS, de nombreux outils permettant de tester et d’améliorer la sécurité des sites, etc. Parmi ce vaste effort de sécurisation des sites, une technologie offre de nouvelles possibilités surprenantes sur le front-end. Son petit nom est « Content Security Policy ».

    #web #sécurité #csp

    • Also, it’s a problem that negotiation by natural language is about negotiating by a characteristic of the human user as opposed to a characteristic of software. That is, the browser doesn’t really know the characteristics of the human user without the human user configuring the browser. Since negotiation by natural language is so rarely useful, it doesn’t really make sense for the browser to advertise the configuration option a lot or insist that the user makes the configuration before browsing the Web. As a result, the browser doesn’t really know about the user’s language skills beyond guessing that the user might be able to read the UI language of the browser. And that’s a pretty bad guess. It doesn’t give any information about the other languages the user is able to read and the user might not even be able to actually read meaningful prose in the language of the browser UI. (You can get pretty far with the browser UI simply by knowing that you can type addresses into the location bar and that the arrow to the left takes you back to the previous page.)

      Cette partie me parait fausse : de fait, dans beaucoup de pays, quand on installe un ordinateur, ça l’installe dans notre langue principale, et du coup c’est le cas du navigateur aussi. Mon navigateur est configuré en français par défaut, si je vivais ailleurs il serait configuré en anglais ou en chinois.

      Du coup cette information de langue principale est bien là par défaut SANS que les utilisateurs aient eu à configurer quoi que ce soit en plus, l’immense majorité du temps.

      Donc si : on a cette information, et elle peut servir à afficher le site dans la langue principale du visiteur SI le site contient cette langue dans les langues possibles (si mon interface existe en français, anglais, espagnol, chinois, et que mon visiteur a son navigateur en chinois, bah par défaut je lui fais déjà utiliser cette langue sans qu’il ait eu à rien faire : ET il peut toujours changer aussi après, s’il préfère).

    • @rastapopoulos dans mon cas, je m’empressais avant de changer la configuration de langue de mon navigateur, pour mettre l’anglais en priorité, parce que je tombais trop souvent sur des sites où le contenu en français était moins riche, ou moins à jour.

      Mais cela fait quelques années que je ne m’en préoccupe plus, les sites n’utilisant de toute façon plus trop la négociation de contenus.

  • HOURRA ! BIENTOT le grand saut vers SPIP 3.1 pour les étrennes !

    https://www.youtube.com/watch?v=Jdm6Fb65K0E

    En cadeau pour les spipeurs, ces quelques images de - vāverei - écureuils - de Lettonie. Ils ont l’habitude de protéger leurs noisettes en chantant sous les arbres.

    Spip pour tous !

    Spip est partout !

    La gestion des images sous SPIP,est d’une excellente simplicité !

    –-----------------------------

    En Lettonie, le photographe britannique Martin Paten a réussi à saisir l’instant magique - un écureuil sur ses pattes de derrière et les mains tendues vers le ciel, « prie » pour attraper des noisettes .

    Le photographe a fait une promenade le long du parc de la faune dans le comté de Surrejas en Lettonie où vivent sagement de nombreux écureuils.

    http://www.kasjauns.lv/lv/zinas/85578/interneta-sensacija-vavere-ubago-riekstus-foto

    http://alksn.is/2011/09/26/vingriniet-vaveres

    Remercions les nombreux contributeurs de SPIP, ils ont le droit de se reposer avant les fêtes de fin d’années ...

    http://foto.krabjiem.lv/vavere/17148

    #spip, #Spip3.1, #Nouvelle_version_spip, #écureuils, #vāvere, #CMS, #best_cms, free_cms, #content_management_system, #web,

  • #Jackalope, a PHP adaption of the Java #Content_Repository (JCR)
    http://jackalope.github.io

    “Jackalope is an open source implementation of the #PHPCR #API, which is a PHP adaption of the Java Content Repository (JCR) standard, an open API specification defined in #JSR-170/283. Jackalope implements the PHPCR interfaces and storage agnostic application code. You need to chose one of the transport implementations to get a functional application.” Tags: Jackalope PHPCR #JCR JSR-170 #JSR-283 API Content (...)

  • http://unsourced.posterous.com/browser-extension-for-chrome

    Un plugin pour chrome qui essaye de vérifier la qualité de l’article que vous êtes en train de lire sur le net.

    For any news articles you view, the plugin will check to see if there are any sources or warning labels associated with them. Warning labels are overlaid on the article like this:

    http://getfile8.posterous.com/getfile/files.posterous.com/temp-2012-09-06/DrxtozpzvhseiFDabrGqwBcuxFwaAjjFhwIInaJJbwJusirwGlBDzqipypEb/warninglabels_closeup.png.scaled1000.png

    #media #presse #false_content #content_spinning #industrie_du_contenu

  • Le secret démasqué de Gangnam Style | Lionel Maurel (Calimaq)
    http://owni.fr/2012/10/05/gangnam-style-nest-pas-a-cheval-sur-le-droit-dauteur

    L’attractivité irrésistible de la danse du cheval de du rappeur coréen PSY n’explique pas le succès phénoménal de sa vidéo. Un des secrets du succès planétaire de Gangnam Style est aussi de ne pas avoir été à cheval… sur le #droit d’auteur ! Explication de notre juriste-maison.

    #Chronique #Pouvoirs #Content_ID #copyright #creative_commons #droit_d'auteur #gangnam_style #Google #Licence_Globale #mème #remix #youtube

  • Computer-Generated Articles Are Gaining Traction
    http://www.nytimes.com/2011/09/11/business/computer-generated-articles-are-gaining-traction.html

    In five years, a computer program will win a Pulitzer Prize — and I’ll be damned if it’s not our technology.

    L’un des fondateurs de Narrative Science espère ainsi que son bébé — un générateur automatique de contenu — recevra le Prix Pulitzer dès 2017. Un article de 500 mots est généré — par ordinateur — dans l’instant de la réception des données sources, facturé $10 au client. C’est plus rapide qu’un humain, a priori, mais aussi plus cher que de l’écriture off-shore. Quant à la qualité... on verra en 2017, donc.

    Le site web de la société :

    Narrative Science
    http://www.narrativescience.com

    We Turn Data Into Stories

    Narrative Science transforms data into high-quality editorial content. Our technology application generates news stories, industry reports, headlines and more — at scale and without human authoring or editing. Narratives can be created from almost any data set, be it numbers or text, structured or unstructured.

    Whether you maintain your own proprietary database, or cover subjects supported by broadly available data including public data sources, our technology cost-effectively turns facts and figures into compelling stories in real time.

    #ferme_contenu #content_farm #spam #spam_web #narrative_science #intelligence_artificielle #ia #contenu #rédactionnel #prix_pulitzer #journalisme #presse

    • C’est le problème de ce genre d’outils : ils ne font que présenter sous forme de mots des données chiffrées, ou encore reformuler ce que des humains ont écrit à la base, quitte à plagier des écrits déjà parus.

      Bref, ce n’est certainement pas avec ce type d’« intelligence artificielle » que ces gens-là vont remporter un prix de journalisme d’investigation.

      Enfin, peu importe combien il y a de PhD dans l’équipe, ça reste du spam web comme beaucoup d’autres solutions existantes par ailleurs.

  • Un dessin vaut mille mots ?

    Spin Visualizer Spin Visualizer – Petit Nuage
    http://petitnuage.fr/?attachment_id=4299

    C’est en 2007 que j’ai développé mon outil de content spinning :

    Content spinning : génération automatique de texte
    http://unearaigneeauplafond.fr/story-teller-un-generateur-dhistoires-semi-automatique

    Cependant, après de nombreux essais, je me suis aperçu que le principe, se basant sur le parcours aléatoire d’une suite d’expressions, éventuelles imbriquées les unes dans les autres, posait un problème. En effet, pour « garantir » une originalité suffisante d’un « bon spin », il fallait y consacrer plus d’efforts de préparation que l’écriture directe manuelle d’autant de versions, d’autant qu’en l’absence d’outils d’aide à la rédaction de ce type de textes, il est peu aisé de rédiger un spin dépourvu de fautes, qu’il s’agisse de majuscules omises, de virgules manquantes, de raccords étonnants, d’erreurs d’accords et autres problèmes réclamant de toutes façons une relecture manuelle, suivie de correctifs, augmentant de ce fait de manière non négligeable le coût de production via cette technique.

    J’avais alors essayé des extensions, comme des macros, mais l’essai pratique avec un autre utilisateur m’a vite découragé : tout ce qui n’était pas évident était ignoré. Le but effectivement recherché par les rédacteurs de spins n’est pas d’améliorer la qualité, mais d’augmenter la quantité, le tout en produisant un contenu suffisant pour déjouer les filtres anti-contenu dupliqué des moteurs de recherche, et surtout pas plus. Il va de soi que l’économie exigée par les utilisateurs de cette technique exclue tout suivi lié au devenir des textes ainsi mis en ligne, et exclue toute étude d’impact.

    En effet, ce que retient la plupart des spammeurs, c’est qu’ils peuvent produire des millions de textes à peu de frais, tous différents, et ce même si en réalité, en en produisant autant, seul un mot diffère dans tout le texte, et que le paradoxe des anniversaires fait que même avec 365 versions d’une même expression, il suffit d’à peine 23 versions pour dépasser 50 % de chances de voir la même expression ressortir deux fois, ou encore d’à peine 57 versions pour dépasser 99 % de chances de duplication avérée. Or, un « bon spin » ne propose jamais autant de variantes d’une même expression, alors que chaque nouvelle expression augmente les chances de repérage de ses consœurs issues d’un même corps de texte principal.

    Beaucoup considèrent qu’il est impossible de repérer du « spin de qualité ». À croire qu’ils n’ont jamais utilisé Google Actualités, un service capable de rassembler, automatiquement, des textes portant sur le même sujet, même si les contenus sont issus de sites indépendants, rédigés par des journalistes différents, et expriment des opinions parfois opposées. Mais il existe des outils autrement plus simples pour repérer le spin, comme repérer les liens promus (directs et indirects), dont leurs textes d’ancres, ou encore tout bêtement de compter le nombre de paragraphes des textes aux champs lexicaux similaires, le nombre de phrases par paragraphe, le nombre de mots par phrase, et ainsi de suite. Ce ne sont donc pas les moyens — évidents — qui manquent pour repérer — pour éventuellement pénaliser — du contenu dupliqué dans le fond, de par une forme très similaire.

    Bref, personnellement, dans le cadre du référencement naturel, je me sers avant tout du spinning pour ajouter de la variété aux textes que je retouche à la main, notamment dans le cadre de la diffusion de communiqués de presse :

    Chaîne de production des communiqués de presse
    http://petitnuage.fr/referencement-web/seo-methodologie-communique-presse-4179

    En effet, paraphraser un même texte original en de nombreuses versions à la main engendre des duplicatas involontaires du fait de l’absence de variété dans l’inspiration de l’acte de réécriture. Le content spinning est donc intéressant pour ajouter la variété nécessaire aux textes sources avant l’acte de réécriture, qui va au-delà du remplacement de mots ou de phrases, allant habituellement à la permutation des paragraphes — avec les conséquences de sens qui s’y rapportent —, voire au changement de structure du texte, de l’argumentaire, des exemples.

    Enfin, le content spinning est une forme d’écriture automatique parmi d’autres. Il existe de plus en plus de filières universitaires partout dans le monde qui cherchent à faire acquérir une double formation de journaliste et d’informaticien, notamment dans le cadre de l’écriture, à savoir dans la forme des informations présentées.

    Il existe toute une littérature sur les commentaires sportifs, ciblant les événements locaux, tel le rapport d’un match entre deux écoles de quartier rapporté dans l’édition locale d’un village, qui ne pourraient être rédigés à la main du fait de la très faible audience ciblée.

    À y regarder de plus près, les sites de la presse nationale préparent dans des temps records des articles sur des événements a priori imprévisibles, et pourtant alimentés en continu d’informations en temps-réel, puisés habituellement dans les dépêches d’agences, automatiquement, parfois accompagnés de commentaires de journalistes de la rédaction, voire même de commentaires de lecteurs préalablement filtrés, automatiquement ou non.

    Ceci pour dire que le content spinning s’inscrit dans cette voie, sans toutefois apparaître comme une solution ultime. Pour autant, le développement d’outils d’aide à la rédaction, ou encore de visualisation, présente un intérêt économique pertinent.

    Alors comme ça, tu t’intéresses au content spinning ?
    https://labs.petitnuage.fr/storyteller/cache/201107/spin-81e55b2a5276ce5f0ffe85b02dcd4050971a2526.svg

    #outil #développement #content_spinning #journalisme #presse #rédaction #écriture #automatisation #seo #spam