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Humour in Times of Crisis
Humour in Times of Crisis
According to the superiority theory, humour emerges where feelings of superiority can be felt (Class 1 CMN4100 Notes). In CBC’s This Hour Has 22 Minutes, “Stoner Convoy” Video, humour is expressed where some characters look down upon others. It is an expression of dominance and the frustrated complaint against social orders. In the video, humour is expressed as two people smoking marijuana express their frustration regarding the protest and ridicule the entire process emerging triumphant as they honk to be a part of the protest. The message we want to get across is that the laws on protests are ridiculous and laughable from not only a point of frustration but also one that looks at the superiority/inferiority of how these regulations are set up.
Relief theory, on the other hand, looks at humour from a tension-release perspective. Rather than attempt to define humour and its emergence, the theory focuses on laughter as a result of energy and tension release (Class 1 CMN4100 Notes). In the video, there is obvious tension between law enforcement, protesters, and two adults smoking marijuana in their car. Humor emerges as the two individuals attempt to relieve tension and the same for the police officer when he walks away with the marijuana cigarette. Here, we are freeing ourselves from negative energy created where tension abides.
According to the incongruity theory, something absurd must occur in order for humour to exist. Where understanding fails to find satisfaction, there is a sudden transformation of strained expectations that become humour (Class 1 CMN4100 Notes). For example in the video, we expect that the police officer will arrest the two individuals for smoking marijuana in public. We also expect the definition for protesting to be sufficient in explaining why the two individuals cannot partake in the demonstration. These elements are not only bizarre, but also absurd, unexpected, and therefore incongruous.
The main function of humour in communication is to unite the communicators. Humour is used as a clarification and an identification function (Class 3 CMN4100 Notes). Conversely, humour also divides one set of communicators from another. It does so via the enforcement of norms and the expression of acceptable behavior (Chattoo, 2018). In the video, humour unites the police officer with the smoking adults as they partake in law breaking. It also separates them as the officer attempts to enforce the regulatory expectations.
Stereotypes are used to facilitate understanding by streamlining information regarding a group. For example, the stereotype that marijuana smokers are constantly in a state of confusion is used to expand the concept of irony and satire. Irony emerges as the smokers question the police officer and poke holes on the regulation regarding protests.
In my opinion, the humour presented in the video is not offensive. Irony emerges as the absence of information leads to the use of stereotypes about protesters. Stereotype, in the video, is not used in an offensive manner. I think the director carefully uses stereotypes to highlight the relationship between the different entities, including, peaceful protesters, law breakers, and law enforcement. There are rules in humour that adhere to ethics and the justice system (Class 2 CMN4100 Notes). Humour highlights a real-life situation, albeit with some exaggeration, on how normal people interact with the law. The most sensitive elements that the video touches on include the rules of protesting, smoking marijuana while driving, and the partaking of marijuana by a police officer while on duty. The actions of the police officer are not what would be expected of a law enforcement officer. He seems unaware of the fact that the two individuals are breaking the law. Ethical issues emerge also when the police officer seemingly “steals” marijuana, an illegal substance, and walks away. As the two individual try to report the “crime” the irony is not missed.
References
Chattoo, C. B. (2019). A funny matter: Toward a framework for understanding the function of comedy in social change. Humor, 32(3), 499-523.
Class 1 CMN4100 Notes
Class 2 CMN4100 Notes
Class 3 CMN4100 Notes
FAIR Risk Methodology
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FAIR Risk Methodology
Summarizing the article on “FAIR (Factory Analysis of Information Risk): Basic Risk Assessment Guide”, it is presented in four major stages comprising ten steps.
Stage one
Step one
This step involves the identification of the asset at risk. It is explained that for the estimation of control and value characteristics of the risk analysis to be possible, it is important to first identify the object under evaluation. If the analysis is at a multilevel, the analyst will need to evaluate the object at risk and all the meta-objects existing between the threat community and the primary asset (Lajoux, Alexandra, and Elson, 32).
Step two
This step involves the identification of the threat community, which is important in the estimation of the Threat Event Frequency and Threat Capability. When evaluating risks associated with malicious actions, the analyst will be required to decide on whether the threat community is malware or human, and external or internal.
Stage two
This is the second stage in the analysis and evaluation of loss event frequency and involves the following steps.
Step three
This is the first step under this stage and the third step under the whole process. It is the threat event frequency, which is the probable frequency in a given time frame that will be acted upon by a threat agent. Contributing factors to this step include probability of action and contact frequency.
Step four
This step involves a threat capability, which is the probable force level that enables the threat agent to apply against an asset. Contributing factors under this step include resources and skill (Lajoux, Alexandra, and Charles Elson, 38-9).
Step five
This is the control strength step, which is the expected effectiveness of control over some timeframe as it is measured against a baseline force levels. Contributing factors under this step include assurance and strength.
Step six
This step involves the vulnerability analysis, which involves analyzing the probability that an asset will not be able to resist actions of the threat agent. The analysis in this step is closely related to the results of analysis in step four and five.
Step seven
This step involves the analysis of loss event frequency. It involves the analysis of the probable frequency within a certain time frequency, over which a threat agent will cause harm to an asset.
Stage three
This stage majorly concerns the methodology used in the evaluation of probable loss magnitude and the stage has certain steps that come under it as discussed below.
Step eight
This step involves estimation of worst-case loss by use of three major steps. The first step is the determination of threat action most likely to result in worst case outcome (Lajoux, Alexandra, and Elson 65). The second step is the estimation of the magnitude for each loss form that is associated with the threat action. The last step in this aspect is “summing” the loss form magnitudes.
Step nine
This step majorly involves estimating probable loss. The estimation of probable loss magnitude is done using three steps. The first step involves the identification of the threat community action that is most likely. The next step is the evaluation of probable loss magnitude for every loss form and the last step is “summing” the magnitudes.
Stage four
This is the last stage in the analysis of this methodology and it involves the derivation and articulation of risk.
Step ten
This step also involves the derivation and articulation of risk. It involves the probable magnitude and frequency of future loss. Properly articulated analysis should give decision makers the opportunity to get at least two important pieces of information:”the estimated loss event frequency” and “the estimated probable loss magnitude”. The information can be displayed through charts, texts, or both. In most cases, it is better to also display the “estimated high-end loss potential”, to make the decision maker become aware of the expected worst-case scenario. The strength of the FAIR methodology is that it is able to establish accurate probabilities for the magnitude and frequency of loss events. It also has a consistent framework useful in performing risk analyses (Lajoux, Alexandra and Elson 71). The weakness is that FAIR is not a methodology in dealing with risk management, but it is only used to complement the existing methodologies. Using FAIR to analyze somebody’s risk associated with commercial gain is only possible after getting a license from RMI.
Work Cited
Lajoux, Alexandra R, and Charles Elson. The Art of M & a Due Diligence: Navigating Critical Steps & Uncovering Crucial Data. New York: McGraw-Hill, 2000. Internet resource.
HUMN4343 Renaissance to Romanticism
HUMN:4343 Renaissance to Romanticism
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In this paper, I aim to discuss the Italian Renaissance. It has a repute for its achievement in sculpture, philosophy, literature, architecture, science, technology, and exploration. The Italian Renaissance was an explosion of art, writing, and thought that lasted approximately between 1300 to 1600. In this historical time, each countryman, individual, or villager performed different careers and jobs. The Greek and Roman art, architecture, and writings at first jump-started the Renaissance and art requirement. The artists were at that time inspired to use lifelike art and linear. The Italian Renaissance was the most profoundly significant time in human growth since the fall of Ancient Rome. Italy in the 14th Century was fertile ground for a cultural revolution (Becker, 2019). The Renaissance individuals had particular common values that included individualism, humanism, classicism, well-roundedness, secularism, and skepticism.
The Italian Renaissance started in the City of Tuscany, found in the capitals of Florence and Siena. Far along, it had a great influence on Venice, where the remnants of the historical Greek culture gave humanist researchers with manuscripts. As a result of the foreigners’ invasions plunging the region into turmoil, the Italian Renaissance peaked in the late fifteenth. But on the other side, the Renaissance ideas went all over into the rest of Europe, setting off the Northern Renaissance center in Antwerp and Fontainebleau and the English Renaissance (Becker, 2019). The Italian Renaissance started the foundational chapter of the Renaissance, a time of great cultural achievement and change in Europe that spanned the period from the culmination of the 14th Century to nearly 16th Century, making the change between Medieval and Early Modern Europe. During the 14th Century, a cultural movement known as humanism started to gain momentum in Italy (Molho, 2018). Humanism supported the perception that man was the center of his own universe, and people ought to embrace human attainments in literature, classical arts, science, and education. As an artistic undertaking, the Italian Renaissance impacted only a small part of the inhabitants. Northern Italy was the most developed area of Europe, but three-quarters of the individuals were still rural peasants.
The main elements of Italian Renaissance humanism included promoting private and civic virtue, an interest in the eloquent use of Latin and philology, a rejection of scholasticism, and an interest in studying literature and art from ancient times. The Italian Renaissance’s essential characteristics are that they emphasized individual ability and recovered from the 14th-century disasters. During the 15th Century, the Renaissance ideas spread from Italy to France and then all over Northern and Western Europe. The arts of the Renaissance had a great significance to humanity in the middle ages. The change was an essential defining moment in European history and particularly the Italian Civilization (Molho, 2018). It broke the ties of the past customary confines and resulted in several innovations, which continue to spread over the nation. The Italian Renaissance was one of the most important, colorful, and exciting times in history. The painters had no interest in making a picture realistic in a way that did not use perspective. Most of the time, the most influential figures in the painting were made bigger than all the others (Plumb, 2017). The Holy family members would be painted against a background of shining gold, which implied the heavens. The humanism and secularism of the Italian Renaissance were reflected in its education and scholarship. It had a concern of the world instead of the hereafter, and its emphasis was on pagan classics instead of Christian theology.
Reference
Becker, M. B. (2019). An essay on the quest for identity in the early Italian renaissance (pp. 294-312). University of Toronto Press.
Molho, A. (2018). The Italian Renaissance, Made in the USA. In Imagined Histories (pp. 263-294). Princeton University Press.
Plumb, J. H. (2017). The Italian Renaissance. New Word City.