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A visual depiction of various economic systems on a spectrum of complete government control to no government control. From left to right: Socialist countries, such as Cuba and North Korea, are represented on the far left with economies that are completely owned and controlled by the government. These countries offer substantive guarantees. Next are social democracies, such as Sweden and Norway, with privately owned businesses that are under extensive government control. These countries offer substantive and procedural guarantees. Next are countries with a form of regulated capitalism, like the United States and Great Britain, where there is only some government control over private businesses. These countries provide procedural guarantees. The far right represents the concept of laissez-faire capitalism, or no government control, of which there are no real-world examples. In general, the more socialist the country, the more substantive guarantees are in place.

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A visual depiction of various political systems on a spectrum of less government control to more government control. Moving from top to bottom:

Anarchy: No government or manmade laws; individuals do as they please. There are no real-world examples.

Nonauthoritarian system (such as democracy): Individuals (citizens) decide how to live their lives. Government role is limited to procedural guarantees of individual rights.

Examples: United States, Sweden, Japan, South Korea, India

Authoritarian system: Government decides how individuals (subjects) should live their lives and imposes a substantive vision. Examples: China North Korea, Cuba, Saudi Arabia

In general, the more control the government has or the more substantive guarantees in place, the less individual power is left to the citizens.

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A visual representation of the different combinations of political and economic systems. Economic systems are displayed on a horizontal spectrum of more to less governmental control, and political systems are displayed on a similar vertical spectrum. The spectrums overlap in the center to make quadrants of different styles of government. The top left quadrant represents communist democracies, a system that embraces personal freedom and a collectively owned economy. There are no real-world examples of this system. The top right quadrant represents advanced industrial democracies, systems that support personal freedom within a moderately regulated free-market economy. Examples of this type of system include Great Britain, Japan, and the United States. The bottom right quadrant represents authoritarian capitalism, systems that allow for a market economy but highly regulate individual behavior. Examples of this type of system include Singapore and China. The bottom left quadrant represents totalitarian systems, in which the government controls all economic and individual behavior. Examples include the former Soviet Union and North Korea.

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A cartoon depicting a messy office desk with a caption reading “vintage social networking.” Various arrows identify traditional office objects and describe their modern social networking counterparts. For example, the telephone is labeled “Skype.”

Other office objects included are as follows:

A clipped comic strip is labeled “reddit.”

A window is labeled “YouTube.”

A cork board with various clippings is labeled “Pinterest.”

A Rolodex is labeled “LinkedIn.”

A globe is labeled “foursquare.”

Two picture frames with family photos are labeled “Instagram” and “Imgur.”

A pencil and a piece of paper with handwriting are labeled “WordPress.”

Several sticky notes are labeled “Twitter.”

An address book is labeled “Facebook.”

A pair of scissors, tape, and photo clippings are labeled “Tumblr.”

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A timeline of advertising in the print, pre-digital, and digital eras.

Posters were the main source of advertising prior to 16 50. Newspapers began featuring advertisements in 16 50 leading the way for magazines in 18 44, billboards in 18 67, and catalogs in 18 72.

Advertising on the radio began in 19 22 and launched the pre-digital era, which also included advertising on television in 19 41 and through direct mail in 19 54.

Digital-age advertising began with banner ads and Gmail in 19 94 and was followed by P P C in two thousand, Google in 20 03, Facebook and YouTube in 20 07, LinkedIn in 20 08, mobile apps in 20 09, Twitter in 20 10, and Facebook mobile in 20 12.

This figure also includes a list of important dates for each category: print, pre-digital, and digital.

Print:

14 39: Printing press

16 05: First newspaper

18 44: Telegram

18 66: Permanent telegraph line across the Atlantic

18 76: Telephone

19 hundred: First transmission of voice by radio

Pre-digital:

19 29: Television (12 channels)

19 53: Color television for the mass public

19 42: First computer

19 50: Cable T V (rare, for households without reception)

19 69: A R P A N E T (military forerunner of internet)

19 66: Email

19 70s: Cable TV (181 channels)

Digital:

19 70s: First desktop computer

19 73: Mobile phone

19 89: Commercial Internet

19 94: Smartphone

19 94: Yahoo

19 95: eBay

19 94: Amazon

19 98: Google

19 99: Blogger

19 99: Napster

20 01: Wikipedia

20 02: LinkedIn

20 03: MySpace

20 03: Skype

20 04: Facebook

20 04: Flickr

20 04: Gmail

20 05: Reddit

20 05: YouTube

20 06: Twitter

20 07: Tumblr

20 07: iPhone

20 09: WhatsApp (bought by Facebook in 20 14)

20 10: Instagram (bought by Facebook 20 12)

20 11: Pinterest

20 11: Snapchat

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A bar graph depicting how individuals engage politically online. Moving from top to bottom:

“Like” or promote material related to politics or social issues that others have posted: 38 percent

Use a social networking site to encourage people to vote: 35 percent

Post one’s own comments on political or social issues: 34 percent

Repost content related to political or social issues that was originally posted by someone else: 33 percent

Encourage other people to take action on a political or social issue: 31 percent

Post links to political stories or articles for others to read: 28 percent

Follow elected officials and candidates for office: 20 percent

The real-world impact of online political engagement varies:

25 percent become more active in a political issue after discussing or reading about it online. 16 percent change their views about a political issue after discussing or reading about it online. And .09 percent become less involved in a political issue after encountering it online.

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The combinations of different ideological beliefs in the United States. Economic beliefs are shown on a horizontal spectrum of more to less governmental control, and political beliefs are shown on a similar vertical spectrum. The spectrums meet in the center. The top left quadrant represents “Economic Liberals,” or those who believe in an expanded government role in the economy but a limited role in the social order. Examples include welfare, national health care, maximum individual freedom, civil rights for immigrants, and the regulation of Wall Street. Most Americans who align with this ideology are moderate Democrats, although liberal Democrats and the Occupy Wall Street movement are also included. The bottom left quadrant represents “Social Liberals,” or those who believe in an expanded government role in both the economy and the social order. Examples include welfare, social programs, censorship of pornography, strict pollution controls, and affirmative action. The Green Party aligns with this ideology. The bottom right quadrant represents “Social Conservatives,” or those who believe in a limited government role in the economy but an expanded role in the social order. Examples include low taxes, prayer in schools, censorship of books that violate traditional values, anti-gay rights, tight restriction on immigration, and authoritarian values on the roles people play in society. The religious right aligns with this ideology. Anti-establishment conservatives fall in between the Social Conservative and Social Liberal ideologies. The top right quadrant represents “Economic Conservatives,” or those who believe in a limited government role in both the economy and the social order. Examples include low taxes, laissez-faire capitalism, maximum individual freedom, and the guest worker program. Most Americans who align with this ideology are moderate Republicans, although traditional Republicans and the Libertarian Party are also included.

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Two line graphs showing that an increasing number of young Americans feel empowered to influence politics, according to an A P N O R C Center and M T V poll. Over the span of three months, the percentage saying elected public officials care what people like them think grew from 25 percent to 34 percent. Additionally, the percentage saying people like them can affect what the government does also increased, from 37 percent to 46 percent, during the same three-month period. These percentages reflect those who answered “a moderate amount,” “a lot,” or “a great deal.”

Results are based on interviews with 939 U S residents ages 15 to 34. Margin of error is plus or minus 4.3 percentage points for the full sample, higher for sub groups.

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Map illustrating the path of critical thinking. The path begins with the “comfort zone,” ends with the “goal,” and features five parts in between. The first part is “considering the source” in which you need to ask yourself: Where does this information come from? Who is the author? Who is he or she talking to? How do the source and the audience shape the author’s perspective? The second part is “lay out the argument” in which you need to ask yourself: What argument is the author asking you to accept? If you accept the argument, what values are you also buying? Does the argument hold together logically? The third part of the path is “uncover the evidence” in which you need to ask yourself: Did the author do research to back up the conclusions? Is there any evidence or data that is not provided that should be there? If there is no evidence provided, does there need to be? The third and fourth parts are joined by the “bridge to enlightenment.” The fourth part is “evaluate the conclusions” in which you need to ask yourself: What’s the punch line here? Did the author convince you that he or she is correct? Does accepting the conclusion to this argument require you to change any of your ideas about the world? The final part is “sort out the political significance” in which you need to ask yourself: What difference does this argument make to your understanding of the political world? How does it affect who gets what and how they get it? Was getting this information valuable to you or did it waste your time?

The path of critical thinking surrounds an “ocean of excuses” and a “sea of confusion,” which include common excuses and feelings of confusion when thinking critically. These include:

“I read it on the Internet. It must be true.”

“My parents always watch this TV station. Of course it’s reliable.”

“Arguments sound like conflict. I hate conflict.”

“Values are private. It’s rude to pry.”

“Logic gives me hives!”

“Data means numbers. Numbers freak me out.”

“What, do I look like some kind of detective?”

“I don’t like this person’s values. Why should I care about his or her conclusions?”

“These ideas make me really uncomfortable. They don’t click with anything I think I know. Time for a beer!”

“How would I know?”

“Ouch! Thinking is hard work. Wake me up when it’s over.”

“There is no way to know what conclusions are right.”

“Who cares? What do I need to know for the test?”