Chemtrails

Chemtrails

INTRODUCTION

Chemtrails are the lines created when airplanes allegedly spray the atmosphere, as indicated in Figure 1 below. The chemtrails concept emerged in North America in the 1990s after a rise of controversies challenging the causes and nature of global issues. The controversies were spread over the internet and have since been a major influence on people’s perception of chemtrails. A report prepared in Greece titled “Dangerous Experiments in Greek Skies” led to the spread of different chemtrail conspiracies. It informed people that American airplanes were performing experiments to find solutions for global warming and that the experiments had various risks that could not be disclosed to the public. Although chemtrail conspiracies have been embraced in different parts of the world, they are not founded on facts that prove the theory behind the dangers and secrets linked to chemtrails. Therefore, it is important to debunk the conspiracies before concluding whether airplanes should be allowed to leave chemtrails or the practice should be abolished.

Figure 1: Chemtrail

DEBUNKING CHEMTRAIL CONSPIRACIES

Conspiracy theories make assumptions about the causal connection between events, objects, or people (Van Prooijen and Van Vugt 771). One of the chemtrail conspiracies posits that chemtrails contain toxic chemicals deliberately sprayed by covert bodies to harm people and the environment. However, there is no agreement on the purpose of spraying and the specific covert bodies behind it, thus making it hard to support the claim. For example, Corbett (645) states, “The purpose of the spraying, the identity of the supposed conspirators, and the composition and effects of the chemicals vary between conspiracy theorist communities.” Therefore, the conspiracy arguments are determined by a person’s conspiracy-theorist community, which could include political, environmental, criminal, or social conspiracy-theorist communities. Some theorists believe that the government is the main covert body behind harmful chemtrails due to the high levels of environmental toxins and an outbreak of diseases among people and livestock. These require government interventions that create an opportunity for the government to look for donations from other countries and use taxpayer money to address the issues. According to Corbett (647), experts have established that the clouds perceived as chemtrails are normal aircraft patterns mainly caused by atmospheric chemistry and physics. Therefore, the argument that chemtrails are toxic chemicals deliberately sprayed by covert bodies is false because it conflicts with expert findings and is dominated by misinformation about airplane spraying. A demonstration of how chemtrails get to the environment is provided below.

Figure 2: Chemtrail Flow into the Environment

Another conspiracy is linked to corporate power and social injustice. Some conspiracy theorist communities argue that the government sprays toxic chemicals in the sky to create a New World Order by creating fear about climate change. According to Cairns (11), the conspiracy also posits that a small but highly influential group of corporate-funded scientists use chemtrails to influence climate change. The conspiracy also blames the American government for climate change. The conspiracy theorists believe that the American government uses chemtrails to release toxic substances that cause global warming and environmental issues to prove to the American citizens and other countries that it can address climate change issues. The argument may be vague because the American government is willing to fight global warming. Therefore, it does not make sense to claim that the government could create a problem that could cause global warming to prove its capability to fight the issue. The theory of the existence of a powerful group of scientists controlling the weather is also false. There is no proof of the presence of such a group of scientists or the relationship between the scientists and the American government, thus making the arguments unreliable in explaining the reason behind chemtrails and their impact on people and the environment.

Chemtrails have also been associated with health and pollution issues globally. Some chemtrail conspiracy theorists argue that chemtrails are the cause of shared health problems in society. In a study by Xiao et al., some participants stated that they had noticed chemtrails in the sky before developing health problems. One of the study participants stated, “I saw these trails, and then about 30 minutes or so later, there was the taste of metal. It was actually a salty metallic taste, really, really strong. Immediately, I got a bad headache, my muscles and joints started hurting” (9). The main cause of these beliefs is sharing information on the internet about chemtrails and how they are linked to healthcare issues and symptoms among a group of people in one area. The study also established that conspiracy theorists also argue that the High-Frequency Active Auroral Research Program (HAARP) is behind the chemtrails that cause health issues and environmental pollution. According to Xiao et al. (10), some theorists believe that HAARP works for the government to control weather, leading to the release of harmful chemicals in the skies. However, there is no proof of toxic substances in chemtrails, thus making it hard to prove the conspiracy theories on the relationship between chemtrails and health and pollution issues. There is also no evidence showing government collaboration with HAARP in weather control.

Chemtrail conspiracies can be ruled out as public misinformation because they are not supported by solid evidence. According to Xiao et al. (4), chemtrail content shared on social media platforms, such as images and videos of airplanes leaving a chemtrail, is not shared to deceive but to show the people how the trail emerges. Therefore, the information can be interpreted based on the audience’s conspiracy beliefs and the additional information shared through comments. It is also hard to regulate the spread of conspiracy theories, hence the need to focus on enlightening people about the misinformation in conspiracy theories and proving that they are false. Education levels are also vital in eliminating misinformation that leads to chemtrail conspiracy theories. A study by Bakalaki (14) indicated that university-educated and middle-class individuals view chemtrail narratives as a displacement of the anxiety arising from sudden social, political, and economic transformations. Bakalaki (14) also stated that middle-class and university graduates stated that chemtrail conspiracies are irrational and demonstrate limited exposure to scientific rationalism and backwardness. Therefore, practices that leave airplane trails should not be abolished based on chemtrail conspiracies.

CONCLUSION

The chemtrail debate has gained popularity globally due to the exchange of information and beliefs emerging from chemtrail controversies discussed on internet platforms. Although chemtrail conspiracy theorist communities support their arguments with information about their daily experiences and government practices, there are no facts supporting them. Most conspiracies are also founded on misinformation about the role of agencies such as HAARP and covert bodies and the relationship between the government and these bodies. People’s trust also influences the conspiracies in the government and their perception of government motives. Therefore, it is important to focus only on facts when interpreting chemtrail conspiracies. It is also important to provide scientific information linked to chemtrails and their composition rather than eliminating practices that cause chemtrails.

Works Cited

Bakalaki, Alexandra. “Chemtrails, Crisis, and Loss in an Interconnected World.” Visual Anthropology Review, vol. 32, no. 1, 2016, p. 14.

Cairns, Rose. “Climates of suspicion: ‘chemtrail’ conspiracy narratives and the international politics of geoengineering.” The Geographical Journal, vol. 182, no. 1, 2014, p. 11.

Corbett, Charles R. “Chemtrails and Solar Geoengineers: Governing Online Conspiracy Theory Misinformation.” Missouri Law Review, vol. 85, no. 3, 2020, pp. 645-647.

Van Prooijen, Jan-Willem, and Mark Van Vugt. “Conspiracy Theories: Evolved Functions and Psychological Mechanisms.” Perspectives on Psychological Science, vol. 13, no. 6, 2018, p. 771.

Xiao, Sijia, et al. “Sensemaking and the Chemtrail Conspiracy on the Internet: Insights from Believers and Ex-believers.” Proceedings of the ACM on Human-Computer Interaction, vol. 5, no. CSCW2, 2021, pp. 4-10.

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For your third speech, you will prepare and deliver a recorded 7-minute Persuasive speech using the Canvas Studio recording program and post it in a Discussion Activity. Your speech should include a Visual Aid that is NOT a PowerPoint or Prezi since you used that in your last speech. Your Persuasive Speech topic must be pre-approved by the instructor ahead of time. Do not duplicate a topic one of your classmates is using. You must incorporate what you’ve learned from your previous two speeches, the textbook, and class lectures. You should advocate one side of a controversial subject, seek to change an existing law or rule, or seek to change the attitude or behavior of your audience. Your speech must include a specific appeal to ACT regarding your topic. Ask your classmates to take particular steps to help solve a problem or change the status quo (what’s currently done) in some way.

Chemtrails

The Persuasive speech involves:

1. You are creating a presentation outline in MLA format. Follow the example from your textbook in the instructions module for creating a sentence outline. Before videotaping, you may submit a rough draft outline and preliminary Works Cited to get the instructor’s feedback.
2. You must find a suitable visual aid for this speech that is NOT a PowerPoint or Prezi presentation. Since you used that type of visual aid for your Speech #2: Informative Speech, this third speech will give you practice with a broader variety of Visual Aids. The Visual Aid must be big enough for your audience to see. (See Chapter 15 in your textbook for Visual Aid options.)
3. You are recording your presentation using the Studio program in our Canvas course. Once you complete the recording, save it and upload it to the Discussion Activity for the Persuasive Speech (#3) so the instructor and class can view it. See separate instructions for recording and uploading your video.
4. You are Submitting your persuasive speech outline under the Week 10 assignments submission link so the instructor can view and evaluate it along with your video recording.

Requirements:

1. Organize your speech into an introduction, body, and conclusion. Include a central idea for your topic.
2. Create a full-sentence preparation outline with a Final Works Cited for your Persuasive speech. Submit that sentence outline. Follow the example from your textbook in the instructions module for creating a sentence outline.
3. You must incorporate at least three direct quotes from scholarly, reputable sources. Include the source or the author of the quotes in your speech and reference the quotes in your final Works Cited list.
4. Do not just read word-for-word from your notes or a script; you will earn a lower grade. You should give your Persuasive speech using a spontaneous style of delivery. See Chapter 6 in our textbook for more information on delivery styles. Impromptu delivery means “conversational” delivery, not reading word for word from a manuscript.
5. Professional dress is required for this speech, meaning you should dress in what you would wear to a formal job interview.
6. It would be best if you stood back from your camera for this final speech so the audience can see the movement and gestures of your upper body. I would like it to model an actual in-person presentation. You can even use a table or podium for your notes if you’d like. Points will be deducted if seated during this speech unless your accommodations don’t permit standing.