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Curriculum material for the Foundations package from the Journalism Education Association Scholastic Press Rights Committee.
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Day 1 version 1
Curriculum material for the Foundations package from the Journalism Education Association Scholastic Press Rights Committee.
Day 2 ethical guidelines and procedures
This document discusses the difference between ethical guidelines and procedures for a student media manual. It provides examples of guidelines, which are suggestive in nature, versus procedures, which establish processes and may have punitive consequences. The document then guides participants in brainstorming and outlining the duties of student journalists and advisers. Participants compare and revise their outlines, noting that student-led models are preferable to maintain independence. Finally, participants are divided into groups to create either guidelines or procedures on assigned topics for inclusion in a staff manual.
Collaborations for the Common Good: Building Communities of Practice
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Abstract: Working in teaching and learning is an inherently collaborative field. Whether it’s collaborating with classroom faculty or other librarians, working together is the best way to achieve a common goal. This presentation will use a case study to highlight three essential elements of a successful collaboration among Indiana University-Bloomington Libraries’ Department of Teaching & Learning and primary source collections across the campus. We will report on the results of a collaborative initiative designed to engage students in the use of primary sources, and to assess student learning in the context of primary source literacy and information literacy.
Questionnaire design spring2004
This document provides an introduction to questionnaire design. It discusses important considerations for writing questions, such as ensuring respondents understand the question and are willing and able to answer. It also covers drafting and organizing questionnaires, including ordering questions by topic, starting with easy questions, and testing the questionnaire. The goal is to design questionnaires that yield accurate, truthful answers from respondents.
Learning How To Align 9th Grade ELA GPS and ILS
The document provides guidance on aligning instructional standards and establishing goals, understandings, and essential questions for teaching skills and concepts. It recommends reviewing standards to determine learning outcomes and big ideas, asking essential questions that promote higher-order thinking and discussion. It also suggests using hands-on activities that demonstrate and allow practice of skills, teaching concepts before details, and employing critical thinking techniques to associate ideas.
Policy analysis
The document discusses policy analysis and outlines steps for students to carry out a public policy analysis project in groups. It explains that policy analysis involves evaluating alternatives to address public problems. It describes criteria for selecting an issue, such as number of people affected, intensity of concern, and available resources. Students will meet in groups to choose an issue by considering if it meets these criteria and how strongly they feel about it. They will then research the issue and decide how to gather more information through methods like surveys.
Why Change (2013)
This document discusses challenges and opportunities in teaching for the 21st century. It notes that the cognitive demands of work and civic life are higher than ever, requiring skills like expert thinking, complex communication, and new media literacy. Networked technologies allow students to practice these 21st century skills in engaging online environments. However, some teachers are reluctant to change, citing reasons like the risk of disrupting what works, technology becoming obsolete, losing control, safety concerns, and lack of relevance to testing. The document advocates for managing rather than locking down technology use, and notes that effecting large-scale change in education is difficult but important work.
Webinar pg critical reading for your dissertation
This document provides guidance on critical reading for dissertations. It explains the critical reading process and how to apply it to dissertation work. It evaluates strategies for critically reading, including asking questions about the source's provenance, context, purpose, audience, bias, assumptions, main points, evidence, and limitations. The document then provides an example of critically analyzing two article abstracts on teaching British values using a critical reading grid to help prepare a dissertation.
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Day 1 version 1
Curriculum material for the Foundations package from the Journalism Education Association Scholastic Press Rights Committee.
Day 2 ethical guidelines and procedures
This document discusses the difference between ethical guidelines and procedures for a student media manual. It provides examples of guidelines, which are suggestive in nature, versus procedures, which establish processes and may have punitive consequences. The document then guides participants in brainstorming and outlining the duties of student journalists and advisers. Participants compare and revise their outlines, noting that student-led models are preferable to maintain independence. Finally, participants are divided into groups to create either guidelines or procedures on assigned topics for inclusion in a staff manual.
Collaborations for the Common Good: Building Communities of Practice
Librarians Meggan Press and Meg Meiman gave this presentation at the Information Literacy Summit at Moraine Valley Community College on April 20, 2018. CC-BY-SA 4.0
Abstract: Working in teaching and learning is an inherently collaborative field. Whether it’s collaborating with classroom faculty or other librarians, working together is the best way to achieve a common goal. This presentation will use a case study to highlight three essential elements of a successful collaboration among Indiana University-Bloomington Libraries’ Department of Teaching & Learning and primary source collections across the campus. We will report on the results of a collaborative initiative designed to engage students in the use of primary sources, and to assess student learning in the context of primary source literacy and information literacy.
Questionnaire design spring2004
This document provides an introduction to questionnaire design. It discusses important considerations for writing questions, such as ensuring respondents understand the question and are willing and able to answer. It also covers drafting and organizing questionnaires, including ordering questions by topic, starting with easy questions, and testing the questionnaire. The goal is to design questionnaires that yield accurate, truthful answers from respondents.
Learning How To Align 9th Grade ELA GPS and ILS
The document provides guidance on aligning instructional standards and establishing goals, understandings, and essential questions for teaching skills and concepts. It recommends reviewing standards to determine learning outcomes and big ideas, asking essential questions that promote higher-order thinking and discussion. It also suggests using hands-on activities that demonstrate and allow practice of skills, teaching concepts before details, and employing critical thinking techniques to associate ideas.
Policy analysis
The document discusses policy analysis and outlines steps for students to carry out a public policy analysis project in groups. It explains that policy analysis involves evaluating alternatives to address public problems. It describes criteria for selecting an issue, such as number of people affected, intensity of concern, and available resources. Students will meet in groups to choose an issue by considering if it meets these criteria and how strongly they feel about it. They will then research the issue and decide how to gather more information through methods like surveys.
Why Change (2013)
This document discusses challenges and opportunities in teaching for the 21st century. It notes that the cognitive demands of work and civic life are higher than ever, requiring skills like expert thinking, complex communication, and new media literacy. Networked technologies allow students to practice these 21st century skills in engaging online environments. However, some teachers are reluctant to change, citing reasons like the risk of disrupting what works, technology becoming obsolete, losing control, safety concerns, and lack of relevance to testing. The document advocates for managing rather than locking down technology use, and notes that effecting large-scale change in education is difficult but important work.
Webinar pg critical reading for your dissertation
This document provides guidance on critical reading for dissertations. It explains the critical reading process and how to apply it to dissertation work. It evaluates strategies for critically reading, including asking questions about the source's provenance, context, purpose, audience, bias, assumptions, main points, evidence, and limitations. The document then provides an example of critically analyzing two article abstracts on teaching British values using a critical reading grid to help prepare a dissertation.
Jea law ethics_cert
The document discusses key topics related to law and ethics for student media including:
1) Important court cases that have defined student free speech and press rights such as Tinker v. Des Moines.
2) Definitions of unprotected speech such as libel, copyright, and obscenity.
3) Ethical issues student media should consider around balanced coverage, transparency, and protecting sources.
New lawðics cert
1) The document discusses certification in law and ethics for scholastic media through JEA and provides an overview of important court cases, legal definitions, and ethical frameworks related to student press rights.
2) It outlines key court cases that have impacted student media and defines unprotected forms of speech such as libel, copyright, and obscenity.
3) Resources for further information on student press law and ethics are provided, including the Student Press Law Center website and contacts for questions.
2016 editorial policy
This document provides guidance on developing policies, ethical guidelines, and procedures for student media. It recommends having four separate but connected sections: a mission statement, board-level policy, ethical guidelines, and staff manual procedures. The mission statement should concisely outline the goals of the student media. The policy should establish the media as a designated public forum for student expression without prior review. The ethical guidelines should provide standards for implementing the mission while the procedures manual outlines operational processes. The document cautions against wording that could allow censorship and emphasizes developing materials to empower student decision-making.
Lawðics cje14
This document provides an overview of the legal and ethical standards for student media as outlined by the Journalism Education Association's certification program. It discusses key court cases related to student speech rights, defines unprotected forms of speech, and reviews important legal concepts like censorship, privacy, and open records laws. The document also examines the difference between what is legally permissible versus ethically appropriate for student journalists and stresses the importance of transparency, balanced coverage, and protecting sources. Resources for further information are provided.
Osm awinners2013 d
This document provides a list of award winners from the OSMA 2012-2013 Awards Banquet. It recognizes students who received superior, excellent, and honorable mention awards for their work in categories such as sports page layout, front page newspaper layout, feature page layout, editorial, newswriting, infographic, newswriting with two reporters, online news story, online opinion, and general feature. Many students are recognized with multiple awards. The awards recognize the top student journalistic work from across Ohio.
Osm awinners2014 a
This document lists the winners of the OSMA 2013-2014 awards in various categories including layout, writing, photography and art. Students from schools across Ohio are recognized with Superior, Excellent and Honorable Mention awards for their work in sports page layout, front page layout, feature page layout, editorials, newswriting individually and with partners, online news and opinion pieces, general features, in-depth reporting, and hand drawn and computer assisted artwork. The winners demonstrate excellence in high school journalism across the state.
The policy project 2015
The document provides an overview of building strong foundations for student media through establishing policies, ethics guidelines, and staff manuals. It discusses key components of board-level policies, publications-level policies, ethics guidelines, and procedures in staff manuals. Sample language is presented for model policies, ethics situations, and developing evaluation processes for content. The document aims to help student media organizations develop frameworks that protect free expression rights and teach media skills.
Plagiarism jea s14
This document discusses plagiarism in journalism and defines it as passing off another's work as your own without proper attribution. It notes that plagiarism is easier to commit and detect in the digital age. Experts say every news organization should check staffers' work for plagiarism using detection software. Journalism schools are advised to teach ethics more thoroughly to prevent plagiarism. Media professionals agree plagiarism is unethical and a firing offense, and attribution is needed any time using others' words or information. Clear policies and consequences can help discourage plagiarism.
2015vegaspolicy2[1]
The document discusses developing strong foundations for student media through establishing editorial policies, ethical guidelines, and staff manuals. It emphasizes that these foundational documents are important for consistency and can impact the success of the student media. It provides examples of effective board-level and media-level policy structures and language to establish student media as designated public forums protected by the First Amendment where students make final content decisions without prior review.
2013 attribution test
This document contains a quiz with questions about proper attribution practices for journalists. The questions cover scenarios such as using extensive passages from other news sources, quoting sources that spoke to other outlets, using timelines and facts from blogs, handling press releases, and aggregating content from other media. The correct answers emphasize accurately attributing information to its original source by naming the source, linking to it, and using quotation marks for verbatim quotes.
Plagiarism jea11
This document discusses definitions of plagiarism, levels of plagiarism, resources for preventing plagiarism, and perspectives on plagiarism from journalists, journalism schools, and news organizations. It provides examples of newspaper policies with zero tolerance for plagiarism and consequences such as dismissal for committing plagiarism. Advice is given that attribution is important whenever using others' words, facts, or opinions to strengthen credibility.
Jea law ethics_cert
This document outlines key legal and ethical concepts related to student media including:
1) Foundational knowledge of First Amendment rights and responsibilities for scholastic media.
2) Important court cases that have shaped student free speech rights such as Tinker, Hazelwood, and Morse v Fredrick.
3) Definitions of unprotected speech like libel, copyright, and obscenity that student journalists should understand.
4) Ethical issues student media should consider like balanced coverage, transparency, and protecting sources.
Plagiarism jea15
Presentation for high school journalism students about plagiarism -- what it is and why they need to avoid it.
24:7 websites
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Day 4 ethical guidelines and procedures
The document discusses guidelines and procedures for a staff manual for a publication. It defines ethical guidelines as suggestive in nature to handle controversial events, while procedures are processes that if not followed could result in punitive actions. The document then lists topics for student groups to create either a guideline or procedure on, such as treatment of sources, recording interviews, verification, and social media use. Students are instructed to research the topics, write the guidelines or procedures, and turn them in for a grade.
2017 ai foundation-draft
A scholastic media program needs a firm foundation. This presentation at the JEA Adviser Institute (2017) talks about writing a mission, a policy, ethical guidelines and staff procedures for such a program.
2018 foundation revision copy
Session about student media foundations: Mission, Policy, Ethics and Staff Manual (JEA/NSPA San Francisco 2018)
Giving direction to policies and manuals: high school journalism ethics
Presentation from "Walk the Talk: Developing a Staff Manual Based on Ethical Guidelines and Editorial Policy," AEJMC Scholastic Journalism Division Teach-In, 8/5/15
2015 denver-policy
This document discusses developing editorial policies for student publications. It outlines two types of policies - board level policies and publication level policies. Board level policies establish general principles and are not changed frequently. Publication level policies establish working principles and should be reviewed yearly. The document provides three models of board level policy statements that establish student publications as designated public forums where students make final content decisions without prior review. It also discusses what should be included in strong publication level policies and ethics guidelines. Key recommendations include clearly stating the designated public forum status of publications and that students make all final content decisions.
Running head YOUR TITLE GOES HERE1YOUR TITLE GOES HERE2.docx
Running head: YOUR TITLE GOES HERE 1
YOUR TITLE GOES HERE 2
Students: There are two things here: first is the sample format, with the questions you are to answer. Underneath it is a completed sample paper. Yours should look the sample paper.
Your Course Project Title Goes Here
The purpose of a proposal is to highlight standout ideas, and to do so in a manner that can convince an audience to support a project. Proposals delivered in a workplace are often part of a competitive process in which the strongest proposal is offered the business. In these contexts, effective word choice and professional delivery define the effective communication of an idea. Your research proposal will be presented as a sentence outline. As the name suggests, the sentence outline presents complete thoughts in complete sentences as opposed to phrases. In each section of the proposal, choose ideas with the goal of persuading your reader to believe that you are interested in the topic and ready to learn how to develop the topic into a project. Use a complete sentence to provide the response to each of the questions below. You can use first person. Use APA documentation for the final section of the proposal to document any sources referenced in your proposal. Remember to put at least two items at any given level of the outline, as shown in this template and the sample proposal.
I. Introduction
A. Topic
1. What is your research question?
2. What is your working thesis? (It answers your research question and defines the direction of your argument.)
3. What is your angle on the topic? (Your angle is your unique perspective or view on the issue.)
B. Context
1. Justify for your reader why the topic is important.
2. Justify for your reader why you are the one to write about it. What do you bring to the topic?
C. Audience
1. Who is your primary audience? (These are the readers who would be best affected by what you have to say. They can be readers of an existing publication.)
2. Who is your secondary audience? (Identify this audience as your professor and fellow students.)
3. Does your audience share your opinions and values? (Determine if the audience is on your side or if they may be skeptical.)
II. Evidence
A. What research have you gathered so far? (What have you found that supports your purpose and angle?)
B. What research do you need to gather? (What other kinds of information will you need as support? What will you use to represent the opposing view?)
III. Conclusion
A. (What are you proposing to achieve with your project? What would you like approval on in order to proceed with the project?)
IV. References (must be correctly formatted according to the APA Publication Manual).
Here is the sample paper. Make yours look like this.
Proposal for Standardized Tests
I. Introduction
A. Topic
1. Research question: Have standardized tests in the United States improved schools or demonstrated stronger student learning achievement?
2. Working th.
Ethics Interview Guide1. Please identify your current position
Ethics Interview Guide
1. Please identify your current position and how long you have been in this position.
2. Describe an ethical dilemma you have experienced within your current role.
3. How did you use ethics to solve problems related to the ethical dilemma presented? Did you use the ethical code as a problem-solving strategy in analyzing and responding to the dilemma? Did you use the ethical code as a reflection tool?
4. As you reflect on this situation, were there things you would have handled differently? Why or why not?
5. What advice would you give to others for ensuring ethics are incorporated into their practice?
© 2016 Laureate Education, Inc. Page 1 of 1
Guide for Learning Outcomes Plan: Advocacy Action Plan
EDDD 8085/EDSD 7085: Inspired Leadership, Informed Advocacy, and Improved Policy
The overall project involves two parts: the advocacy action plan paper and a presentation. The paper is your Learning Outcomes Plan.
Advocacy is the act of standing up for others, of building connections, of engaging in everyday acts. These activities might occur in daily connections or on a grand stage and serve to support children, families, and professionals connected to the field. Leading through advocacy has the capacity to impact others in the present, and in a wonderful rippling effect, for many years to come.
In completing this plan you will:
Apply leadership and advocacy skills to implement and manage strategic change
Evaluate local and global policy and policy development related to specific issues in early childhood
Evaluate cultural influences on local and global policy in early childhood (especially through the lenses of stakeholders and collaborating organizations)
Demonstrate evidence-based decision making, integrating principles of equity, ethics, and social justice and advocacy
Include a minimum of 10 resources from peer-reviewed journals and six from advocacy organizations and/or recognized experts on the topic. All sources require APA-formatted citations at the end of the paper.
In Module 4 of this course, you will submit an advocacy action plan. The plan itself, due Day 1 of Week 11, requires that you select an advocacy topic you are passionate about and connect with an organization in planning the development of your plan.
In Week 3 of this course, you will submit to your Instructor your advocacy action plan topic and your rationale for your selection. You will identify the organization and how any collaboration on the plan might occur.
Your paper must be your best scholarly work possible. Make sure you follow APA guidelines and format requirements.
Address the following elements in the paper:
Introduction, Rationale, and Contexts
· What is the issue/problem/topic? Include a description as well as how organizations currently advocate for this topic.
· What regulations and policies are associated with the selected topic?
· What ethical factors shape your understanding of this advocacy topic?
· Wha ...
Foundationpackage 2015
Meshing policy, ethical guidelines and staff manual to create a basic journalism package for student scholastic media.
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2) Definitions of unprotected speech such as libel, copyright, and obscenity.
3) Ethical issues student media should consider around balanced coverage, transparency, and protecting sources.
New lawðics cert
1) The document discusses certification in law and ethics for scholastic media through JEA and provides an overview of important court cases, legal definitions, and ethical frameworks related to student press rights.
2) It outlines key court cases that have impacted student media and defines unprotected forms of speech such as libel, copyright, and obscenity.
3) Resources for further information on student press law and ethics are provided, including the Student Press Law Center website and contacts for questions.
2016 editorial policy
This document provides guidance on developing policies, ethical guidelines, and procedures for student media. It recommends having four separate but connected sections: a mission statement, board-level policy, ethical guidelines, and staff manual procedures. The mission statement should concisely outline the goals of the student media. The policy should establish the media as a designated public forum for student expression without prior review. The ethical guidelines should provide standards for implementing the mission while the procedures manual outlines operational processes. The document cautions against wording that could allow censorship and emphasizes developing materials to empower student decision-making.
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This document provides an overview of the legal and ethical standards for student media as outlined by the Journalism Education Association's certification program. It discusses key court cases related to student speech rights, defines unprotected forms of speech, and reviews important legal concepts like censorship, privacy, and open records laws. The document also examines the difference between what is legally permissible versus ethically appropriate for student journalists and stresses the importance of transparency, balanced coverage, and protecting sources. Resources for further information are provided.
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This document provides a list of award winners from the OSMA 2012-2013 Awards Banquet. It recognizes students who received superior, excellent, and honorable mention awards for their work in categories such as sports page layout, front page newspaper layout, feature page layout, editorial, newswriting, infographic, newswriting with two reporters, online news story, online opinion, and general feature. Many students are recognized with multiple awards. The awards recognize the top student journalistic work from across Ohio.
Osm awinners2014 a
This document lists the winners of the OSMA 2013-2014 awards in various categories including layout, writing, photography and art. Students from schools across Ohio are recognized with Superior, Excellent and Honorable Mention awards for their work in sports page layout, front page layout, feature page layout, editorials, newswriting individually and with partners, online news and opinion pieces, general features, in-depth reporting, and hand drawn and computer assisted artwork. The winners demonstrate excellence in high school journalism across the state.
The policy project 2015
The document provides an overview of building strong foundations for student media through establishing policies, ethics guidelines, and staff manuals. It discusses key components of board-level policies, publications-level policies, ethics guidelines, and procedures in staff manuals. Sample language is presented for model policies, ethics situations, and developing evaluation processes for content. The document aims to help student media organizations develop frameworks that protect free expression rights and teach media skills.
Plagiarism jea s14
This document discusses plagiarism in journalism and defines it as passing off another's work as your own without proper attribution. It notes that plagiarism is easier to commit and detect in the digital age. Experts say every news organization should check staffers' work for plagiarism using detection software. Journalism schools are advised to teach ethics more thoroughly to prevent plagiarism. Media professionals agree plagiarism is unethical and a firing offense, and attribution is needed any time using others' words or information. Clear policies and consequences can help discourage plagiarism.
2015vegaspolicy2[1]
The document discusses developing strong foundations for student media through establishing editorial policies, ethical guidelines, and staff manuals. It emphasizes that these foundational documents are important for consistency and can impact the success of the student media. It provides examples of effective board-level and media-level policy structures and language to establish student media as designated public forums protected by the First Amendment where students make final content decisions without prior review.
2013 attribution test
This document contains a quiz with questions about proper attribution practices for journalists. The questions cover scenarios such as using extensive passages from other news sources, quoting sources that spoke to other outlets, using timelines and facts from blogs, handling press releases, and aggregating content from other media. The correct answers emphasize accurately attributing information to its original source by naming the source, linking to it, and using quotation marks for verbatim quotes.
Plagiarism jea11
This document discusses definitions of plagiarism, levels of plagiarism, resources for preventing plagiarism, and perspectives on plagiarism from journalists, journalism schools, and news organizations. It provides examples of newspaper policies with zero tolerance for plagiarism and consequences such as dismissal for committing plagiarism. Advice is given that attribution is important whenever using others' words, facts, or opinions to strengthen credibility.
Jea law ethics_cert
This document outlines key legal and ethical concepts related to student media including:
1) Foundational knowledge of First Amendment rights and responsibilities for scholastic media.
2) Important court cases that have shaped student free speech rights such as Tinker, Hazelwood, and Morse v Fredrick.
3) Definitions of unprotected speech like libel, copyright, and obscenity that student journalists should understand.
4) Ethical issues student media should consider like balanced coverage, transparency, and protecting sources.
Plagiarism jea15
Presentation for high school journalism students about plagiarism -- what it is and why they need to avoid it.
24:7 websites
It's hard to move from print deadlines to the 24/7 on the web. What are some ways high school news staffs can attract eyes and still not have a staff of hundreds?
Day 4 ethical guidelines and procedures
The document discusses guidelines and procedures for a staff manual for a publication. It defines ethical guidelines as suggestive in nature to handle controversial events, while procedures are processes that if not followed could result in punitive actions. The document then lists topics for student groups to create either a guideline or procedure on, such as treatment of sources, recording interviews, verification, and social media use. Students are instructed to research the topics, write the guidelines or procedures, and turn them in for a grade.
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2017 ai foundation-draft
A scholastic media program needs a firm foundation. This presentation at the JEA Adviser Institute (2017) talks about writing a mission, a policy, ethical guidelines and staff procedures for such a program.
2018 foundation revision copy
Session about student media foundations: Mission, Policy, Ethics and Staff Manual (JEA/NSPA San Francisco 2018)
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Presentation from "Walk the Talk: Developing a Staff Manual Based on Ethical Guidelines and Editorial Policy," AEJMC Scholastic Journalism Division Teach-In, 8/5/15
2015 denver-policy
This document discusses developing editorial policies for student publications. It outlines two types of policies - board level policies and publication level policies. Board level policies establish general principles and are not changed frequently. Publication level policies establish working principles and should be reviewed yearly. The document provides three models of board level policy statements that establish student publications as designated public forums where students make final content decisions without prior review. It also discusses what should be included in strong publication level policies and ethics guidelines. Key recommendations include clearly stating the designated public forum status of publications and that students make all final content decisions.
Running head YOUR TITLE GOES HERE1YOUR TITLE GOES HERE2.docx
Running head: YOUR TITLE GOES HERE 1
YOUR TITLE GOES HERE 2
Students: There are two things here: first is the sample format, with the questions you are to answer. Underneath it is a completed sample paper. Yours should look the sample paper.
Your Course Project Title Goes Here
The purpose of a proposal is to highlight standout ideas, and to do so in a manner that can convince an audience to support a project. Proposals delivered in a workplace are often part of a competitive process in which the strongest proposal is offered the business. In these contexts, effective word choice and professional delivery define the effective communication of an idea. Your research proposal will be presented as a sentence outline. As the name suggests, the sentence outline presents complete thoughts in complete sentences as opposed to phrases. In each section of the proposal, choose ideas with the goal of persuading your reader to believe that you are interested in the topic and ready to learn how to develop the topic into a project. Use a complete sentence to provide the response to each of the questions below. You can use first person. Use APA documentation for the final section of the proposal to document any sources referenced in your proposal. Remember to put at least two items at any given level of the outline, as shown in this template and the sample proposal.
I. Introduction
A. Topic
1. What is your research question?
2. What is your working thesis? (It answers your research question and defines the direction of your argument.)
3. What is your angle on the topic? (Your angle is your unique perspective or view on the issue.)
B. Context
1. Justify for your reader why the topic is important.
2. Justify for your reader why you are the one to write about it. What do you bring to the topic?
C. Audience
1. Who is your primary audience? (These are the readers who would be best affected by what you have to say. They can be readers of an existing publication.)
2. Who is your secondary audience? (Identify this audience as your professor and fellow students.)
3. Does your audience share your opinions and values? (Determine if the audience is on your side or if they may be skeptical.)
II. Evidence
A. What research have you gathered so far? (What have you found that supports your purpose and angle?)
B. What research do you need to gather? (What other kinds of information will you need as support? What will you use to represent the opposing view?)
III. Conclusion
A. (What are you proposing to achieve with your project? What would you like approval on in order to proceed with the project?)
IV. References (must be correctly formatted according to the APA Publication Manual).
Here is the sample paper. Make yours look like this.
Proposal for Standardized Tests
I. Introduction
A. Topic
1. Research question: Have standardized tests in the United States improved schools or demonstrated stronger student learning achievement?
2. Working th.
Ethics Interview Guide1. Please identify your current position
Ethics Interview Guide
1. Please identify your current position and how long you have been in this position.
2. Describe an ethical dilemma you have experienced within your current role.
3. How did you use ethics to solve problems related to the ethical dilemma presented? Did you use the ethical code as a problem-solving strategy in analyzing and responding to the dilemma? Did you use the ethical code as a reflection tool?
4. As you reflect on this situation, were there things you would have handled differently? Why or why not?
5. What advice would you give to others for ensuring ethics are incorporated into their practice?
© 2016 Laureate Education, Inc. Page 1 of 1
Guide for Learning Outcomes Plan: Advocacy Action Plan
EDDD 8085/EDSD 7085: Inspired Leadership, Informed Advocacy, and Improved Policy
The overall project involves two parts: the advocacy action plan paper and a presentation. The paper is your Learning Outcomes Plan.
Advocacy is the act of standing up for others, of building connections, of engaging in everyday acts. These activities might occur in daily connections or on a grand stage and serve to support children, families, and professionals connected to the field. Leading through advocacy has the capacity to impact others in the present, and in a wonderful rippling effect, for many years to come.
In completing this plan you will:
Apply leadership and advocacy skills to implement and manage strategic change
Evaluate local and global policy and policy development related to specific issues in early childhood
Evaluate cultural influences on local and global policy in early childhood (especially through the lenses of stakeholders and collaborating organizations)
Demonstrate evidence-based decision making, integrating principles of equity, ethics, and social justice and advocacy
Include a minimum of 10 resources from peer-reviewed journals and six from advocacy organizations and/or recognized experts on the topic. All sources require APA-formatted citations at the end of the paper.
In Module 4 of this course, you will submit an advocacy action plan. The plan itself, due Day 1 of Week 11, requires that you select an advocacy topic you are passionate about and connect with an organization in planning the development of your plan.
In Week 3 of this course, you will submit to your Instructor your advocacy action plan topic and your rationale for your selection. You will identify the organization and how any collaboration on the plan might occur.
Your paper must be your best scholarly work possible. Make sure you follow APA guidelines and format requirements.
Address the following elements in the paper:
Introduction, Rationale, and Contexts
· What is the issue/problem/topic? Include a description as well as how organizations currently advocate for this topic.
· What regulations and policies are associated with the selected topic?
· What ethical factors shape your understanding of this advocacy topic?
· Wha ...
Foundationpackage 2015
Meshing policy, ethical guidelines and staff manual to create a basic journalism package for student scholastic media.
Week 3 APA Module AssignmentWeek 3 APA Module Assignmentb. Lis.docx
Week 3 APA Module Assignment
Week 3 APA Module Assignment
b. Listen to the tutorial or download and review the transcript on APA and answer the questions below
After reviewing the presentation, compose a 2-paragraph response in which you address each of the following points:
1. Why is APA Style used to document ideas in writing? What is the purpose of the in-text citation? Demonstrate your understanding of the in-text citation by providing an in-text citation for the article you summarized for the week 2 assignment. (15 points)
2. In the article that you summarized in week 2, you may have found some information that you want to quote directly. To demonstrate the process for citing a direct quote, provide an example of properly quoted material. (20 points)
Week 3 Grading Rubric for Proposal Pitch
Central Idea/ Focus: thesis statement or main exists; all ideas consistently address this main idea. Off-topic or irrelevant ideas should not exist. 10 points
Support/ Development of Ideas: Ideas are sufficiently developed for each point. ideas are sufficiently developed for each point. Three points for each of the five sections of the document. 15 points
Organization/ Structure: the internal structure of a piece of writing, the thread of central meaning. All ideas are organized well without any missing or incomplete components. The answers are from one to three sentences each. 10 points
APA including Paper Format: correct title page, headers, second page title, margins, alignment, spacing, font and size. 10 points
Grammar/Mechanics/Style:Grammar refers to correctness of language usage, mechanics refers to conventional correctness in capitalization, punctuation, and spelling. Style includes word choice, sentence variety, clarity, and conciseness. Also, sentences vary in length and structure; ideas are clear, logical, and concise. 5 points
Running head: YOUR TITLE GOES HERE 1
YOUR TITLE GOES HERE 3
Your Course Project Title Goes Here
First Last Name
Name of University
Your Course Project Title Goes Here
The purpose of a proposal is to highlight standout ideas, and to do so in a manner that can convince an audience to support a project. Proposals delivered in a workplace are often part of a competitive process in which the strongest proposal is offered the business. In these contexts, effective word choice and professional delivery define the effective communication of an idea. Your research proposal will be presented as a sentence outline. As the name suggests, the sentence outline presents complete thoughts in complete sentences as opposed to phrases. In each section of the proposal, choose ideas with the goal of persuading your reader to believe that you are interested in the topic and ready to learn how to develop the topic into a project. Use a complete sentence to provide the response to each of the questions below. You can use first person. Use APA documentation for the final section of the proposal to document any sources re.
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122820211Social Control Theory-Slides and data in
12/28/2021
1
Social Control Theory
-Slides and data in this outline are from Adler, Mueller, and Laufer (2007, 2013, 2018, & 2022); Siegel
(2015); and modified by Manning (2007, 2013, 2015, 2018, & 2022).
T H E T H E O RY FAVO R E D BY M O S T C R I M I N O LO G I S T
Social Control theory
Social control theory focuses on techniques and strategies that regulate human behavior leading
to conformity or obedience to society’s rules.
Influences (family & school, religious beliefs, moral values, friends, & beliefs regarding
government).
12/28/2021
2
Theories of Social Control
MACROSOCIOLOGICAL STUDIES
Explore the legal system, particularly law
environment
Powerful groups
Social & economic government directives
MICROSOCIOLOGICAL STUDIES
Focus on informal systems
Data based on individuals
Examines one’s internal control system
Travis Hirschi
Social Bonds
Attachment: to parents, teachers, peers
Commitment: to conventional lines of action
◦ Educational goals
Involvement: with activities that promote the interests of society
◦ Homework or after school programs
Beliefs: acceptance of societies values
◦ Belief that law are fair
Hirshi’s Hypothesis was that Stronger the bonds = less delinquency & weaker bonds = increased
risk of delinquency
Scientific Research shows support:
◦ Hirshi conducted a self-report survey on 4,077 high school students in CA.
12/28/2021
3
Critics of Hirschi’s Bond theory
Criticism of social bond theory
◦ The influence of friendship
◦ Drug abuser stick together
◦ Failure to achieve
◦ Failing in school = few legitimate means
◦ Deviant parents and peers
◦ Gang member also create social bonds.
◦ Mistaken causal order
◦ Deviance may brake parental bonds
◦ Hirschi also counters the critics
◦ These bonds are weak and only created out of need – drug abuser will turn on one another.
Gresham Sykes and David Matza
Delinquency and Drift
Drift
◦ Most deviants also hold value in social norms.
◦ Must use tech. of neutralization to drift in and out of criminality.
Observation of neutralization:
◦ Criminals sometimes voice guilt over their illegal acts.
◦ Offenders frequently respect and admire honest, law abiding people (entertainers, & preachers).
◦ Criminal define whom they can victimize
◦ Criminals are not immune to the demands of conformity.
◦ They go to school, family functions and church.
12/28/2021
4
Gresham Sykes and David Matza
Delinquency and Drift
Techniques of neutralization:
◦ Denial of Responsibility
◦ Not my fault - accident
◦ Denial of Injury - No one hurt
◦ Denial of the Victim - Victim is no saint
◦ Condemnation of the Condemner
◦ Everyone has done worse things
◦ Appeal to Higher Loyalties
◦ Couldn’t let my friends down
◦ Studies show most adolescents know when they deviate
◦ So they use neutralization techniques to justify their behavior.
◦ Critics: Many adolescents have no empathy.
◦ Crimes are most often intraracial and within familiar areas.
Alb ...
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Day 1 version 2
- 1. Manuals: Policies Law and Ethics Module
- 2. Define the following words: Truth Reliability Patriot
- 3. Pair with another student Compare your definitions with your neighbor’s. Whose definitions are correct? These terms have many interpretations. It’s important to pay attention to wording.
- 4. The goal of today: We will examine policies and create one of our own.
- 5. Why wording matters: Form a group of four. For the following statements, identify any problematic wording and explain why.
- 6. What if this were your policy? 1. Students will make all final decisions with assistance from faculty adviser.
- 7. What if this were your policy? 1. Students will make all final decisions with assistance from faculty adviser This contradicts the concept of a free student press. It’s a student publication.
- 8. What if this were your policy? 2. Student media will publish content only if appropriate for all students. All coverage must conform to the highest journalistic integrity standards. Students must be aware of ethical considerations with its readership.
- 9. What if this were your policy? 2. Student media will publish content only if appropriate for all students. All coverage must conform to the highest journalistic integrity standards. Students must be aware of ethical considerations with its readership. ● Who decides what is appropriate? ● What are standards of journalistic integrity and ethical awareness? Who decides?
- 10. What if this were your policy? 3. To provide only reliable information and establish an open free forum responsible expression of student opinion. All materials presented will be well-balanced, locally researched and include coverage of issues of broad student interest.
- 11. What if this were your policy? 3. To provide only reliable information and establish an open free forum responsible expression of student opinion. All materials presented will be well-balanced, locally researched and include coverage of issues of broad student interest. ● What is responsible? Free forum? ● Who decides and why? ● What is well balanced? ● What does locally researched mean?
- 12. The problem: No policy currently exists. With a partner, craft a policy that empowers students’ First Amendment rights. Some items to remember: ● Keep them short ● Be intentional in wording ● Include forum status
- 13. Or this one? The student media are designated forums for student expression in which students make all decisions of content without prior review from school officials. The adviser will not act as a censor, but will advise students. Students have the final decision on all content.
- 14. Comparison How does your policy compare to the exemplar? What questions do you have based on the differences? Should you change any wording in yours?
Editor's Notes
- Give students 5 minutes on this. The goal of this slide is for students to realize words often have different interpretations than what is intended. Teacher should discuss how the different ways these words could be interpreted.
- Give them 3 minutes to discuss. Then, have a class discussion 5-7 minutes concerning wording.
- Give students a minute or so for each of these. Make sure to discuss the bulleted points on the answers provided.
- Give them a minute to discuss why this is problematic.
- Discuss the bulleted points.
- What is responsible? Who decides what is well-balanced and locally researched?
- Give students 10 minutes on this.
- This is the exemplar provided by JEA’s Scholastic Press Rights Committee.
- Allow students 5-10 minutes to analyze the policy and decide if any wording should be changed. Students should then report each of the group’s findings to the class for the final 10 minutes.