This presentation is for use when covering media ethics in an introductory mass media course. Includes media organization ethics, the need for ethics, types of ethics, ethical media examples.
This presentation is for use when covering media ethics in an introductory mass media course. Includes media organization ethics, the need for ethics, types of ethics, ethical media examples.
Media Law and Ethics is a comprehensive overview and a thoughtful introduction to media law principles and cases as well as related ethical concerns relevant to the practice of professional communication.
This presentation is for use when covering media law in an introductory mass media course. Includes laws impacting the media, new laws, legal changes, definitions of laws, controversy, 1st amendment laws.
The standard of media ethics that practitioners must observe to avoid criminal liabilities in professional practice while gaining the credibility it deserve
Has new media democratised the production of media texts by shifting the control of media content away from large media institutions?
Has new media changed the way media texts are consumed and what are the social implications for this?
Has new media technology provided new cross-cultural, global media texts that communicate across national and social boundaries?
How active or interactive are consumers of new media and how significant is this in terms of power?
How has new/digital media impacted on traditional media productions and consumption?
To what extent does new media escape some of the constraints of censorship that traditional media encounters?
It explains the actual role of media in the society. Moreover, it also gives emphases on how the media should behave in the society in order to give exact and useful information in accordance with preset norms mentioned by Press Council of India.
Media Law and Ethics is a comprehensive overview and a thoughtful introduction to media law principles and cases as well as related ethical concerns relevant to the practice of professional communication.
This presentation is for use when covering media law in an introductory mass media course. Includes laws impacting the media, new laws, legal changes, definitions of laws, controversy, 1st amendment laws.
The standard of media ethics that practitioners must observe to avoid criminal liabilities in professional practice while gaining the credibility it deserve
Has new media democratised the production of media texts by shifting the control of media content away from large media institutions?
Has new media changed the way media texts are consumed and what are the social implications for this?
Has new media technology provided new cross-cultural, global media texts that communicate across national and social boundaries?
How active or interactive are consumers of new media and how significant is this in terms of power?
How has new/digital media impacted on traditional media productions and consumption?
To what extent does new media escape some of the constraints of censorship that traditional media encounters?
It explains the actual role of media in the society. Moreover, it also gives emphases on how the media should behave in the society in order to give exact and useful information in accordance with preset norms mentioned by Press Council of India.
Modeling Human Values with Social MediaYelena Mejova
IC2S2 2019 Tutorial by Kyriaki Kalimeri and Yelena Mejova. Overview of theories on values and examples of studies that track values using social media in domains of politics, religion, and nutritional health.
INTRODUCTION THINKING ETHICALLY A Framework for Moral Decisio.docxnormanibarber20063
INTRODUCTION:
THINKING ETHICALLY A Framework for Moral Decision Making
***This article updates several previous pieces from Issues in Ethics by Manuel Velasquez - Dirksen Professor of Business Ethics at Santa Clara University and former Center director - and Claire Andre, associate Center director. "Thinking Ethically" is based on a framework developed by the authors in collaboration with Center Director Thomas Shanks, S.J., Presidential Professor of Ethics and the Common Good Michael J. Meyer, and others. The framework is used as the basis for many programs and presentations at the Markkula Center for Applied Ethics.
TAKEN FROM: http://www.scu.edu/ethics/practicing/decision/framework.html
Moral issues greet us each morning in the newspaper, confront us in the memos on our desks, nag us from our children's soccer fields, and bid us good night on the evening news. We are bombarded daily with questions about the justice of our foreign policy, the morality of medical technologies that can prolong our lives, the rights of animals or perhaps the fairness of our children's teachers dealing with diverse students in their classrooms.
Dealing with these moral issues is often perplexing. How, exactly, should we think through an ethical issue? What questions should we ask? What factors should we consider?
WHAT IS ETHICS?
Simply stated, ethics refers to standards of behavior that tell us how human beings ought to act in the many situations in which they find themselves-as friends, parents, children, citizens, businesspeople, teachers, professionals, and so on.
According to The National Institute of Health: “Ethics seeks to determine what a person should do, or the best course of action, and provides reasons why. It also helps people decide how to behave and treat one another, and what kinds of communities would be good to live in.”
“Bioethics is a subfield of ethics that explores ethical questions related to the life sciences. Bioethical analysis helps people make decisions about their behavior and about policy questions that governments, organizations, and communities must face when they consider how best to use new biomedical knowledge and innovation”.
WHAT ETHICS IS NOT:
• Ethics is not the same as feelings. Feelings provide important information for our ethical choices. Some people have highly developed habits that make them feel bad when they do something wrong, but many people feel good even though they are doing something wrong. And often our feelings will tell us it is uncomfortable to do the right thing if it is hard.
Ethics is not religion. Many people are not religious, but ethics applies to everyone. Most religions do advocate high ethical standards but sometimes do not address all the types of problems we face.
• Ethics is not following the law. A good system of law does incorporate many ethical standards, but law can deviate from what is ethical. Law can become ethically corrupt, as some totalitarian regimes have made it..
Boiling digital citizenship down for easy digestion (7 slides + an addendum with some research background). I hope it helps educators make the case for using blogs, wikis, digital environments, virtual worlds, Google Docs, mobile phones, tablets, etc. in the classroom, knowing that this is the way to learn and practice digital citizenship together! No special curriculum needed.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Home assignment II on Spectroscopy 2024 Answers.pdf
Introduction to Media Ethics
1. Ethics in Media/key principles
CF301 Communication Ethics and Rights.
Fall, 2012.
Instructor: Ayten Gorgun Smith Teaching assitant: Sabina Jafarova
Kadir Has University Grad. Stud. Kadir Has University
Faculty of Communications Faculty of Communications
Department of Public Department of New Media
Relations and Information
2. Definition of Ethics.
• The way people behave based on how their
beliefs about what is right and wrong influence
behavior (www.ethics.org/resource/definitions-
values).
• ‘Ethics’ comes from the Greek ‘Ethos’, meaning
character, or what a good person is or does to
have a good character (Jay Black and Chris
Roberts Doing Ethics in Media, pp. 17).
3. Doing ethics we consider…
• Which values take precedence?
• What would my moral heroes and sheroes do?
• To whom do we owe something?
• Why ought we behave in particular way?
• What are the consequences of our behaviors?
Source: Jay Black and Chris Roberts Doing Ethics in Media, pp. 23
4. Ethics in Journalism
• Society of Professional Journalists’ code of
ethics has 4 main tenants:
Seek truth and report it!
Minimize harm
Act independently
Be accountable
Source: http://spj.org/ethicscode.asp
5. Key Principles of Ethics in Media.
‘It is about the journey, not destination!’
Key thinkers about Ethics
6. Aristotle:
‘Emotion and desire have
roles to play in decision
making.’
Photo courtesy:www.britannica.com
7. Immanuel Kant:
‘People are owed respect not
because of what they do or
who they are, but because they
are human beings with a
capacity for reason.’
Photo courtesy: http://en.wikipedia.org
8. John Stuart Mill:
‘All actions, then, must be
evaluated on the basis of
how much overall pleasure
they produce.’
Photo courtesy: http://en.wikipedia.org
9. W.D.Ross:
‘Rightness and goodness are
objective features of the world
in just the way that shape, size,
and mass are objective
feature.’
Photo courtesy: http://ethicsinpr.wikispaces.com
10. John Rawls:
‘Principle of justice is the
foundation of social order.’
Photo courtesy: http://www.britannica.com
11. Key Principles of Ethics in Media.
• Idealism-how strongly we feel about the pursuit of
humanitarian goals.
• Relativism-belief that the only way we can decide
what’s ethical and what’s not is to rely on our own
experiences and internal moral ‘compass’.
Source: Patrick Lee Plaisance Media Ethics; Key Principles for Responsible Practice pp.13
12. Readings:
Jay Black and Chris Roberts Doing Ethics in
Media; Theories and Practical Applications,
‘Ethics and Moral Reasoning’, London:
Routledge, 2011 pp.17-37.
Patrick Lee Plaisance Media Ethics; Key
Principles for Responsible Practice, ‘Ethics
theory and overview’, London: SAGE
publications, 2009 pp.1-22.