Media Influence - D. Ackerman - Website TEACHERS
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The document discusses how to evaluate news media coverage of conflicts by examining how they score in terms of language used, omissions of information, advocacy, balance, and accuracy. It suggests looking at whether facts and sources are credible, context is provided, both sides are given equal representation, language is neutral, and opinions are clearly separated from reported facts to determine if coverage is biased or balanced.
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Coverage by of the news is not carried out by any monolithic organization that gets to decide what is, and is not, the correct way to report the news. Today perhaps more than ever, the editorial or opinion piece of the news is more apparent and widespread than it had been in the decades before cable news, 24-hour-news cycles, and the rise of the Internet as a news source. This does not necessarily mean that the news has become any less impartial, simply that news organizations are more conscious of markets and demographics, the people they are trying to attract, than ever before.
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Is it clear? When you read an article, is it clear what is the thesis or topic is being reported? Does the title of the article accurately reflect the story or opinion reported?
How accurate is the reporting? Are the facts being reported accurate, or is obviously incorrect information present? Fact checking is less and less prevalent. With news blogs this happens for a variety of reasons, including limited or no staff, intentional slanting of the report, and amateurish of the bloggers reporting skills. This happens in professional and large news agencies less frequently as well, though more often this is because of understaffing or a desire to break a big story before other agencies rather than intentional deception.
Is the reporting and language precise? How well written is the article? Is the right language being used in the right places? How specific are the facts and events being reported? Are the details being provided, or is everything reported in broad generalities?
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How in-depth does the report go into the situation? Are they searching for all of the relevant details and comments, or are they satisfied to take the local authority's word for it?
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How accurate is the reporting? Are the facts being reported accurate, or is obviously incorrect information present? Fact checking is less and less prevalent. With news blogs this happens for a variety of reasons, including limited or no staff, intentional slanting of the report, and amateurish of the bloggers reporting skills. This happens in professional and large news agencies less frequently as well, though more often this is because of understaffing or a desire to break a big story before other agencies rather than intentional deception.
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Are outside sources or opinions considered? Is the report offered one-sided, or has it taken into consideration several perspectives to ensure the whole story is being told?
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The document discusses how to identify the underlying purpose or "why" behind a piece of writing. It explains that examining the author's choice of emotive language, tone, sentence structure, voice, clue words, references, and intended effect on the reader can help reveal whether the purpose is to be informative, persuasive, didactic, or create identification with the reader. The overall tone suggests the document aims to provide a framework for analyzing the purpose behind a text.
The Language of Diversity
The survey of 393 communications professionals found inconsistencies in how diversity, equity, and inclusion (DEI) terms are defined within organizations. While most agreed that language influences power dynamics and definitions should be discussed, over half were not comfortable with their organization's DEI language. Definitions provided for common terms like diversity, equity, and inclusion were often inaccurate or incomplete. Additionally, organizations were more likely to publicly commit to DEI than implement meaningful internal actions or societal change. The report provides suggested definitions for key DEI terms and highlights the need for standardization and regular updates to support effective DEI initiatives.
The Language of Diversity
The survey found inconsistencies in how PR professionals define diversity, equity, and inclusion terms. Less than half felt their organizations clearly explained the importance of language used to discuss DEI. Definitions provided for key terms like diversity, equity, inclusion, and social justice varied widely. While most organizations express public commitment to DEI, fewer take meaningful internal actions or work to advance social justice. The language used to discuss DEI shapes workplace culture and perceptions of equity, so consistent, well-defined terms are needed.
Chapter 66 Reporting, Story Development, and Editing Top of For.docx
Chapter 66: Reporting, Story Development, and Editing
Top of Form
Bottom of Form
Top of Form
Bottom of Form
Telling a good story is the heart and soul of journalism; however, you can't tell a good story without doing a good job of reporting—gathering information to share with your audience. Identifying important and interesting issues, events, and people to report about is a critical part of the reporting process. In addition, carefully editing the semifinished product to ensure that it fits the allotted time or space and to ensure accuracy, plus to check for proper grammar, spelling, punctuation, and style, is necessary to increase the chances that audience members will find the story interesting, informative, entertaining, and thought provoking.
Story Selection
Selecting interesting and/or important aspects of life to report about would seem to be a relatively easy thing to do, but declining readership, listenership, and viewer-ship for many of the traditional news media clearly contradicts that assumption. The key to identifying and developing compelling news stories is always to keep in mind what's likely to be relevant to audience members (Brooks, Kennedy, Moen, & Ranly, 2008, p. 4; Hansen & Paul, 2004, pp. 31–39). What people, places, things, and issues are audience members interested in, and what do they care about the most? Perhaps a time-honored prescription about what is good journalism sums it up best: “Make the important story interesting and the interesting story important.”
Years of practice and research in journalism have identified a number of factors that play a part in the process of achieving that critical goal. Among these are the “uses and gratifications” (see also Chapter 56, this volume) that people associate with news media messages; the news values/elements/qualities used by journalists to help them select which issues, events, and people to report about; and the traditional five Ws and the H—who, what, where, when, why, and how.
Uses and Gratifications
People have told researchers that they become news consumers for a variety of interesting reasons. They have a number of “uses” for the information they obtain, and they obtain a number of “gratifications” from consuming such information (Levy, 1978; Levy & Windahl, 1984; Vishwanath, 2008). By knowing about and understanding such uses and gratifications, reporters can begin to build a framework for their information-gathering mission. Among the major uses and gratifications are surveillance, reassurance, intellectual stimulation, emotional fulfillment, and diversion.
Surveillance deals with simply keeping up with what's happening in your town, city, state, region, country, and world. Reporters who can find interesting information about the important happenings of each day will be successful.
Reassurance deals with information that helps people feel better about themselves, the decisions they make, and their lives in general. Examples include providing the views of ex ...
jelienshw627482h15385926151tdbsi281.pptx
This document discusses evaluating different types of media messages and images that reflect different cultures. It provides tips for critically analyzing content, including understanding the culture being depicted and how people in that culture communicate. Key points of analysis include identifying image sources and contextual information, interpreting implicit meanings, and understanding how images and text can contain bias through factors like language use, selective reporting, repetition, and lack of diverse perspectives. The document also outlines five main types of text: narrative, descriptive, directive, expository, and argumentative.
Media Literacy in the Age of TechnologyCompare and contrast the .docx
Media Literacy in the Age of Technology
Compare and contrast the cable news broadcasts of Bill O'Reilly (Fox News) and Rachel Maddow (MSNBC) covering the same topic. If you watch episodes for the same day, they are likely to be discussing the same new events. You may pick episodes from these shows dating back one calendar year for this activity. Each program can be accessed on the parent network's website or an online video archive (YouTube, Hulu, Google video, etc). Watch each program for a minimum of 10 minutes, to ensure the topic was fully addressed from introduction to conclusion.
Activity Prompts:
· What was the lead story? What level of priority did political news receive?
· What were the similarities in the general nature of the stories which received coverage? What were the major differences?
· What did you see/hear that was relevant to the chapter readings from this Unit?
· Did you detect a bias? What was the nature of the bias (liberal v. conservative)?
· Was the bias more obvious on one network than the other? What is the rationale for using bias?
· How does bias impact you as a viewer/consumer of information?
· What is your overall assessment of the media's coverage of political news after completing the readings for this unit, working on this activity and examining your peer group's postings in this forum?
Remember to identify how you accessed the broadcast, along with the original date and the time of each broadcast used for this activity. List the source information at the end of your posting in proper MLA citation format. Also, remember to identify all additional sources used to discuss the role of bias in the media. An in-text citation requires a parenthetical citation, for example: (Smith). Then, provide a formal citation at the end of your posting.
...
GENERAL INFORMATION.A primary source is historical evidence writ.docx
GENERAL INFORMATION.
A primary source is historical evidence written or produced at the time when events occurred
. The following are examples of primary sources: newspapers, magazines, diaries, letters and legal documents. Students will have the opportunity to become familiar with, and are required to provide an analysis of a primary source.
INSTRUCTIONS
Locate a primary source significant to the history of the Americas. Post the title of the selected primary source via Moodle no later than
Friday, September 18
, 2015
. Provide an analysis of the primary
source selected. Your primary source essay must address the highlighted areas, while the remaining areas are optional:
Basics:
What type of source is it? (newspaper article, map, letter, film, etc.) When was it created?
Where was it created?
Who created it?
Authorship:
What do you know about the author's background?
What is the author’s place in society?
(status, occupation, class, gender, ethnicity, etc.)
How migh
t the author’s place in society shape the author’s perspective in this
source?
Does the author have an argument? If so, what is it?
What motives did she/he have in creating
the document?
Audience:
Who is the intended audience for this source?
Did the author address any particular person or group?
Was the author speaking for (or representing) a particular audience?
Did the author's audience have any effect on the document's content?
How was the document received by the audience?
Historical Content:
What does this source tell you about the
time and place in which it was created?
How useful is it for understanding the
past?
Reliability:
What biases or other cultural factors might have shaped the message of this source?
Was the author in a position to have reliable knowledge of the event?
Reliability (continued)
Does the author have any reason to avoid telling the truth as she/he witnessed the event?
What historical perspectives are left out of this source?
Does it exclude, downplay, or ignore
evidence or issues that you can verify
through other sources?
Was the author trying to silence another
audience?
What questions are left unanswered by this source?
How trustworthy is the source?
Authenticity:
Are there reasons to doubt the authorship of the document?
Was the document possibly a forgery?
Has the document been altered in any way? If it is a transcription of someone else's words, who was the scribe?
What role might the scribe have played in
shaping the document's tone or content?
Influence:
How important or influential was the source in its own day and age?
By what standards can one measure a document's significance?
Was it widely disseminated and read (e.g., a pamphlet)?
Did the document's publication have anticipated and unanticipated consequences?
Relationship to Course Themes:
How does the document relate to the course's readings and/or lectures? Provid.
GENERAL INFORMATION. A primary source is historical evidence wri.docx
GENERAL INFORMATION.
A primary source is historical evidence written or produced at the time when events occurred
. The following are examples of primary sources: newspapers, magazines, diaries, letters and legal documents. Students will have the opportunity to become familiar with, and are required to provide an analysis of a primary source.
INSTRUCTIONS
Locate a primary source significant to the history of the Americas. Post the title of the selected primary source via Moodle no later than
Friday, September 18
, 2015
. Provide an analysis of the primary
source selected. Your primary source essay must address the highlighted areas, while the remaining areas are optional:
Basics:
What type of source is it? (newspaper article, map, letter, film, etc.) When was it created?
Where was it created?
Who created it?
Authorship:
What do you know about the author's background?
What is the author’s place in society?
(status, occupation, class, gender, ethnicity, etc.)
How migh
t the author’s place in society shape the author’s perspective in this
source?
Does the author have an argument? If so, what is it?
What motives did she/he have in creating
the document?
Audience:
Who is the intended audience for this source?
Did the author address any particular person or group?
Was the author speaking for (or representing) a particular audience?
Did the author's audience have any effect on the document's content?
How was the document received by the audience?
Historical Content:
What does this source tell you about the
time and place in which it was created?
How useful is it for understanding the
past?
Reliability:
What biases or other cultural factors might have shaped the message of this source?
Was the author in a position to have reliable knowledge of the event?
Reliability (continued)
Does the author have any reason to avoid telling the truth as she/he witnessed the event?
What historical perspectives are left out of this source?
Does it exclude, downplay, or ignore
evidence or issues that you can verify
through other sources?
Was the author trying to silence another
audience?
What questions are left unanswered by this source?
How trustworthy is the source?
Authenticity:
Are there reasons to doubt the authorship of the document?
Was the document possibly a forgery?
Has the document been altered in any way? If it is a transcription of someone else's words, who was the scribe?
What role might the scribe have played in
shaping the document's tone or content?
Influence:
How important or influential was the source in its own day and age?
By what standards can one measure a document's significance?
Was it widely disseminated and read (e.g., a pamphlet)?
Did the document's publication have anticipated and unanticipated consequences?
Relationship to Course Themes:
How does the document relate to the course's readings and/or lec.
Acronyms for language analysis
Acronyms for language analysis essay response, different ways to memorise and use acronyms as mnemonics / learning devices
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AssignmentCoverage by of the news is not carried out by any mono.docx
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Watercycle
Watercycle was founded in 2011 in Israel to address global fresh water shortages through greywater recycling systems. They have 35 installations that recycle over 1 million liters per day using membrane bioreactors and constructed wetlands. Their largest installation recycles 120,000 liters daily. Watercycle offers compact, self-contained greywater treatment solutions that reduce customers' water costs by 35-55% and usage by 20-30% on average. They provide turnkey systems, remote monitoring, and financing through water purchase agreements with no upfront customer costs. Watercycle is expanding to the US to help reclaim water in California through their differentiated greywater recycling offerings.
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Smart Goals 2
This document outlines the SMART goal framework for setting and achieving long-term goals. The framework involves establishing a specific, measurable long-term goal, determining the learning required to achieve that goal, planning how the new learning will be applied and integrated over time, setting short and long-range milestones and deadlines, and identifying tools to track progress towards completing the overall goal.
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Fb student reader promopdf
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2) During the Black Death plague, Jews were scapegoated and hundreds of communities were destroyed through violence.
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- 5. How does the article “ score ” for Language? Omissions? Advocacy? Balance? Accuracy?
- 12. Media Influence
- 13. How does the article “ score ” for Language? Omissions? Advocacy? Balance? Accuracy?