Factual writing should not contain bias. Bias undermines the goal of factual writing, which is to inform readers with accurate information and allow them to form their own opinions. Examples are given of media outlets like the BBC and The Independent demonstrating bias through omission of important facts, skewed story selection, or slanted wording of headlines. This misleads readers rather than giving a balanced presentation of all sides of an issue. Factual writing works best when it presents information and arguments objectively, without being influenced by a writer's personal views, so readers can make up their own minds based on all the facts.
The advent of cable news has created a "news of ideology." This means that each of the major networks (CNN, Fox News and MSNBC) all present the news from a strong political standpoint. This lecture discusses what it means to be on the left and on the right--and the objectivity troubles journalists often face in this news climate.
The advent of cable news has created a "news of ideology." This means that each of the major networks (CNN, Fox News and MSNBC) all present the news from a strong political standpoint. This lecture discusses what it means to be on the left and on the right--and the objectivity troubles journalists often face in this news climate.
What Is News - JNL-1102, Reporting and Writing I, Professor Austin, National ...Linda Austin
What Is News? is a presentation by Professor Linda Austin to JNL-1102, Reporting and Writing I, students at the National Management College in June 2015.
The Society of Professional journalists outlines four major rules of engagement for ethical journalists. This lecture discusses the code of ethics, and when it may need to be broken.
The style of reporting news to public which involves use of fear, anger, excitement and crude thrill undertake by the media to increase the viewership ,ratings and lastly profits.
Manual on Civic Journalism., In the beginning there was only journalism.
Then, as the need has arisen to suit it to the changing times, journalism has had to be redefined and categorized into sub-disciplines or specialties. That’s why today no journalist, lest he be thought outdated, will be caught doing plain journalism; it has to be interpretive, explanatory, contextualized, investigative, in-depth, perspective, or other journalism on some such order.
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What Is News - JNL-1102, Reporting and Writing I, Professor Austin, National ...Linda Austin
What Is News? is a presentation by Professor Linda Austin to JNL-1102, Reporting and Writing I, students at the National Management College in June 2015.
The Society of Professional journalists outlines four major rules of engagement for ethical journalists. This lecture discusses the code of ethics, and when it may need to be broken.
The style of reporting news to public which involves use of fear, anger, excitement and crude thrill undertake by the media to increase the viewership ,ratings and lastly profits.
Manual on Civic Journalism., In the beginning there was only journalism.
Then, as the need has arisen to suit it to the changing times, journalism has had to be redefined and categorized into sub-disciplines or specialties. That’s why today no journalist, lest he be thought outdated, will be caught doing plain journalism; it has to be interpretive, explanatory, contextualized, investigative, in-depth, perspective, or other journalism on some such order.
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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.
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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.
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Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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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
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Task 2!
1. Task 2
Should factual writing contain bias?
To define factual writing it would be the explanation of events in the world. It is
designed to give the reader a valid source of information that is not interrupted by
opinion. This can appear in a variety of media formats with journalism being the
most common.
A biased Journalist would provide facts and figures to support their own opinion
whereas a good piece of factual writing would include evidence of argument and all
sides to a topic. Bias is when a statement reflects prejudice for or against a person,
object, or idea.
Should factual writing contain bias? Absolutely not. When receiving a job role in the
media you are making a declaration to follow all the guidelines that are set. When
looking into the National Union for Journalists, they clearly state that the
'information disseminated is honestly conveyed, accurate and fair'. The word fair is
paramount because without this you are not providing the public a service.
I understand that freedom of speech is important within the media and journalists
should be able to type what they want if they feel it would benefit the reader. I also
understand that in many countries such as North Korea, the media is forced to
produce work that is extremely exaggerated and one sided.
Having an opinion is something everyone in this country is allowed, however when it
is controlling the piece of work you are creating then it is wrong. Showing a balance
of ideas and not forcing someone to believe what you have put, such as in North
Korea, is vital.
Bias can come in many forms in relation to the media. It is a common misconception
that bias is just choosing one side over the other and that it is the only indictor of it
found within pieces of work.
Bias by omission, by not including one side to an argument you are going against the
codes of practice set and the ethics of the media industry. This was perfectly
demonstrated by the recent Scottish Independence referendum. The BBC were seen
to produce a report where a representative of the 'Yes for independence' campaign
refused to answer one of questions thrown at him during a press conference.
In this report they failed to mention that one of their reporters were supposedly
'heckling' him and that they threw multiple questions that were not relevant. This
accusation of bias on the British broadcasting corporation and that they were against
the idea of independence was supported by almost one thousand protestors.
2. This alone explains the power that the media can have over people, especially when
such a large corporation is being accused. The BBC did in fact make a statement
denying any wrong doing and explaining that their coverage was been fair and
impartial.
Another example of bias is story selection. This is demonstrated in a recent
newspaper and was based on the conflict in Jerusalem. A Palestinian deliberately
drove his car into a crowd of people disembarking Jerusalem’s Light Rail, killing a
three-month old baby and injuring several more, in what was clearly a terror attack.
This was reported by almost all the media around the world as somewhat of a shock
and tragedy, however, The Independent that are known for being 'Left wing' and
capable of leaving out important information for the public produced a different
headline.
Israeli soldiers 'blindfold and detain' disabled Palestinian boy for 'throwing stones'
I understand this can be very disturbing however it came to light that the boy was
only kept for 15 minutes before returning to his father. The story briefly
mentions the death of the three month old baby in comparison to a full piece on
a boy supposedly 'throwing stones'.
This media bias must stop as it is giving the public information that they think
they might want rather than true, hard facts on what actually happens. Keeping
to the same story and the premise that corporations are keeping the truth from
the public then the heading by the BBC on the topic is somewhat not acceptable.
For a corporation that have built around the idea of being truthful, accurate and
fair this was a surprise. 'Nine hurt as car hits pedestrians at Jerusalem station'
The BBC fail to mention the idea of this being deliberate and go on to explain it
being an accident when it was quite clearly an act of terror.
This story and the hiding of the truth is an example of bad journalism as it is not
taking part in factual writing and providing that service the public need.
I am a strong believer that factual writing should not contain any traces of bias in
and whatever form they come in. I however understand and accept that there are
many people who believe that draining a story of all bias can drain it of its
humanity, and its lifeblood.
Having a controversial piece of work can provoke the reader and ultimately make
sales. In contrast to a fair piece of work that does not excite the audience. With
newspaper sales rapidly decreasing it is understandable that the media are
competing with each other and producing different takes on the same stories.
This is wrong though. It is manipulating the reader to believe what is being said and
agree with that companies opinions. Freedom of speech should not be taken for
granted.
3. An example of good factual writing would be someone who focuses on an unbiased
approach and is not influenced by the personal opinions of the writer or publisher.
Not being influenced by personal opinions does not mean that they cannot be
included, but they must be followed by facts, figures or experts that agree with the
point made. By using these and showing what others may feel it creates the
impartial piece of work that is needed.
In conclusion I feel that factual writing should not contain bias as it is not providing
the reader with the chance to make their own opinion on a balanced argument. Plus
it is the job role of the media to inform the public of all the facts rather than what
they believe is correct.
The examples used support this idea. The protestors of the 'Yes' campaign were
rightly angry due to a piece that made their representative look foolish. The power
the media has over people in this country is overwhelming and they should take it
more seriously.