A Constitutional Analysis of Compulsory Indoctrination Through Workplace Captive Audience Meetings

Total Page:16

File Type:pdf, Size:1020Kb

A Constitutional Analysis of Compulsory Indoctrination Through Workplace Captive Audience Meetings The Catholic University of America, Columbus School of Law CUA Law Scholarship Repository Scholarly Articles and Other Contributions Faculty Scholarship 2010 Freedom not to Listen: A Constitutional Analysis of Compulsory Indoctrination Through Workplace Captive Audience Meetings Roger C. Hartley The Catholic University of America, Columbus School of Law Follow this and additional works at: https://scholarship.law.edu/scholar Part of the Labor and Employment Law Commons Recommended Citation Roger C. Hartley, Freedom not to Listen: A Constitutional Analysis of Compulsory Indoctrination Through Workplace Captive Audience Meetings, 31 BERKELEY J. EMP. & LAB. L. 65 (2010). This Article is brought to you for free and open access by the Faculty Scholarship at CUA Law Scholarship Repository. It has been accepted for inclusion in Scholarly Articles and Other Contributions by an authorized administrator of CUA Law Scholarship Repository. For more information, please contact [email protected]. Freedom Not to Listen: A Constitutional Analysis of Compulsory Indoctrination Through Workplace Captive Audience Meetings Roger C. Hartleyt Workplace captive audience meetings are assemblies of employees dur- ing paid work time in which employers compel employees to listen to anti- union and other types of proselytizing. Employers enforce attendance at workplace captive audience meetings by threats of discharge. Typically, em- ployers deny employees the right to ask questions or express disagreement with the anti-union views presented during these mandatory meetings. Soon after the enactment of the National Labor Relations Act (NLRA), the National Labor Relations Board (NLRB) concluded that workplace captive audience meetings discussingunionization are per se unlawful. However, the NLRB re- versed course following the enactment of the 1947 Taft-Hartley Amendments to the NLRA, concluding that employer free speech rights immunize captive audience meetingsfrom regulation. This remains the NLRB's view. In this Article, I demonstrate that employers' First Amendment free speech rights do not preclude a ban on captive audience meetings. Instead, employees are a "captive audience" whom the Constitutionprotects from be- ing force-fed the employer's religious and political ideology at the workplace. Employers, accordingly, have no free speech right to coerce workplace ideo- logical listening. The scope of employers' constitutionalright to free speech asjuxtaposed against employees'freedom not to listen is a timely issue. Several state legis- latures are considering--andtwo have enacted versions of-the Worker Free- dom Act, which bans workplace captive audience meetings discussing either religiousor political matters. Opponents of the Worker Freedom Act have ini- tiated legal challenges that are in the early stages of litigation, and many more such challenges are anticipatedas more states adopt the Worker Free- Professor of Law, The Catholic University of America. This Article is dedicated to my wife, Cath- erine Mack, whose exquisite legal mind and constant support have combined immeasurably to help bring this project to completion. 65 66 BERKELEY JOURNAL OF EMPLOYMENT & LABOR LAW Vol. 31:1 dom Act. The employer's allegedfree speech rights, as embodied in these meetings, and preemption of state law by the NLRA will be two key issues in this litigation. This Article demonstrates that the resolution of each of those issues will depend on whether the reviewing court acknowledges that employ- ees have a constitutionally-recognizedfreedom not to listen. I. INTRODUCTION ............................................ 67 II. THE DOMINANCE OF EMPLOYER FREE SPEECH CLAIMS IN CONTEMPORARY CAPTIVE AUDIENCE MEETING RULES.................72 A. The Lawfulness of Captive Audience Meetings in the Absence of Employer Free Speech Claims ...... ........ 72 B. The Emergence of Employer Free Speech Considerations in Shaping Captive Audience Doctrine ................ 77 III. THE EMPLOYEE'S FREEDOM NOT TO LISTEN AS A LIMITATION ON THE EMPLOYER'S FREE SPEECH RIGHTS .................... 79 A. The Origins of the Freedom Not to Listen.............. 79 1. The Freedom of Thought ........... ............ 79 2. The Constitution's Captive Audience Doctrine ............. 82 3. Freedom Not to Speak Cases: Precedent for Demonstrating a Constitutional Right Not to Listen.......... 83 4. Accommodating the Right of Free Speech and the Right Not to Listen.............. .............. 84 5. Conclusion ............................ ..... 89 B. Extending the Right Not to Listen to the Employment Context ...................................... 90 IV. POLICY IMPLICATIONS ARISING FROM CLARIFICATION THAT THERE IS No FREE SPEECH RIGHT TO HOLD A CAPTIVE AUDIENCE MEETING .......................................101 A. Implications for Congressional Labor Law Reform Legislation ............................. ...... 101 B. Implications for NLRB Action Without Legislative Amendment .......................... ......... 103 C. Implications for State Legislative Action................... 110 1. The Government's Dual Constitutional Roles ................. 110 2. Coerced Religious and Political Indoctrination at the Workplace ........................ ......... 113 3. State Legislative Response: The Worker Freedom Act.. 115 4. Objections to the Worker Freedom Act...... ....... 116 a. Garmon Preemption ............... ........ 118 b. Machinists Preemption................. ..... 123 2010 FREEDOMNOT TO LISTEN 67 V. CONCLUSION ............................................. 125 "[Ujnreplying attention to the words of another is known immemorially as an individualbadge ofservility." I. INTRODUCTION During the weeks preceding a union representation election, when communicating with bargaining unit employees is most critical, the work- place captive audience meeting is the employer's forum of choice.2 The reason is simple: the captive audience meeting furnishes employers a "de- cided advantage over the union." 3 The employer gains "virtually complete access to the minds of [the employees] during work hours"4 while the union normally is not entitled to a similar opportunity.s Employers stoutly defend their legal prerogative to conduct these meetings because they are so highly correlated with a favorable election day outcome.6 I Charles L. Black, Jr., He Cannot Choose But Hear: The Plight of the Captive Auditor, 53 COLUM. L. REv. 960, 966-67 (1953). 2 See Labor Relations Institute, Inc., Anti Union Campaign Tips-How Many Meetings, http://lrionline.com/anti-union-campaign-tips-how-many (last visited Apr. 21, 2010) [hereinafter Anti Union Campaign Tips] (stating that "[tihe captive audience meeting is management's most important weapon in a[n] [anti-union] campaign"); see also Kate Bronfenbrenner, Uneasy Terrain: The Impact of Capital Mobility on Workers, Wages, and Union Organizing, Ithaca, NY 81 (Table 8) (2000), available at http://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?article= 1002&context-reports/ (last visited June 29, 2009) [hereinafter Uneasy Terrain] (finding that employers held captive audience meetings in 92% of 400 NLRB-conducted union representation elections con- ducted between January 1, 1998 and December 31, 1999); JuLtus G. GETMAN, ET AL., UNION REPRESENTATION ELECTIONS: LAW AND REALITY 90-92 (1976) (reporting that in twenty-eight of thirty- one union representation elections conducted by the NLRB in 1972-73, the captive audience meeting was a fixture of the employer's anti-union strategy and employees far more likely to attend such meet- ings than union meetings held off the property). See ALFRED DEMARIA, How MANAGEMENT WINS UNION ORGANIZING CAMPAIGNS xvii (1980) (viewpoint from the perspective of an employers' labor consultant); see also Pub. Utils. Comm'n v. Pol- lak, 343 U.S. 451, 469 (1952) (Douglas, J., dissenting) ("When we force people to listen to another's ideas, we give the propagandist a powerful weapon."); Anti Union Campaign Tips, supra note 2 (con- cluding that "[i]f you hope to win your NLRB election, you must conduct a minimum of 5 captive audi- ence meetings [and concluding that] the odds of a company victory increase with each captive audience meeting held . ."; Uneasy Terrain, supra note 2, at 73 tbl.8 (concluding that of the 400 union repre- sentation elections studied, the overall union win rate was 63% but in those where employers held cap- tive audience meetings the union win rate was 43%). 4 See DEMARIA, supra note 3, at xvii. 5 See Livingston Shirt Corp., 107 N.L.R.B. 400, 406 (1953); discussion infra notes 58-61 and accompa- nying text. 6 See DEMARIA, supra note 3, at xvii; see also id. at 9-10 (advising employer clients to schedule captive audience meeting soon after discovering union organizing effort); Kate L. Bronfenbrenner, Employer Behavior in Certification and First-Contract Campaigns: Implications for Labor Law Reform, in RESTORING THE PROMISE OF AMERICAN LABOR LAW 75 (Sheldon Friedman et al. eds., 1987) (reporting that a study of 261 union representation elections showed a correlation between number of captive audi- ence meetings conducted and employer likelihood of defeating employees' effort to unionize); William 68 BERKELEY JOURNAL OF EMPLOYMENT& LABOR LAW Vol. 31:1 But for the federal government's acquiescence, employers would not enjoy this unilateral captive-audience-meeting advantage. Ever since the NLRB withdrew its objection to the captive audience meeting in 1948, em- ployers have been legally permitted to compel employees to listen to anti- union proselytizing-under
Recommended publications
  • Argumentation and Fallacies in Creationist Writings Against Evolutionary Theory Petteri Nieminen1,2* and Anne-Mari Mustonen1
    Nieminen and Mustonen Evolution: Education and Outreach 2014, 7:11 http://www.evolution-outreach.com/content/7/1/11 RESEARCH ARTICLE Open Access Argumentation and fallacies in creationist writings against evolutionary theory Petteri Nieminen1,2* and Anne-Mari Mustonen1 Abstract Background: The creationist–evolutionist conflict is perhaps the most significant example of a debate about a well-supported scientific theory not readily accepted by the public. Methods: We analyzed creationist texts according to type (young earth creationism, old earth creationism or intelligent design) and context (with or without discussion of “scientific” data). Results: The analysis revealed numerous fallacies including the direct ad hominem—portraying evolutionists as racists, unreliable or gullible—and the indirect ad hominem, where evolutionists are accused of breaking the rules of debate that they themselves have dictated. Poisoning the well fallacy stated that evolutionists would not consider supernatural explanations in any situation due to their pre-existing refusal of theism. Appeals to consequences and guilt by association linked evolutionary theory to atrocities, and slippery slopes to abortion, euthanasia and genocide. False dilemmas, hasty generalizations and straw man fallacies were also common. The prevalence of these fallacies was equal in young earth creationism and intelligent design/old earth creationism. The direct and indirect ad hominem were also prevalent in pro-evolutionary texts. Conclusions: While the fallacious arguments are irrelevant when discussing evolutionary theory from the scientific point of view, they can be effective for the reception of creationist claims, especially if the audience has biases. Thus, the recognition of these fallacies and their dismissal as irrelevant should be accompanied by attempts to avoid counter-fallacies and by the recognition of the context, in which the fallacies are presented.
    [Show full text]
  • Inclusive Assessment and Forecast of Employee Engagement Dr
    Excel Journal of Engineering Technology and Management Science (An International Multidisciplinary Journal) Vol. I No.9 December - January2015-16 (Online) ISSN 2277-3339 Inclusive assessment and forecast of Employee Engagement Dr. Kamble. B.N., Associate Professor H.N. College of Commerce Solapur Introduction The concept of „employee engagement ‟ is rapidly gaining popularity and use in the workplace. It is a need of the organization but it having some confusion in the minds of business persons about its definition, how to implement and measured. Employee engagement (EE) can be defined as an employee putting forth extra discretionary effort, as well as the likelihood of the employee being loyal and remaining with the organization over the long period. Research shows that engaged employees: perform better, put in extra efforts to help get the job done, show a strong level of commitment to the organization, and are more motivated and optimistic about their work goals. Some organizations look towards EE as competitive advantage. Corporate results have proved that there is a strong link between conceptualization of EE, workers performance and business outcomes. This paper is based on conceptual research and reviews the current literature of EE, definitions, importance of EE, Importance of EE, and Elements of EE, Impact of EE, and Gallup 12 question model of EE, EE in India. Literature Review Employee Engagement: Definitions One of the most issues concerning the concept of employee engagement is that there is no clear definition. Practitioners, corporations, and academic researcher give various definitions. There is no consistency in definition, and engagement has been operationalised and measured in many diverse ways.
    [Show full text]
  • Auditory Processing Disorder: New Zealand Review
    A Report Prepared for the Ministry of Health and Ministry of Education Auditory Processing Disorder: New Zealand Review Authors: Jo Esplin and Craig Wright Peer Reviewed by Professor Suzanne Purdy, The University of Auckland, New Zealand. February 2014 About Sapere Research Group Limited Sapere Research Group is one of the largest expert consulting firms in Australasia and a leader in provision of independent economic, forensic accounting and public policy services. Sapere provides independent expert testimony, strategic advisory services, data analytics and other advice to Australasia’s private sector corporate clients, major law firms, government agencies, and regulatory bodies. Wellington Auckland Level 9, 1 Willeston St Level 17, 3-5 Albert St PO Box 587 PO Box 2475 Wellington 6140 Auckland 1140 Ph: +64 4 915 7590 Ph: +64 9 913 6240 Fax: +64 4 915 7596 Fax: +64 9 913 6241 Sydney Canberra Melbourne Level 14, 68 Pitt St Unit 3, 97 Northbourne Ave Level 2, 65 Southbank GPO Box 220 Turner ACT 2612 Boulevard NSW 2001 GPO Box 252 GPO Box 3179 Ph: + 61 2 9234 0200 Canberra City, ACT 2601 Melbourne, VIC 3001 Fax: + 61 2 9234 0201 Ph: +61 2 6267 2700 Ph: + 61 3 9626 4333 Fax: +61 2 6267 2710 Fax: + 61 3 9626 4231 For information on this report please contact: Name: Jo Esplin Telephone: 09 360 1773 Mobile: 027 233 4010 Email: [email protected] Page i Contents Definitions and Terminology Regarding Hearing Devices .......................................... v Executive summary ..................................................................................................... vii Background, Scope and Methodology vii International Context vii New Zealand Context viii Findings xi Summary of Conclusions xv 1.
    [Show full text]
  • An Elite Team Revolves Around a Pinpointed Purpose Leverage The
    2019 annual Inside this issue An Elite Team revolves around a pinpointed purpose Leverage the power Values are worthless of diverse thinking without collective buy-in WE MOVE THE PERFORMANCE DIAL THROUGH THE POWER OF PEOPLE We are a specialist business consulting firm of Organisation Development Specialists. We transcend human potential into successful organisational practice. Our scientific approach, based on solid research, targets measurable indicators associated with high performance. Our team of trusted consultants implements our proprietary instruments, processes and tools to facilitate the desired change. We work in close cooperation with our clients to build custom- made programmes. Our solutions are aimed at transforming individuals, teams and organisations. humaninterest.co.za Contents SHAPERS 5 An Elite Team revolves around a pinpointed purpose 6 The value of purpose-driven leadership 7 Instill a higher purpose to increase financial performance 8 Creating or finding a purpose? 9 Using the concept of “Grit” to drive goal achievement 10 A managers’ guide to goal setting dos and don’ts 11 Setting goals…and achieving them 12 The necessity of role clarity in teams 12 Defining roles and unpacking responsibilities to empower your team towards 13 exceptional performance Foster role clarity to meet the human brain’s requirements 14 Deep work: A necessity for quality execution 14 How to enable deep work 15 Dear Friends, How to use process mapping to drive efficiency 18 Don’t underestimate the power of communication in teams 19 What effective listening really entails 20 Welcome to our 2019 Insights. During the Communication in remote teams 20 course of the year, our articles have focussed on the 15 characteristics of an Elite Team.
    [Show full text]
  • Shergill, Makhan.Pdf
    A University of Sussex DSW thesis Available online via Sussex Research Online: http://sro.sussex.ac.uk/ This thesis is protected by copyright which belongs to the author. This thesis cannot be reproduced or quoted extensively from without first obtaining permission in writing from the Author The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the Author When referring to this work, full bibliographic details including the aut hor, title, awarding institution and date of the thesis must be given Please visit Sussex Research Online for more information and further details Making the transition from university to the workplace: the emotional experiences of Newly Qualified Social Workers Makhan Shergill A thesis submitted for the degree of Doctor of Social Work University of Sussex November 2018 2 Declaration WORK NOT SUBMITTED ELSEWHERE FOR EXAMINATION I hereby declare that this thesis has not been and will not be, submitted in whole or in part to another University for the award of any other degree. Signed: Date: 5th November 2018 3 Acknowledgements This thesis would not have been written without the support of my primary supervisor, Professor Michelle Lefevre. Her genuine interest in engaging and developing my ideas both cognitively and emotionally has been invaluable. I am sincerely grateful to Prof. Lefevre for sharing her expert knowledge during my whole doctoral journey and her tireless commitment to my academic development. I am also thankful to my second supervisors who made their own unique contributions along the way in shaping this thesis; my thanks to Dr Lel Meleyal, Prof.
    [Show full text]
  • The Pedagogical Dimension of Indoctrination: Criticism of Indoctrination and the Constructivism in Education
    META: Research in Hermeneutics, Phenomenology, and Practical Philosophy – IV (1) / 2012 META: RESEARCH IN HERMENEUTICS, PHENOMENOLOGY, AND PRACTICAL PHILOSOPHY VOL. IV, NO. 1 / JUNE 2012: 88-105, ISSN 2067-3655, www.metajournal.org The Pedagogical Dimension of Indoctrination: Criticism of Indoctrination and the Constructivism in Education Mariana Momanu “Alexandru Ioan Cuza” University of Iași Abstract This study proposes a critical analysis of indoctrination in the field of education. We shall first discuss the meaning of this word trying to identify two fundamental dimensions: the pedagogical dimension and the ideological one. After approaching the relationship between indoctrination and authority in education, we classify the types of indoctrination identified by O. Reboul (1977) based on these two dimensions. For the analysis of indoctrination in the teaching process we used a four-dimensional model that includes: the intention, teaching contents, teaching methods and finalities of the didactic process. The study concludes with criticisms of indoctrination in terms of the constructivist paradigm in education. We consider that, far from having achieved the single possible approach, the constructivism is an option for educating the critical spirit and preventing the risks of indoctrination within the teaching process. Keywords: indoctrination, authority, teaching, criticism of indoctrination, constructivist approach. 1. The Concept of Indoctrination. The Pedagogical Dimension of Indoctrination The initial meaning of indoctrination is of pedagogical nature. In Latin, Doctrina means education, science, doctrine, that can many times substitute one for another. The former meaning of doctrine was savoir or acquired knowledge (Robert 1957, 1564), while that of the verb to indoctrinate was: to instruct, to provide someone with knowledge, to teach a science (Robert 1957, 1564).
    [Show full text]
  • From Logic to Rhetoric: a Contextualized Pedagogy for Fallacies
    Current Issue From the Editors Weblog Editorial Board Editorial Policy Submissions Archives Accessibility Search Composition Forum 32, Fall 2015 From Logic to Rhetoric: A Contextualized Pedagogy for Fallacies Anne-Marie Womack Abstract: This article reenvisions fallacies for composition classrooms by situating them within rhetorical practices. Fallacies are not formal errors in logic but rather persuasive failures in rhetoric. I argue fallacies are directly linked to successful rhetorical strategies and pose the visual organizer of the Venn diagram to demonstrate that claims can achieve both success and failure based on audience and context. For example, strong analogy overlaps false analogy and useful appeal to pathos overlaps manipulative emotional appeal. To advance this argument, I examine recent changes in fallacies theory, critique a-rhetorical textbook approaches, contextualize fallacies within the history and theory of rhetoric, and describe a methodology for rhetorically reclaiming these terms. Today, fallacy instruction in the teaching of written argument largely follows two paths: teachers elevate fallacies as almost mathematical formulas for errors or exclude them because they don’t fit into rhetorical curriculum. Both responses place fallacies outside the realm of rhetorical inquiry. Fallacies, though, are not as clear-cut as the current practice of spotting them might suggest. Instead, they rely on the rhetorical situation. Just as it is an argument to create a fallacy, it is an argument to name a fallacy. This article describes an approach in which students must justify naming claims as successful strategies and/or fallacies, a process that demands writing about contexts and audiences rather than simply linking terms to obviously weak statements.
    [Show full text]
  • Propaganda Fitzmaurice
    Propaganda Fitzmaurice Propaganda Katherine Fitzmaurice Brock University Abstract This essay looks at how the definition and use of the word propaganda has evolved throughout history. In particular, it examines how propaganda and education are intrinsically linked, and the implications of such a relationship. Propaganda’s role in education is problematic as on the surface, it appears to serve as a warning against the dangers of propaganda, yet at the same time it disseminates the ideology of a dominant political power through curriculum and practice. Although propaganda can easily permeate our thoughts and actions, critical thinking and awareness can provide the best defense against falling into propaganda’s trap of conformity and ignorance. Keywords: propaganda, education, indoctrination, curriculum, ideology Katherine Fitzmaurice is a Master’s of Education (M.Ed.) student at Brock University. She is currently employed in the private business sector and is a volunteer with several local educational organizations. Her research interests include adult literacy education, issues of access and equity for marginalized adults, and the future and widening of adult education. Email: [email protected] 63 Brock Education Journal, 27(2), 2018 Propaganda Fitzmaurice According to the Oxford English Dictionary (OED, 2011) the word propaganda can be traced back to 1621-23, when it first appeared in “Congregatio de progapanda fide,” meaning “congregation for propagating the faith.” This was a mission, commissioned by Pope Gregory XV, to spread the doctrine of the Catholic Church to non-believers. At the time, propaganda was defined as “an organization, scheme, or movement for the propagation of a particular doctrine, practice, etc.” (OED).
    [Show full text]
  • Gorbachev and His Reforms
    The Catholic University of America, Columbus School of Law CUA Law Scholarship Repository Scholarly Articles and Other Contributions Faculty Scholarship 1986 Gorbachev and His Reforms Rett R. Ludwikowski The Catholic University of America, Columbus School of Law Follow this and additional works at: https://scholarship.law.edu/scholar Part of the Political Science Commons, and the Soviet and Post-Soviet Studies Commons Recommended Citation Rett R. Ludwikowski, Gorbachev and His Reforms, 30 MOD. AGE 120 (1986). This Article is brought to you for free and open access by the Faculty Scholarship at CUA Law Scholarship Repository. It has been accepted for inclusion in Scholarly Articles and Other Contributions by an authorized administrator of CUA Law Scholarship Repository. For more information, please contact [email protected]. Estimating the chances of economic recovery of the Soviet Union Gorbachev and His Reforms Rett R. Ludwikowski IN THE LAST year the Western press has major policy address also freely ac- given a great deal of publicity to the new knowledged that the previous period had attempts at economic reform in the Soviet not solved the Soviet bloc’s most urgent Union. “Gorbachev Sets Shift in Econo- problems and declared his determination my,” “Gorbachev’s Vigor Holds Attention to fight against inefficiency in agriculture, of Soviets,’’ “Gorbachev Orders Wide ‘Re- drunkenness, corruption, the black mar- structuring’ of Soviet Economy”-these ket, the general disintegration of the com- are the titles of only a few articles which munist economy, and so forth. Some examine Gorbachev’s “breath-taking de- others mentioned that Andropov’s pre- termination to make changes in the decessors had made the same declara- Soviet economy.’’’ tions when first addressing the Central The general optimism as to the chances Committee.
    [Show full text]
  • Mobbing and Its Association with Quality of Life In
    International Journal of Health and Psychology Research Vol.7, No.2, pp.13-25, June 2019 Published by European Centre for Research Training and Development UK (www.eajournals.org) MOBBING AND ITS ASSOCIATION WITH QUALITY OF LIFE IN HEALTH PROFESSIONALS Aristotelis Koinis ¹*, Emmanouil Velonakis ², Chara Tzavara3, Maria Kalafati ², Styliani Tziaferi 1 ¹ University of Peloponnese, Department of Nursing, Laboratory of Integrated Health Care – Sparta, Greece ² Faculty of Health Sciences, Faculty of Nursing, National and Kapodistrian University of Athens, Athens, Greece 3 Centre for Health Services Research, Department of Hygiene, Epidemiology and Medical Statistics, Athens, Greece ABSTRACT: Background and objectives: The impact of mobbing on the quality of life of Health Professionals (HP) has been studied to a limited extent in Greece. The purpose of this study is the effect of mobbing and the effect of demographic characteristics on the quality of life of health professionals. Materials and Methods: In the present cross-sectional study HP from 11 public Greek hospitals are involved. The sample was (N = 1536) HP, (A = 528) and (C = 1008), average age 39.2 years (SD = 10.3 years). A demographic data form and two tools were used anonymously, self- fulfilling. The World Health Organization questionnaire (WHOQOL-BREF) that measure the quality of life and the WPVB that measures violent psychological behaviour in workplaces. The two-sided level of statistical significance was set at 0.05, while the data analysis was performed with the Statistical Package for Social Sciences (SPSS), version 22.0. Results: Women had lower scores in the Mental Health Scale and the quality life level of independence compared to men (p = 0.003).
    [Show full text]
  • Disinformation and Freedom of Expression
    Disinformation and freedom of expression Submission in response to the call by the UN Special Rapporteur on the promotion and protection of the right to freedom of opinion and expression for contributions to the annual thematic report to be presented to the Human Rights Council at its 47th session in June 2021 Association for Progressive Communications (APC) February 2021 TABLE OF CONTENTS 1. Framing the problem and its impact 2 2. The purposes of disinformation campaigns 5 Gendered disinformation 7 Minorities, migrants and populations in situations of vulnerability 10 Rights defenders, activists, and their causes 11 3. For-profit disinformation: Amplification and targeted advertising 13 4. State measures taken to address disinformation and their impact 14 The dangers of criminalisation 14 Access and connectivity 18 5. Measures taken by tech companies to address disinformation and their impact 19 The challenges of content moderation: AI in content moderation 21 Micro-targeting and ad transparency 23 Transparency reports 25 6. Conclusions and recommendations 27 1 Disinformation and freedom of expression The Association for Progressive Communications (APC) is an international organisation and a network of organisations dedicated to empowering and supporting people working for peace, human rights, development and protection of the environment, through the strategic use of information and communication technologies (ICTs). APC has 57 organisational members and 35 individual members active in 73 countries, mostly in the global South. We work to build a world in which all people have easy, equal and affordable access to the creative potential of ICTs to improve their lives and create more democratic and egalitarian societies.
    [Show full text]
  • Listening Skills in the Workplace. INSTITUTION Spring Inst
    DOCUMENT RESUME ED 468 604 FL 801 535 AUTHOR Grognet, Allene; Van Duzer, Carol TITLE Listening Skills in the Workplace. INSTITUTION Spring Inst. for International Studies, Denver, CO. SPONS AGENCY Office of Refugee Resettlement (DHHS), Washington, DC. PUB DATE 2002-00-00 NOTE 5p.; Part of ELT: Technical Assistance for English Language Training Projects, 2002-2003. AVAILABLE FROM Spring Institute for International Studies, ATTN: ELT/TA Project, 1610 Emerson Street, Denver, CO 80218. E-mail: [email protected]. For full text: http://www.spring- institute.org/ pdf/ListeningWkplc.pdf. PUB TYPE Guides Non-Classroom (055) EDRS PRICE EDRS Price MFO1 /PCO1 Plus Postage. DESCRIPTORS *Guidelines; Interpersonal Communication; *Job Skills; Listening Habits; *Listening Skills; Work Environment IDENTIFIERS Listening Strategies ABSTRACT This article examines the listening process and factors affecting listening. It also suggests general guidelines for teaching and assessing listening and gives examples of activities for practicing and developing listening skills for the workplace. Listening is a demanding process that involves the listener, speaker, message content, and accompanying visual support. Listening is an active process of selecting and interpreting information from auditory and visual clues. Many events constitute listening (e.g., the listener determines a reason for listening, takes raw speech and deposits an image of it in short-term memory, recalls background information to interpret the message, assigns a meaning to the message, and checks that the message has been understood). Teaching workplace listening skills requires activating background knowledge and vocabulary. Pre-listening activities set the stage and review what the learner already knows. Post-listening activities help the learner assess success or failure in carrying out the listening task.
    [Show full text]