Mpjo-‐500-‐40: Ethics
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Verb Voice in Media Narratives of Campus Sexual Assault
Journal of Mason Graduate Research Volume 5 Number 2 Year 2018 © Author ISSN: 2327-0764 Pages: 108-127 Assault and Accusation Without Agents: Verb Voice in Media Narratives of Campus Sexual Assault RACHAEL GRAHAM LUSSOS & LOURDES FERNANDEZ George Mason University Previous studies of sexual assault have analyzed the connection between the narrative of events surrounding sexual assault allegations and the agency of the narrative’s characters, especially the assailant and the accuser. To contribute to this growing literature, we conducted a mixed methods word-level content analysis, testing whether the voice of verbs associated with the actions of the assailant and the accuser indicated an absence of agency. This study found that verbs associated with assailants were primarily written in passive voice and verbs associated with accusers were primarily written in active voice in both campus and non-campus sexual assault news reports. Implications for the research and practice of mass media reporting of sexual assault are discussed. Keywords: Agency, sexual assault, grammar, mixed methods INTRODUCTION News reports of sexual assault cases are frequently accused of engaging in victim blaming—assigning more responsibility for the assault to the victim than to the assailant. Victim blaming is visible at the macro level of news stories, such as in the construction of the narrative and the representation of the characters, or agents, in that narrative (Barnett, 2008, 2012; Worthington, 2005; 2008a, 2008b). Perhaps more subtly, victim blaming also appears at the micro level of a news story, in the choice of words and grammar of the sentences comprising the story. A common micro device associated with victim blaming is the use of passive voice when describing the assault. -
Protecting More Than the Front Page: Codifying a Reporterâ•Žs Privilege for Digital and Citizen Journalists
Notre Dame Law Review Volume 89 | Issue 3 Article 10 2-2014 Protecting More than the Front Page: Codifying a Reporter’s Privilege for Digital and Citizen Journalists Kathryn A. Rosenbaum Follow this and additional works at: http://scholarship.law.nd.edu/ndlr Part of the Criminal Law Commons, Criminal Procedure Commons, and the First Amendment Commons Recommended Citation 89 Notre Dame L. Rev. 1427 This Article is brought to you for free and open access by NDLScholarship. It has been accepted for inclusion in Notre Dame Law Review by an authorized administrator of NDLScholarship. For more information, please contact [email protected]. \\jciprod01\productn\N\NDL\89-3\NDL310.txt unknown Seq: 1 11-FEB-14 9:04 PROTECTING MORE THAN THE FRONT PAGE: CODIFYING A REPORTER’S PRIVILEGE FOR DIGITAL AND CITIZEN JOURNALISTS Kathryn A. Rosenbaum* “‘The reporters who work for the Times in Washington have told me many of their sources are petrified even to return calls,’ Jill Abramson, the executive editor of The New York Times, said . on CBS’s Face The Nation broadcast. ‘It has a real practical effect that is important.’”1 INTRODUCTION The stifling of investigative journalism stems in part from a torrent of stories in 2013 regarding the government’s intrusive tracking of journalists’ and individuals’ cell phone records and e-mails without their knowledge.2 The federal government also tracked two months of call records of more than twenty Associated Press phone lines.3 In a leak probe regarding a news story about North Korea, the government surreptitiously obtained informa- tion about Fox News Chief Washington Correspondent James Rosen.4 Offi- cials monitored his “security badge access records to track the reporter’s comings and goings at the State Department[,] . -
How Public Universities React to Alt-Right Speakers By
Towson University Office of Graduate Studies Responding to Hate: How Public Universities React to Alt-Right Speakers by Josh Guttman A thesis Presented to the faculty of Towson University Office of Graduate Studies In partial fulfillment of the requirements for the degree Masters of Science in Communications Management Department of Communication Towson University Towson, Maryland 21252 (December, 2018) DEDICATION This thesis is dedicated to my mom and dad, who supported me and cheered me on when I needed it most. I love you both and I can’t thank you enough. I made it through the Paper Chase (1973). *Rocky (1976) music swells in the background* RESPONDING TO HATE ii RESPONDING TO HATE iii Abstract This study examined how public universities who have hosted alt-right speakers on campus protected their reputations while also fostering a free speech environment and keeping students safe. Due to the First Amendment policies of public universities, they have a greater obligation to provide alt-right speakers a platform. However, alt-right speaking events pose risks among the university community such as violence and vandalism. These risks could potentially damage the reputation of the university. Through utilizing Situational Crisis Communication Theory (SCCT) and gathering primary documents from the universities, this study showcases the effectiveness of university strategies in regards to balancing a first amendment while maintaining student safety. The results showed university strategies that were in-line with SCCT were more effective at maintaining their reputations and keeping students safe. Hosting events dedicated to university values and engaging in the community protected their reputations leading up to and during the alt-right speaking events. -
Pizzagate / Pedogate, a No-Nonsense Fact-Filled Reader
Pizzagate / Pedogate A No-nonsense Fact-filled reader Preface I therefore determine that serious human rights abuse and corruption around the world constitute an unusual and extraordinary threat to the national security, foreign policy, and economy of the United States, and I hereby declare a national emergency to deal with that threat. —Trump Executive Order 13818, Dec. 20, 2017 Pizzagate means many things to many people, the angle of the lens may be different, but the focus zeros in on a common body of incontestable facts. The fruit of top researchers collected in this reader allows you to compare, correlate and derive a flexible synthesis to suit your needs. An era of wild contradiction is upon us in the press. The psychopathic rumblings that pass for political discourse bring the artform of infotainment to a golden blossoming. A bookstore display table featuring The Fixers; The Bottom-Feeders, Crooked Lawyers, Gossipmongers, and Porn Stars Who Created the 45th President versus Witch Hunt; The Story of the Greatest Mass Delusion in American Political History are both talking about the same man, someone who paid for his campaign out of his own pocket. There were no big donors from China and the traditional bank of puppeteers. This created a HUGE problem, one whose solution threatened the money holders and influence peddlers. New leadership and a presidential order that threw down the gauntlet, a state of emergency, seeded the storm clouds. The starting gun was fired, all systems were go, the race had begun. FISAs and covert operations sprang into action. The envelopes are being delivered, the career decisions are being made, should I move on or stay the course. -
Fake News' Is Equal: How Should Higher Education Respond to Fake News and in the Post- Truth Era Thomas E
The Liminal: Interdisciplinary Journal of Technology in Education Volume 1 | Issue 1 Article 3 August 2019 Not All 'Fake News' Is Equal: How Should Higher Education Respond to Fake News and in the post- Truth Era Thomas E. Keefe Rocky Mountain College of Art and Design, [email protected] Follow this and additional works at: https://digitalcommons.du.edu/theliminal Part of the Higher Education Commons, and the Language and Literacy Education Commons Recommended Citation Keefe, Thomas E. (2019) "Not All 'Fake News' Is Equal: How Should Higher Education Respond to Fake News and in the post-Truth Era," The Liminal: Interdisciplinary Journal of Technology in Education: Vol. 1 : Iss. 1 , Article 3. Available at: https://digitalcommons.du.edu/theliminal/vol1/iss1/3 This Article Discussing a Construct is brought to you for free and open access by Digital Commons @ DU. It has been accepted for inclusion in The Liminal: Interdisciplinary Journal of Technology in Education by an authorized editor of Digital Commons @ DU. For more information, please contact [email protected],[email protected]. Keefe: Not All 'Fake News' Is Equal In examining how higher education ought to respond to ‘fake news’ and the landscape of the ‘post-truth’ world, it is imperative to distinguish between accidental, ignorant, or intentional factual inaccuracies. The motives of accidental, ignorant, or disinformation are not uniform and, as such, the responses by institutions of higher education must not be uniform either. These three forms of erroneous information are as old as literacy itself, but with increased literacy as well as increased access to forms of dissemination and publication, the dangers of untrue information have been magnified. -
60 Literary Journalism Studies 61 by Any Other Name: the Case for Literary Journalism
60 Literary Journalism Studies 61 By Any Other Name: The Case for Literary Journalism Josh Roiland University of Maine, United States Keynote Response: Literary journalism has experienced a resurgence in recent years, and like all popular movements it has sustained a backlash from those who believe it fetishizes narrative at the expense of research and reporting. New Yorker writer Nicholas Lemann’s IALJS-10 keynote talk returned the spotlight to the social function of journalism: to provide “a running account of the world.” He argues that for literary journalism to complete that task, it must privilege research and reporting over artistic expression. This response essay expands on Lemann’s talk by clarifying mis- conceptions about what the “literary” in literary journalism means, and demonstrates that the debates about what to call this genre—debates that have been rekindled in recent years with the ascendance of such vague-but- vogue terms “long form” and “long reads”—are not new. This narrative history explores both the misbegotten trail of the term “literary journalism” and its attendant field of study, but it also argues that the label long form represents a neoliberalization of language that positions readers not to con- sider or question, but only to consume. ut however vague and slippery a term, the New Journalism has become “Ba convenient label for recent developments in nonfiction writing and for the sharp critical controversy this writing has stirred up.” So wrote Ronald Weber in his 1974 preface to the book he had compiled and edited, The Re- porter as Artist: A Look at the New Journalism Controversy.1 Some four decades later, standing before a confederation of several dozen literary journalism scholars who had gathered from across the globe in Minneapolis, Nicholas Lemann wasted little time getting to the question that has bedeviled not only his audience of academics but also practitioners and, increasingly, casual read- ers: “What is literary journalism anyway?”2 Nearly every book-length work of Literary Journalism Studies Vol. -
The New York Times 2014 Innovation Report
Innovation March 24, 2014 Executive Summary Innovation March 24, 2014 2 Executive Summary Introduction and Flipboard often get more traffic from Times journalism than we do. The New York Times is winning at journalism. Of all In contrast, over the last year The Times has the challenges facing a media company in the digi- watched readership fall significantly. Not only is the tal age, producing great journalism is the hardest. audience on our website shrinking but our audience Our daily report is deep, broad, smart and engaging on our smartphone apps has dipped, an extremely — and we’ve got a huge lead over the competition. worrying sign on a growing platform. At the same time, we are falling behind in a sec- Our core mission remains producing the world’s ond critical area: the art and science of getting our best journalism. But with the endless upheaval journalism to readers. We have always cared about in technology, reader habits and the entire busi- the reach and impact of our work, but we haven’t ness model, The Times needs to pursue smart new done enough to crack that code in the digital era. strategies for growing our audience. The urgency is This is where our competitors are pushing ahead only growing because digital media is getting more of us. The Washington Post and The Wall Street crowded, better funded and far more innovative. Journal have announced aggressive moves in re- The first section of this report explores in detail cent months to remake themselves for this age. First the need for the newsroom to take the lead in get- Look Media and Vox Media are creating newsrooms ting more readers to spend more time reading more custom-built for digital. -
Brock's Word Against Hers
Review Essay: Brock's Word Against Hers The Real Anita Hill: The Untold Story. By David Brock. New York: The Free Press, 1993. Pp. ix, 424. Jesselyn Alicia Brownt [Editors' Note: This October marks the second anniversary of the Clarence Thomas-Anita Hill hearings before the Senate Judiciary Committee. In the wake of those hearings, the war of words has intensifiedfollowing the publication of The Real Anita Hill. First, in early April, the Wall Street Journalpublished an excerpt of the book on its editorial page.' Days later Newsweek published a laudatory piece by George Will ("assembles an avalanche of evidence that Hill lied").' Fellow conservative Mona Charen also touted the book in her syndicated column ("if this book is buried or ignored, Justice Thomas will have been raped twice ).3 The counterattack has been just as aggressive. The May 24 issue of The New Yorker weighed in with a rejoinder to the Brock book entitled "The Surreal Anita Hill." Its authors, Jill Abramson and Jane Mayer of the Wall Street Journal, are in the process of writing their own book about the Hill/Thomas hearings.4 As the Washington Post reported, "Brock demanded equal time, sending the magazine an eight- page rebuttal. The New Yorker almost never prints replies, but Editor Tina Brown called in the magazine's famedfact-checking department, which produced a 48-point memo rebutting Brock's rebuttal." In "Sleaze With Footnotes," New York Times columnist Anthony Lewis t Jesselyn Brown is a member of the Class of 1995, Yale Law School. In 1990, she was one of the recipients of the Feminists of the Year Awards from the Feminist Majority Foundation. -
Competing Information in a Free Press
7.2 Competing Information in a Free Press Standard 7.2: Competing Information in a Free Press Give examples of how a free press can provide competing information and views about government and politics. (Massachusetts Curriculum Framework for History and Social Studies) [8.T7.2] A girl holds The Washington Post of Monday, July 21st 1969 stating 'The Eagle Has Landed Two Men Walk on the Moon', by Jack Weir, Public Domain FOCUS QUESTION: How Does a Free Press Provide Competing Information about Government and Politics? Standard 2 looks at how a free press provides information about government and politics to people, both historically and in today's digital age. In many countries around the world, the press is not free and people receive one side only of a story about a topic or issue—the side the government wants published. A free press, by contrast, presents topics so people get wide-ranging and informed perspectives from which they can make up their own minds about what candidates and policies to Building Democracy for All 1 support (explore the site AllSides to see how news is presented differently depending on the platform). Central to free press is the role of investigative journalism that involves the “systematic, in-depth, and original research and reporting,” often including the “unearthing of secrets” (Investigative Journalism: Defining the Craft, Global Investigative Journalism Network). Modules for this Standard Include: 1. INVESTIGATE: History of Newspapers, Then and Now MEDIA LITERACY CONNECTIONS: Examining the News from All Sides 2. UNCOVER: Investigative Journalists: Nellie Bly, Ida Tarbell, Ida B. -
Using Journalism Education Techniques in the Information Literacy Classroom
City University of New York (CUNY) CUNY Academic Works Publications and Research Kingsborough Community College 2015 Case Studies and Pervasive Instruction: Using Journalism Education Techniques in the Information Literacy Classroom Jennifer Noe Kingsborough Community College How does access to this work benefit ou?y Let us know! More information about this work at: https://academicworks.cuny.edu/kb_pubs/51 Discover additional works at: https://academicworks.cuny.edu This work is made publicly available by the City University of New York (CUNY). Contact: [email protected] Case Studies and Pervasive Instruction: Using Journalism Education Techniques in the Information Literacy Classroom Abstract Purpose: The purpose of this paper is to explore whether journalism education techniques can be adapted for use in the information literacy classroom as a means of teaching the ethical use of information. Design: The author uses personal experience as a journalist and graduate of journalism education programs to examine the similarities between journalism pedagogy and information literacy, and whether any aspect of journalism pedagogy is transferrable to the information literacy classroom. Findings: Journalism educators deliver a potent anti-plagiarism message using case studies and “war stories” from the newsroom delivered through the pervasive instruction method or stand- alone ethics class. Using case studies from a variety of different disciplines in information literacy classes could help students make a stronger connection between honest writing in all subjects. However, until information literacy is taught more widely in libraries as semester-long classes it would be difficult to use journalism’s pervasive method of instruction. The same holds true with the stand-alone class, which does not appear to be used as part of information literacy education. -
Rolling Stone Settles with Former U-Va
Rolling Stone settles with former U-Va. dean in defamation case - The Washington Post Page 1 of 2 The Washington Post Education Rolling Stone settles with former U-Va. dean in defamation case By T. Rees Shapiro , Reporter Emma Brown , Reporter April 11, 2017 Rolling Stone has reached a confidential settlement with Nicole Eramo, a former University of Virginia associate dean who had sued the magazine alleging that it defamed her in a 2014 story about an alleged Search Jobs gang rape on campus, according to lawyers for both parties. The settlement brings an end to a lawsuit that had roiled the U-Va. community with a case study in the Featured Jobs practice and ethics of journalism. Business Development Executive Sparks Group “We are delighted that this dispute is now behind us, as it allows Nicole to move on and focus on doing Housing Specialist what she does best, which is supporting victims of sexual assault,” said Libby Locke, a lawyer for Eramo, Sparks Group in a statement Tuesday. Ip Docketing Specialist Rolling Stone called the settlement an “amicable resolution.” Legal E The magazine’s November 2014 story, “A Rape on Campus,” recounted the shocking story of a young woman’s gang rape at a U-Va. fraternity house — a story that was discredited after serious flaws were revealed. An investigation by The Washington Post showed that aspects of the account were not true. For example, no one in Phi Kappa Psi, the fraternity in question, matched the name or description that the young woman — known as Jackie — gave for the person who allegedly was the ringleader in her 2012 assault. -
Fairness for All Students Under Title IX
Fairness For All Students Under Title IX The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Elizabeth Bartholet, Nancy Gertner, Janet Halley & Jeannie Suk Gersen, Fairness For All Students Under Title IX (Aug. 21, 2017). Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:33789434 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA Fairness for All Students FAIRNESS FOR ALL STUDENTS UNDER TITLE IX Elizabeth Bartholet, Nancy Gertner, Janet Halley and Jeannie Suk Gersen August 21, 2017 We are professors at Harvard Law School who have researched, taught, and written on Title IX, sexual harassment, sexual assault, and feminist legal reform. We were four of the signatories to the statement of twenty eight Harvard Law School professors, published in the Boston Globe on October 15, 2014, that criticized Harvard University’s newly adopted sexual harassment policy as “overwhelmingly stacked against the accused” and “in no way required by Title IX law or regulation.” We welcome the current opportunity to assess the response to campus sexual harassment, including sexual assault. In the past six years, under pressure from the previous Administration, many colleges and universities all over the country have put in place new rules defining sexual misconduct and new procedures for enforcing them. While the Administration’s goals were to provide better protections for women, and address the neglect that prevailed before this shift, the new policies and procedures have created problems of their own, many of them attributable to directives coming from the Department of Education’s Office for Civil Rights (OCR).