PRESS FREEDOMS in the United States 2017
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Read the April 2019 Issue
The University of Memphis Meeman Matters Newsletter of the Department of Journalism and Strategic Media April 2019 WHAT’S Documentary examines INSIDE issues, activism in Memphis Accreditation renewed once more ❱❱ 2 Ad award named for Utt ❱❱ 3 Students earn online news honors ❱❱ 3 Waters joins Institute ❱❱ 3 JRSM awards a big hit ❱❱ 4 WUMR gives PHOTO BY WILL SUGGS radio skills for Journalism student Caleb Suggs interviews professor Otis Sanford as part of the documentary students ❱❱ 5 Once More at the River: From MLK to BLM. The film premiered in January 2019. BY WILLIAM SUGGS Museum and found colleagues to collab- Jemele Hill orate at the UofM. They included journal- packs in a The documentary film “Once More At ism professor Joe Hayden and Department crowd ❱❱ 6 The River: From MLK to BLM,” which exam- of History chair Aram Goudsouzian. “Ev- ined activism in Memphis since the Civil erything happened pretty quickly,” Coche Rights Movement, premiered on Jan. 22 to said. She decided on the theme in late 2016, 'A Spy in a full house at the UofM’s UC Theatre. and by early February 2017, the group had Canaan' gets Roxane Coche, the film’s director and one submitted its first grant proposal. notice ❱❱ 7 of its producers, said the idea for the docu- Faculty and students of the University of mentary came in 2016 upon the realization Memphis’ departments of Journalism and Student ad that the 50th anniversary of Martin Luther Strategic Media and History helped produce King, Jr.’s assassination was approaching. the film, which also received a grant and team scores “Social justice and civil rights are such support from organizations including the high ❱❱ 8 an important topic that I decided to pitch National Civil Rights Museum and Human- the idea for a full-length documentary in- ities Tennessee. -
Anti–Racism Resources So Many New Yorkers (And People of Color Living in America) Know There Are Two Sets of Rules and Two Sets of Justice in This City and Country
Anti–Racism Resources So many New Yorkers (and people of color living in America) know there are two sets of rules and two sets of justice in this city and country. However, the mayor must provide some real leadership these last months in office to move the needle on racial and police equity…as promised. Mr. Mayor, Please Focus. The Amsterdam News, May 13, 2020 • Christina Greer, Ph.D., Associate Professor, Political Science, Fordham University Themes: Self-Care; Caring for Black People; Articles; Books Jesuit Resources on Racism: Ignatian Solidarity Network–Racial Justice Self-Care • How black Americans can practice self-care... And how everyone else can help, Elizabeth Wellington, 2020. • 4 Self-Care Resources for Days When the World is Terrible, Miriam Zoila Pérez, 2020. Demonstrating Care for Black People • Your Black Colleagues May Look Like They’re Okay — Chances Are They’re Not, Danielle Cadet, Refinery 29, 2020. • Before You Check In On Your Black Friends, Read This, Elizabeth Gulino, Refinery 29, 2020. Articles • Around the world, the U.S. has long been a symbol of anti-black racism, Dr. Nana Osei-Opare, The Washington Post, 2020. • Racism Won’t be Solved by Yet Another Blue Ribbon–Report, Adam Harris, The Atlantic, 2020. • The assumptions of white privilege and what we can do…, Bryan N. Massingale, National Catholic Reporter, 2020. • The NFL Is Suddenly Worried About Black Lives, Jemele Hill, The Atlantic, 2020. • Performative Allyship is Deadly (Here’s What to Do Instead), Holiday Phillips, Forge–Medium, 2020. • Talking About Race: A Conversation with Ijeomo Oluo and Ashley Ford, Fordham News, 2019. -
Emhs 9Th Summer Reading 1
Annotation Directions: EMHS 9TH SUMMER READING 1. Make a point of underlining the two most important ideas in each “column” of reading. Each year, students at EMHS do summer reading. You can underline a single phrase or a couple Reading over the summer keeps one’s mind “awake” of sentences, but please choose your selections and provides your class with an immediate platform carefully. to work on from the first day of school. The material for this packet was selected for its subject matter and 2. Of the two ideas you underline in each column, relevance to you. select the most important one and rephrase it at the bottom of the page in your own words. Please make a point of reading all six of the articles 3. When you finish an article, review your contained in this packet. Since there are several annotations. On a separate sheet of paper, different pieces, you can break this reading up as write down the “takeaway points” for each your summer schedule allows. All articles should article—the most important ideas. be read and annotated by the first day of school. Please bring this packet with you on There are many online sources to further explain the first day of school. how to annotate a text. When you come to school on the first day, this packet should be completely read This packet should be printed out and read carefully. and annotated. In addition, you should have You should always read with a pen or pencil and use your takeaway points on a separate sheet of annotation strategies to help yourself make sense paper completed. -
1. the Regulation of Social Media Influencers: an Introduction Catalina Goanta and Sofia Ranchordás
1. The regulation of social media influencers: an introduction Catalina Goanta and Sofia Ranchordás 1. SETTING THE SCENE Nikkie de Jager was an unknown teenager from the small Dutch town of Uden until one of her videos (‘The Power of Make-Up’) went ‘viral’, amassing in a short period of time nearly 40 million views.1 Her ‘NikkieTutorials’ make-up channel on YouTube soon became an online sensation with millions of views from different countries, helping her build an international reputation as a ‘YouTuber’ and make-up artist. Without prior training in communication, advertising, or even the beauty sector, de Jager’s is a good example of an emerging ‘profession’: ‘social media influencer’. A growing number of indi- viduals, often without any traditional professional certification, have a job which consists in sharing moments of their daily lives, offering advice in different areas (e.g., fitness, beauty, food), and while doing so, endorsing con- sumer goods and services. In many cases, these social media influencers fail to properly disclose the commercial nature of their relationship with the compa- nies behind these advertisements. Moreover, these channels are not limited to lifestyle advice and can have broader societal consequences, for example, on election results. The comedy and commentary channel of German YouTuber Rezo is a good example of how social media influencers are also having an impact in politics. On 18 May 2019, Rezo published a video criticizing the German Christian Democratic Union party (CDU), which gained well over 15 million views in three months,2 and was subsequently endorsed by at least 90 other YouTubers, in an attempt to hold German politicians responsible, especially for their perceived lack of commitment to the fight against global 1 NikkieTutorials, YouTube channel (YouTube, 2015) https://www .youtube .com/ watch ?v = a4Ov8qvZ2 _w & t = 266s. -
FIRST AMENDMENT FREEDOM of PRESS LESSON PLAN Interactive Constitution: the First Amendment Project FREEDOM of PRESS 2
LESSON PLAN FIRST AMENDMENT FREEDOM OF PRESS LESSON PLAN Interactive Constitution: The First Amendment Project FREEDOM OF PRESS 2 First Amendment: Freedom of Press Lesson Plan GRADE LEVELS: 11th and 12th NUMBER OF CLASS PERIODS: 1 (approximately 55 minutes) AUTHOR: Staci Garber, National Constitution Center Teacher Advisory Board Member Staci Garber is a a 20-year veteran of the classroom. She holds a master’s degree in political science, another in economic education and entrepreneurship, and a third in international relations and global governance. Staci currently teaches global studies and psychology at a small private school in Bear, DE. INTRODUCTION/LESSON OVERVIEW: Many Americans struggle to understand the Constitution, especially the rights included in the First Amendment. While many Americans, like many in the Founding generation, can agree that freedom of the press should be protected, there are disagreements over when, why, and how freedom of the press may be limited. This lesson encourages students to examine their own assumptions and to deepen their understanding of current accepted interpretation of freedom of the press under the First Amendment. Constitutional Questions: • How does freedom of the press relate to freedom of speech? • Why was the protection of the press so important to the Founding generation? • Why does freedom of the press remain important to American democracy today? Objectives: • Students will be able to explain why the Constitution protects freedom of the press. • Students will be able to analyze controversies involving the First Amendment provision protecting freedom of press. • Students will be able to apply varying interpretations of the First Amendment provision protecting freedom of press to controversial issues involving speech. -
Download the 2020 Report
A Guide by the Divided Community Project, Second Edition 2020 THE OHIO STATE UNIVERSITY MORITZ COLLEGE OF LAW PROGRAM ON DISPUTE RESOLUTION Co-Director Josh Stulberg, [email protected] | Co-Director Carl Smallwood, [email protected] Deputy Director William Froehlich, [email protected] | Executive Committee Members Thomas Battles Grande Lum | Nancy Rogers | Andrew Thomas Divided Communities and Social Media: Strategies for Community Leaders, Second Edi- tion (2020) by the Divided Community Project at The Ohio State University Moritz College of Law, is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, Those seeking to modify this guide for targeted audiences may do so for nonprofit purposes as long as they give attribution and they allow the same “share alike” use of their content by others. Suggestd Citation: : Divided Community Project, Key Considerations for Leaders Facing Community Unrest: Effective Problem- Solving Strategies that have been Used in Other Communities (2nd ed. 2019) CC BY-NC-SA 4.0, https://go.osu.edu/dcpkc2. Other publications by the Divided Community Project are available as follows: Planning in Advance of Community Unrest (2d ed., 2020), https://go.osu.edu/dcppia. Key Considerations for Leaders in the Face of Community Unrest (2d ed., 2020) https://go.osu.edu/dcpkc. Considerations for College and University Leaders: When Conflicts and Divisive Incidents Arise (2020), https://go.osu.edu/dcptoolkit. Community Resiliency Initiative Case Studies (2018), https://go.osu.edu/dcpcri. Simulations for Leadership During Crisis (2017 and 2019) are available upon request. Contact DCP’s Deputy Director at [email protected]. -
The Pennsylvania State University the Graduate School College of Communications the RISE and FALL of GRANTLAND a Thesis in Medi
The Pennsylvania State University The Graduate School College of Communications THE RISE AND FALL OF GRANTLAND A Thesis in Media Studies by Roger Van Scyoc © 2018 Roger Van Scyoc Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Arts May 2018 The thesis of Roger Van Scyoc was reviewed and approved* by the following: Russell Frank Associate Professor of Journalism Thesis Adviser Ford Risley Professor of Journalism Associate Dean for Undergraduate and Graduate Education Kevin Hagopian Senior Lecturer of Media Studies John Affleck Knight Chair in Sports Journalism and Society Matthew McAllister Professor of Media Studies Chair of Graduate Programs *Signatures are on file in the Graduate School ii ABSTRACT The day before Halloween 2015, ESPN pulled the plug on Grantland. Spooked by slumping revenues and the ghost of its ousted leader Bill Simmons, the multimedia giant axed the sports and pop culture website that helped usher in a new era of digital media. The website, named for sports writing godfather Grantland Rice, channeled the prestige of a bygone era while crystallizing the nature of its own time. Grantland’s writers infused their pieces with spry commentary, unabashed passion and droll humor. Most importantly, they knew what they were writing about. From its birth in June 2011, Grantland quickly became a hub for educated sports consumption. Grantland’s pieces entertained and edified. Often vaulting over 1,000 words, they also skewed toward a more affluent and more educated audience. The internet promoted shifts and schisms by its very nature. Popular with millennials, Grantland filled a certain niche. -
Press Rights and Government Power to Structure the Press
University of Miami Law Review Volume 34 Number 4 Fifth Annual Baron de Hirsh Meyer Article 5 Lecture Series 7-1-1980 Press Rights and Government Power to Structure the Press C. Edwin Baker Follow this and additional works at: https://repository.law.miami.edu/umlr Part of the First Amendment Commons Recommended Citation C. Edwin Baker, Press Rights and Government Power to Structure the Press, 34 U. Miami L. Rev. 819 (1980) Available at: https://repository.law.miami.edu/umlr/vol34/iss4/5 This Article is brought to you for free and open access by the Journals at University of Miami School of Law Institutional Repository. It has been accepted for inclusion in University of Miami Law Review by an authorized editor of University of Miami School of Law Institutional Repository. For more information, please contact [email protected]. Press Rights and Government Power to Structure the Press C. EDWIN BAKER* First, Professor Baker explores an instrumentalist argu- ment for special press rights going beyond those protected by a liberty theory of freedom of speech. Then, in Part II, he exam- ines the threats of -government power and private economic power to freedom of the "press" and considers the permissible extent of government intervention to structure the press or to protect it from private threats. I. CONSTITUTIONAL RIGHTS OF THE PRESS .................................... 822 A. Rationale for a Separate Interpretation of the Press Clause ........... 822 B. Defensive, Offensive, and Speech Rights ............................. 837 1. DEFENSIVE RIGHTS ............................................... 840 2. OFFENSIVE RIGHTS ............................................... 841 3. SPECIAL SPEECH RIGHTS ........................................... 845 C. The Form of Protection ........................................... -
An Analysis of US and South Korean Journalists' Discourse About An
International Journal of Communication 13(2019), 2575–2595 1932–8036/20190005 Unpublishing the News: An Analysis of U.S. and South Korean Journalists’ Discourse About an Emerging Practice HYE SOO NAH STEPHANIE CRAFT University of Illinois Urbana-Champaign, USA One axiom of the digital age is that online is forever. Such imperishability of information has led an increasing number of news subjects and sources to request that stories containing outdated or negative personal information be “unpublished.” These requests confront news practices and ethical guidelines related to privacy, accuracy, harm, and autonomy, which complicates newsroom responses. U.S. and South Korean journalists’ discourses about unpublishing demonstrate that those in a more individualistic culture (U.S.) highlight obligations related to accuracy and autonomy, while those in a more collectivistic culture (South Korea) highlight obligations related to individual privacy and avoidance of harm. Keywords: journalistic routines, ethics, privacy, corrections, autonomy, comparative research The life span of news on the Web can be both very brief, thanks to the ease with which news can be updated, and very long, given the Web’s seemingly limitless storage capacity. That news is both fleeting and (virtually) permanent has complicated how news organizations understand and align journalistic norms and practices regarding accuracy, privacy, and accountability. On the “fleeting” side, the speed and ease of correcting and updating digital news has highlighted news organizations’ ongoing struggle to negotiate the tension between publishing information first and publishing accurate information. On the “permanent” side, the ability to store and easily access published news—records previously maintained in relatively obscure file cabinets and videotape libraries—has generated a surge of requests from news sources and subjects to delete, or “unpublish,” information, often in the name of privacy. -
Make Me Smart August 31, 2021 Transcript
Make Me Smart August 31, 2021 transcript Note: Marketplace podcasts are meant to be heard, with emphasis, tone and audio elements a transcript can't capture. Transcripts are generated using a combination of automated software and human transcribers, and may contain errors. Please check the corresponding audio before quoting it. Kai Ryssdal: Let's go. Let's go. Molly Wood: I'm not, I'm not saying that I was finishing up a kid-related text. I'm just saying I'm here now, and that’s what matters. Hey everyone, I'm Molly Wood. Welcome back to Make Me Smart, the podcast where none of us is as smart as all of us. Kai Ryssdal: I'm Kai Ryssdal, it is Tuesday one topic deep dive today. That topic of choice today is this thing called the creator economy. Molly Wood: Exactly. I'm pretty excited about this, actually. We've been covering this on Marketplace Tech since about 2018. I'm gonna take some early credit for this word, or this term, the creator economy. We have talked to our guest today many times about this, it's become a big buzzword. And basically the idea includes anybody who's making a living as an online influencer and, of course, all the money that goes along with that. So you see all these people on Tik Tok and streaming on Twitch and adult content creators on sites like OnlyFans. And it is changing the entertainment industry completely. Kai Ryssdal: Tens of millions of people around the whole planet consider themselves part of this creator economy. -
From Seemly Subjects to Enlightened Citizens Censorship and Press Freedom from the Middle Ages to the 18Th Century
From seemly subjects to enlightened citizens Censorship and press freedom from the Middle Ages to the 18th century Jonas Nordin His Majesty’s Gracious Ordinance Regarding the Freedom of Writing and Printing (Kongl. Maj:ts Nådige Förordning, Angående Skrif- och Tryck- fri heten), issued on 2 December 1766, would never have seen the light of day had it not been for the particular political circumstances that pre- vailed in Sweden during the Age of Liberty (‘frihetstiden’). This is the pe- riod in Swedish history between the death of Charles XII in 1718 and the coup d’état by Gustav III in 1772. Over almost two generations, Sweden enjoyed a peculiar republican form of government while at the same time experiencing sweeping changes to the social climate, ideas about consti- tutional law and political culture. At the beginning of the Age of Liberty, Sweden was characterised in religious, political and cultural matters by traditions established many centuries earlier. By the time the period ended with Gustav III’s reactionary revolution, the intellectual atmosphere had been changed in fundamental ways and Sweden had taken the first step towards a modern conception of society. This transformation could only be temporarily slowed by the new, anachronistic form of government. Developments during the Age of Liberty reflected currents of think- ing which were moving across the western world, but at the same time were firmly rooted in Swedish domestic politics. The Riksdag system, with its comparatively open political debate and – for its time – a considerable readiness for radical reform, has paradoxically led historians to obscure the radical ideas that emerged. -
The Original Understanding of the Freedom of the Press Provision of the First Amendment
University of Chicago Law School Chicago Unbound Journal Articles Faculty Scholarship 1985 The Original Understanding of the Freedom of the Press Provision of the First Amendment Philip B. Kurland Follow this and additional works at: https://chicagounbound.uchicago.edu/journal_articles Part of the Law Commons Recommended Citation Philip B. Kurland, "The Original Understanding of the Freedom of the Press Provision of the First Amendment," 55 Mississippi Law Journal 225 (1985). This Article is brought to you for free and open access by the Faculty Scholarship at Chicago Unbound. It has been accepted for inclusion in Journal Articles by an authorized administrator of Chicago Unbound. For more information, please contact [email protected]. THE ORIGINAL UNDERSTANDING OF THE FREEDOM OF THE PRESS PROVISION OF THE FIRST AMENDMENT* Philip B. Kurland** I. THE CONSTITUTION, LIKE THE COMMON LAW, Is BASED ON EXPERIENCE One of the most quoted phrases in legal literature is Oliver Wendell Holmes's proposition that "The life of the law has not been logic: it has been experience."' Like many of Holmes's well- known aphorisms, it is usually quoted out of context. He was not saying, as some would have it, that law reflects only feelings or ideology rather than reason.' He was rejecting the rigidity of the syllogism, which tells us how to derive a conclusion from a major and minor premise, but tells us not how to discover those prem- ises. There are always more than major and minor premises in- * Copyright 1984 by Philip B. Kurland. This article was originally presented as the Tenth Annual Law Memorial Lecture at the University of Mississippi School of Law in March of 1984.