Journalism Assigment 4 Parts – ETHICS and LAWS

Inside are the 4 Journal Report that have to be made following the instructions and the Discussiion Part too to be answered correctly too. NO PLAGARISMYou must use the Links requested in the AssigmentUse News You Can Peruse (PDF) – Included in FILE
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Inside are the 4 Journal Report that have to be made
following the instructions and the Discussiion Part too to be
answered correctly too.
•
NO PLAGARISM
•
You must use the Links requested in the Assigment
•
Use News You Can Peruse (PDF) – Included in FILE
You are now familiar with the ethical and legal dilemmas that a journalist faces. What are
the consequences of these transgressions? Who gets hurt?Who gets punished? This activity
will explore what happens to the people who commit these breaches, how their wrong
doing affects their media outlets and what the repercussions are for the victims of these
breaches.
Reporter’s Reflection 1
In this lesson, you will independently explore an infamous ethical breach
committed by a professional journalist.
Most journalists are hard-working and try to conduct themselves ethically and
professionally. Occasionally, a reporter behaves unscrupulously.
In this lesson, you will choose one of three infamous cases of plagiarism or
fabrication and investigate how the media outlet’s management and top
editors dealt with the ethical breach. Then decide whether you think they
handled it well, and whether there was anything they could have done to
prevent it from happening in the first place.
Famous for the Wrong Reason
Motivated by dreams of journalism awards or just everyday professional
pressure, journalists sometimes make bad choices and commit ethical
breaches.
Three of the most infamous fabricators in journalism history are Janet Cooke
of The Washington Post, Jayson Blair of The New York Times and Stephen Glass
of The New Republic magazine.
Use News You Can Peruse (PDF) – Included in FILE to find the websites for
these publications, and then surf around these websites to learn how the
media outlets where these breaches occurred handled the scandals.
Record Your Findings
An ethical scandal like one of these could ruin a newspaper’s or magazine’s
reputation. In reading accounts of these scandals, you should evaluate how the
publication dealt with its employee’s ethical violation. Did the publication
handle it well? Was there anything the publication should have done differently
to prevent this?
Once you have researched the scandal, you are ready to write down your
observations in your journal.
Your journal entry should include the following:
•
•
•
A three- to four-sentence summary of the ethical breach
A paragraph describing how the media outlet handled the breach
A paragraph that explores what the media outlet might have done to
prevent this from happening
Label your journal entry 2.1 Breaches.
In this activity, you can learn more about what happens when a journalist
commits a serious ethical breach by watching the movie, “Shattered Glass.”
This 2003 movie, based on the actual events of a New Republic writer named
Stephen Glass, chronicles the unraveling of this young man’s career as another
publication becomes suspicious of the veracity of his reporting and his own
editor questions his credibility.
Reporter’s Reflection 2
Beat the Bias!
Reporters do their best to keep their own opinions and biases out of plain
news stories that are supposed to be objective and fact-based. But sometimes
they don’t always succeed at keeping the bias at bay. In this lesson, you will
examine the news in order to identify bias.
In this activity, you will investigate bias by evaluating a real news story of your
choosing and considering various ways in which a reporter can reveal bias.
Busting Bias One Word at a Time
Sometimes you’re reading a news story and something just doesn’t seem right.
The story reports on a news event, but you can tell how the reporter feels
about the topic—and it’s not an opinion piece.
How can you tell the reporter’s point-of-view? What are the clues? By
evaluating the work of professional journalists and busting their bias, you can
better control your own opinions and ensure that they are evident only when
you mean them to be. Let’s review.
Examine how to identify and how to fix bias in your and others’ work.
Types of Bias
•
•
•
•
•
•
Language choice
Lack of balance
Lack of fairness
Missing information
Unnecessary Information
Reporter’s opinion
Find the Bias
Use News You Can Peruse (PDF) to find a newspaper with a news story (not an
opinion piece) that you think reveals a reporter’s bias.
Stories that might contain bias are those that deal with hot topics such as the
environment, national defense, the economy or politics. Look for a story about
a hot-button issue that interests you and see whether you can find bias in the
piece.
Once you have identified a story with bias, you are ready to write down your
observations in your journal. Your journal entry should include the following:
•
•
•
A link to the story you have chosen
A paragraph explaining why you think the story reveals the reporter’s
bias
A paragraph describing how you would rewrite the section to remove
the bias
Label the journal entry 2.2 Bias Busters.
Reporter’s Reflection 3
In this lesson, you will investigate a particular case in which a journalist was
threatened with heavy fines and/or jail because he or she refused to turn over
information. Would you go to jail for what you believed in? How far should a
reporter go to protect her sources?
You will independently investigate contempt of court cases involving
journalists
Sometimes reporters and the law are at odds with each other. In this activity,
you will choose one of three high-profile cases in which the reporter was held
in contempt of court and put in jail and/or heavily fined.
Use News You Can Peruse (PDF) to find media outlets with articles about one
of the following three cases in which a journalist came up against the law in the
course of doing his or her job.
•
•
•
Judith Miller of The New York Times regarding the Plame case
Blogger Josh Wolf regarding the street protest video
Walter Pincus of The Washington Post regarding the Wen Ho Lee case
•
•
•
•
In each of these cases, the journalist believes the public has a right to
know the facts of the story. To uncover the information, the journalist
must promise sources that their identities will be protected.
The journalist also believes that he or she has the right to withhold
information from the government. Government officials think
differently. They want the sources revealed.
In the case of Judith Miller or Walter Pincus, consider the laws you think
protect the journalists or require them to reveal their sources. Review
the laws that were outlined earlier in the unit.
In the case of Josh Wolf, think about First Amendment rights and
whether or how they apply in this case.
Record Your Findings
Once you have researched the case, you are ready to write down your
observations in your journal.
Journal entries should include the following:
•
•
•
The name of the case you are discussing
A paragraph exploring the journalist’s dilemma and why he or she felt
compelled to defy the court
A paragraph about which laws may be involved
Label your entry 2.3 Reporter’s Right.
DISCUSSION PART
The Right to Write
To Comply or Not to Comply, That Is the Question
Does a journalist have the right to protect an anonymous source who reveals
privileged information? The Internet gives a public voice and platform to
anyone who decides to blog . Are bloggers journalists? Should everyone who
chooses to publish on the Internet be held to journalistic ethics and also be
protected by shield laws? In this lesson, you will explore the complicated
questions of applying old standards in the new medium of the Internet.
Answer to a Prompt
Choose one of the following three scenarios and post a response.
1. A university journalism class investigates a man who is convicted of murder
and is serving a life sentence. They have a source within the prosecutor’s office
who has given them information proving that the prosecutor tampered with
evidence. The judge has subpoenaed the class’s records, but the students and
teacher refuse to give up their source. The judge is threatening to throw the
whole class in jail until they comply.
Respond to the following: Do you think the class should hand over the source
or should the class protect the source, even if it means they all go to jail? State
your opinion and explain your reasons, citing, as they apply to this case, the
laws and ethical standards you have learned.
2. A blogger learns from a government source that the U.S. intelligence
community has reliable information that another 9/11-type attack is being
planned by a militant group in another country with connections to a known
terrorist organization. The source gives the information to the blogger because
he thinks the public has a right to know about the threat and this blog is widely
read. Government officials state that they do not possess enough specific
information to inform the public in any meaningful way. The government
wants to exercise prior restraint to keep the blogger from reporting the
information and also wants the blogger to reveal his source.
Respond to the following: Do you think the blogger should be barred from
publishing the information or does the public have the right to know the
information? State your opinion and explain your reasons, citing, as they apply
to this case, the laws and ethical standards you have learned.
3. A cameraman for a local TV news station shoots video of a snowball fight in
a major urban center. What started as winter fun grew out of control and
turned into a brawl. An off-duty police officer witnessed the scene, and in
order to break up the fight, drew his weapon and threatened to shoot the
snowball-wielding teenagers. The TV station is subpoenaed; the courts want
the video—with all its outtakes—to use as evidence. The TV station refuses,
saying that it is not an arm of law enforcement, that it is not required to supply
information, and that the request infringes on its First Amendment rights.
Respond to the following: Should the station comply with the court subpoena
and turn over the video? State your opinion and explain your reasons, citing
the laws and ethical standards you have learned as they apply to this case.
Reporter’s Reflection 4
The Keyboard Is Mightier than the Sword
The Freedom of Information Act is one of the most effective tools that a
reporter practicing investigative journalism has in her toolbox.
In this lesson, you will learn exactly how and under what circumstances a
journalist decides to make a FOIA request. By examining how a university
journalism class used FOIA to pursue information necessary for its
investigation, you will judge for yourself how useful this law can be for
journalists and others seeking information from the government.
You will independently consider the FOIA process through the examination of
the Pearl Project, a student-faculty journalism investigation.
The Power of the Student Press
A Unique University Project
In 2002, a Wall Street Journal reporter named Daniel Pearl was murdered in
Pakistan. During the 2007–08 academic year, a group of Georgetown University
students, led by two journalism professors, investigated the murder of the
journalist. After the class ended, the professors and some of their students
continued to work on the project under the auspices of the Center for Public
Integrity. Along the way, the students learned various investigative tools and
skills, including the process of filing FOIA requests with various government
agencies. When their requests were denied, the project sued eight government
agencies.
Learning About How FOIA Works
Visit the Student Press Law Center website to learn about student journalists’
rights as well as to learn about FOIA requests. Roll over the Know Your Rights
tab and click on legal guides. http://splc.org/
Visit the Center for Public Integrity and type “Pearl Project” into the search
engine to learn how the students used FOIA as an investigative tool.
http://www.publicintegrity.org/
You can also read more about The Pearl Project.
http://pearlproject.georgetown.edu/
How Would You Use FOIA?
FOIA requests are made at either the state or the national level. The Pearl Project
made FOIA requests at the national level, requesting information from at least eight
government agencies.
For your journal entry, you should imagine you are writing a story of national- or
state-level significance. Choose a national story on something related to national
security for instance, or food or drug safety. Or choose a state-related story and think
about looking into something to do with your state’s budget or safety records in a
particular industry.
Review the Model FOIA Request to understand the various parts of a FOIA request in
order to complete your journal entry.
Record Your Findings
Once you have visited the two websites provided to learn about the Pearl
Project and the FOIA process, and studied the Model FOIA Request, you are
ready to write down your observations in your journal.
Your journal entry should include the following:
•
•
•
A paragraph outlining what the story is about and what information you
need
A paragraph that states which government agency you would send the
FOIA request to and why
A paragraph explaining why you think this agency would have this
information
Label your journal entry 2.4 Student Press.
ENG010: Journalism | Unit 2 | Resource: Model FOIA Letter
FREEDOM OF INFORMATION ACT REQUEST
8 July 2008
INDIVIDUAL FBI FIELD OFFICES
ADDRESSES BELOW
Re: Disclosure of communications and documents regarding the January 2002
kidnapping and murder of Wall Street Journal reporter Daniel Pearl in Pakistan, as well
as the federal investigation into these matters completed by the United States between 23
January 2002 and 23 January 2003.
___________________________________________________________________
Dear Sir or Madame,
This is a request under the Freedom of Information Act (5 U.S.C. §552, as amended).
•
•
I am requesting copies of any communications and documents, including but not
limited to teletypes, e-mails, and memorandums and including all crossreferences, pertaining to the U.S. investigation into the January 2002 kidnapping
and murder of Wall Street Journal reporter Daniel Pearl.
I am also requesting communications and documents that pertain to the subject,
Daniel Pearl, and the investigation, which are not part of the open case file. You
can restrict the relevant time period to 23 January 2002 to 23 January 2003.
I am hereby requesting a waiver of fees. I am the Associate Dean at Georgetown
University’s School of Continuing Studies and co-professor of the Pearl Project, a
student-faculty collaboration, which is looking into the kidnapping and murder of
American journalist Daniel Pearl in Karachi, Pakistan in 2002. The Pearl Project
is seeking this information exclusively for educational and scholarly purposes and has the
ability to disseminate information on a wide-scale. Our website, where much of the
information received from our FOIA request will ultimately be posted, can be accessed at
http://scs.georgetown.edu/pearlproject/.
If you deny any part of this request, please cite each specific reason that you think
justifies your refusal to release the information and notify me of appeal procedures
available to me under the law.
Sincerely,
Barbara Feinman Todd
feinmanb@georgetown.edu
Phone:
© 2010 K12 Inc. All rights reserved.
Copying or distributing without K12’s written consent is prohibited.
Page 1 of 2
ENG010: Journalism | Unit 2 | Resource: Model FOIA Letter
Send to:
FBI NEW YORK
26 Federal Plaza
New York, NY 10278
FBI Honolulu,
P.O. Box 50164,
Honolulu, Hawaii, 96850.
FBI Newark
11 Centre Place
Newark, New Jersey 07102
© 2010 K12 Inc. All rights reserved.
Copying or distributing without K12’s written consent is prohibited.
Page 2 of 2
ENG010: Journalism | Journalism Resources: News You Can Peruse
Journalism Resources
News You Can Peruse
Newspapers by Region
The East
The New York Times
http://www.nytimes.com/
The Washington Post
http://www.washingtonpost.com/
The Washington Times
http://www.washingtontimes.com/
The Baltimore Sun
http://www.baltimoresun.com/
The West
Los Angeles Times
http://www.latimes.com/
San Francisco Chronicle http://www.sfgate.com/
The Arizona Republic
http://www.azcentral.com/
The Middle
Chicago Sun-Times
http://www.suntimes.com/index.html
Chicago Tribune
http://www.chicagotribune.com/
Detroit Free Press
http://www.freep.com/
The Oklahoman
http://newsok.com/
The Examiner
http://www.examiner.com/editions.html
International News
The BBC
http://www.bbc.co.uk/
International Herald Tribune
http://global.nytimes.com/?iht
Political News
Politico
http://www.politico.com/
Roll Call
http://www.rollcall.com/
The Hill
http://thehill.com/
The New Republic
http://www.tnr.com/
The National Review
http://www.nationalreview.com/
Financial News
The Wall Street Journal
http://www.wsj.com
Financial Times
http://www.ft.com/home/us
Blogs and News Aggregators
© 2010 K12 Inc. All rights reserved.
Copying or distributing without K12’s written consent is
Page 1 of 2
ENG010: Journalism | Journalism Resources: News You Can Peruse
Drudge Report
http://www.drudgereport.com/
The Huffington Post
http://www.huffingtonpost.com
Political Blogs
Townhall
http://www.Townhall.com/blog/
Little Green Footballs
http://littlegreenfootballs.com/weblog/
Instapundit.com
http://pajamasmedia.com/instapundit/
Daily Kos
http://www.dailykos.com/
Kausfiles
http://www.kausfile.com/
Five Thirty Eight

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