Fundacao Getulio Vargas WK13 Edward Snowden Talks Ethics of Whistleblowing HW READ: https://www.stanforddaily.com/2015/05/18/edward-snowden-talks-ethics-of

Fundacao Getulio Vargas WK13 Edward Snowden Talks Ethics of Whistleblowing HW READ: https://www.stanforddaily.com/2015/05/18/edward-snowden-talks-ethics-of-whistleblowing/READ: https://www.nytimes.com/roomfordebate/2013/06/11/in-nsa-leak-case-a-whistle-blower-or-a-criminal/edward-snowden-broke-the-law-and-should-be-prosecutedREAD: https://ethicscasestudies.mediaschool.indiana.edu/READ: https://www.spj.org/ethicscasestudies.asp Running head: MEDIA ETHICS: CHOICES IN SENSITIVITY
EXAMPLE
Media Ethics: FINAL PAPER
CK
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MEDIA ETHICS: CHOICES IN SENSITIVITY
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Media Ethics: Choices in Sensitivity
Part I
Who
Where
Thomas Chidester, Jerry
McCool and Thomas Smith
Three teenage suicides (all
friends) in a matter of 24
hours
Sheridan, Arkansas
When
May of 1990
Why
The cause of the suicides is
unknown, although notes left
indicate mental health issues
and extreme depression
(Times Archives, 1990).
How
Thomas Smith – Shot himself
in front of class
Thomas Chidester, shot in
bedroom, left not
Jerry McCool, discussed
suicide with dad and shot
himself overnight (Moyer,
2018).
The teens faced the option to
live and seek help or end their
lives. Unfortunately, in the
early 1990s, discussion about
suicide in teens was tabooer.
The obvious risk of a suicide
attempt is success in that
attempt, and the risk that
others (as they did) will
follow suit.
What
Ethical Dilemma
Risks
Rewards
None for the victims.
Legal Consequences/Past
Cases
None for the victims.
The Arkansas Gazette
The Gazette staff was faced
with how and when to report
on the three deaths
Little Rock and Sheridan,
Arkansas
May of 1990
Reporters were concerned
about reporting what
happened with sensitivity to
family, and also not to
romanticize or incite
additional copycat suicides
(Moyer, 2018).
Reporters worked, originally,
to keep story low key, but
after being released
nationwide, they took on a
pragmatic approach in their
messaging to reduce
additional suicides.
Report the news without
either exaggerating with
irresponsibility or minimizing
the severity.
Reporters could cause
additional stress and grief for
families, could be seen as
romanticizing suicide or
rationalizing it, or could
encourage additional suicides.
This was an opportunity to
bring light to alternatives to
suicide and raise awareness
for mental health.
There is always the chance
that families could sue for
pain and suffering if a
MEDIA ETHICS: CHOICES IN SENSITIVITY
Impact on Society
Grief and shock in the entire
community and across the
nation, and an opened
dialogue regarding teen
mental health.
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reporter is irresponsible with
insensitive details published
regarding the manner of
deaths.
It was important that the
reporters translated the fear
and severity associated with
children committing suicide,
and it also brought awareness
to copycat syndrome and the
importance of discussing
mental health with your teens
and children.
Part II
The reporters for the Arkansas Gazette “met the challenge” (Moyer, 2018, p. 20) when
they reported on the tragic deaths of multiple teens in one day. Not only did they seek the truth
and report it, but they also worked vigorously and as a team in order to position the Gazette to
minimize harm (SPJ, 2018). Moyer discusses how it was important for the Gazette to report on
the deaths, but, originally, chose to keep the headline off the front page to minimize harm and
reduce the possibility of copycat syndrome, since “studies that show “copycat” suicides occur
sometimes after news coverage of such events” (Moyer, 2018, p. 6), and their choice to do that
was confirmed as wise when there were, despite their efforts, copycat and subsequent suicides
over the following 12 hours. They were also very much concerned as humans not to add undue
stress on the families and not to create a grandiose image of suicide.
As such, the reporting team reviewed studies on suicides on imitative suicides and
followed the guidelines in reporting suggested, which included not romanticizing the story,
always mentioning alternatives to suicide, linking suicide with negative outcomes, and
placement of the story on inside pages (Moyer, 2018).This due diligence and the thoughtful
application of those study guidelines was a strong application of ethics to minimize harm.
MEDIA ETHICS: CHOICES IN SENSITIVITY
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Part III
A reporter working within an ubuntu framework is going to react in the same manner that
the Arkansas Gazette responded, with compassion and with a heart for the community and their
unique role within that community. As Moyer titles his recount of the events, “Sharing in the
Community’s Grief” (Moyer, 2018). When the Gazette reported on the deaths, they did so not
with a mind on self (interests of increased readership), but on the community, which is a major
pillar of ubuntu journalism, a view that “the community is ontologically prior to persons”
(Christians, 2004, p. 235)
Conversely, a journalist with an egotistical mindset would likely capitalize on this story
to increase readership and be well-known for covering the story. This would likely come at the
expense of the family’s emotions and the dismissal of the community’s best interest, as copycat
suicides could be likely to ensure. Further, that journalist, if reporting with grand exaggerations,
may be partly responsible for any additional or subsequent suicides due to their irresponsible
reporting practices.
Part IV
As a family member of the victim, since they are the source and unable to react or
respond to the events, I would be committed to maintaining my loved one’s memory in a way
that wasn’t them only being remembered for committing suicide. I would be determined to keep
the gruesome details to a minimum and to raise awareness for others who may be struggling with
mental health issues. I would appreciate the column that was added to the Gazette by retired
religion editor around the community unity needed in this time of grief (Moyer, 2018).
As a journalist, I would likely react similarly to the staff at the Arkansas Gazette, though,
admittedly, I would likely would not have thought to review studies and layer the decision-
MEDIA ETHICS: CHOICES IN SENSITIVITY
5
making process with empirical data and research. I would have, however, worked to focus on the
importance of destigmatizing mental health and remembering the victims, as opposed to what the
other local paper, the Democrat did. they “decided to play the story on the front page from Day
1, but not without some thought to the ramifications”, which translates into being more selfseeking. Three teens killed themselves, and it’s likely that everyone in the town knew about the
news. Anything additional to report juicy details instead of support the community, is egoism at
work.
MEDIA ETHICS: CHOICES IN SENSITIVITY
References
Christians, Clifford. (Jan. 2004). “Ubuntu and the communitarianism in media ethics.” Ecquid
Novi African Journalism Studies, 25(2): 235-256.
Moyer, Keith. (2018). “Sharing the community’s grief.” Indian University Media Research
Ethics Case Studies. Retrieved from http://mediaschool.indiana.edu/research-2/ethicscase-studies/sharing-the-communitys-grief/ on 20 Nov. 2011.
New York Times Archives. (2 May 1990). “Suicide of Four Teenagers Stun School in Small
Arkansas Town.” The New York Time Times Machine Scanned Digital Archive Articles.
Retrieved from https://www.nytimes.com/1990/05/02/us/suicides-of-four-teen-agersstun-school-in-small-arkansas-town.html on 20 Nov. 2011.
Society of Professional Journalists. (2018). “SPJ Code of Ethics.” Society of Professional
Journalists. Retrieved from https://www.spj.org/ethicscode.asp on 20 Nov. 2011.
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DGME 102 Brown
SP18
Media Law & Ethics Final Paper Assignment
Choose a media ethics case or case study. It can be something we’ve discussed in class or you
can choose a case study online.We talked about Edward Snowden and The Guardian in class,
so I used it for the example.
You can find a case study on these sites: http://mediaschool.indiana.edu/research-2/ethicscase-studies/ and https://www.spj.org/ethicscasestudies.asp (but not ALL of these cases would
work well. The story must have a clear source or subject and present a dilemma for the
reporters/media working on the story.)
You must cite at least TWO sources in APA style.
Part 1 – MAP out the case with a few details (sample answers for Snowden case)
Source/Subject
Media
Who
ie: Edward Snowden, NSA
Contractor
ie: The Guardian Newspaper, Glenn
Greenwald & Laura Poitras
What
Leaked top secret info on US gov’t
surveillance (PRISM) of citizens
Approached by Snowden with top secret
info on US gov’t surveillance
Where
fled to Hong Kong
London
When
June 2013
June 2013
Why
Felt moral duty to let Americans
know about PRISM surveillance of
innocent citizens
Why pursue the story? If it’s true, this
info exposes secret surveillance of
Americans – something they should know
How
Leaked info to “The Guardian”
How will they verify? They cannot.
Ethical Dilemma
(choices)
Say nothing and keep great job at
NSA (suppress feelings of guilt) or
leak to media and go into hiding.
Reporters simply cannot verify top secret
info from a single source in another
country, can’t tell if leaked info is even
real. Should they publish?
Risks
Could be imprisoned, could be exiled Info might be wrong and cause
international conflict between allies
Rewards
Fulfill personal sense of duty;
become a hero (to some)
If correct, break huge global story, get
recognition, increase readers
Legal
Consequences/ Past
cases
Violation of Espionage Act of 1917.
Will be charged with treason.
If info is wrong, major defamation of US
government; an important ally
Impact on society (or
reaction)
Snowden leak is proof that US gov’t
uses social media and telecoms to
spy on Americans
This report probably decreased trust
between Americans and gov’t; increased
suspicions about social media
companies tracking data. Made US look
like communist regime.
DGME 102 Brown
SP18
Part 2: Assess Journalistic Ethics
Read through the description of the four main principles of ethical journalism by the Society of
Professional Journalists (SPJ). Assess how the reporters followed or failed to follow SPJ ethics:
https://www.spj.org/ethicscode.asp
1. Seek Truth and Report it
Ethical journalism should be accurate and fair. Journalists should be honest and
courageous in gathering, reporting and interpreting information.
2. Minimize Harm
Ethical journalism treats sources, subjects, colleagues and members of the public as
human beings deserving of respect.
3. Act Independently
The highest and primary obligation of ethical journalism is to serve the public.
4. Be Accountable and Transparent
Ethical journalism means taking responsibility for one’s work and explaining one’s
decisions to the public.
Part 3 Apply Ethical Frameworks
How would a reporter practicing these ethics decide? (Choose 3, explain the ethical principle
and write about 2-3 paragraphs that describe how a reporter using that ethical principle would
decide in this case)
•
•
•
•
•
•
Utilitarianism – consequences that offer the greatest good for society
Egoism – consequences that offer the greatest good for self
Golden Mean – middle ground between two extremes
Categorical Imperative – consequences not considered; follow moral duty
Ubuntu – sharing society that respects one another’s humanity; I am because you are
Agape – do the most loving thing
Part 4: Personal Application x 2
Which ethical path or paths would YOU choose in the same situation as BOTH a) the source/
subject, and as b) the media/reporters?
Use a detailed explanation and put yourself in BOTH positions: the source/subject AND the
media/reporter. You should refer to pertinent discussions in class, readings, and must cite
sources. Include relevant court decisions.
SOURCE REQUIREMENT: You must use at least TWO sources and cite them APA style.
One source can be the source of the case study itself, such as citing the Rolling Stone article if
you choose to do the UVA rape case about Jackie.
This paper is due on finals week. You will upload it to Canvas.
http://collegeofsanmateo.edu/library/
CSM LIBRARY RESEARCH GUIDES
http://libguides.collegeofsanmateo.edu/
Our online research guides have more detailed information and
resources to help you with your research. Depending on your
exact topic, you may find helpful resources in different subjects
such as sociology & social issues or health sciences. Other useful
resources in our online guides include dictionaries, encyclopedias,
eBooks, web sites, and citation examples for your bibliography.
LIBRARY CATALOG:
http://catalog.plsinfo.org/search/X
Find books, videos, journals, and newspapers in the CSM
library and its partners in the Peninsula Library system (PLS).
You can search this online from any computer that has
Internet access.
CURRENT ISSUES DATABASES:
http://collegeofsanmateo.edu/library/databases.php
• Most CSM library databases can be accessed from on
and off campus computers.
• You must have a current Peninsula Library System card
to use these databases from your home or work
computer.
• These are subscription databases restricted to students,
faculty, staff, and administrators at CSM.
Academic Search Complete covers many subjects and
provides full text for more than 8500 publications, including
nearly 7000 academic (peer-reviewed) titles.
CQ Researcher explores a single “hot” issue in the news in
depth each week. Topics range from social and teen issues
to environment, health, education and science and
technology.
Ebook Central contains more than 140,000 scholarly ebooks
that are easy to access online and in full text. Browse by
subjects – literature, social sciences, life sciences,
engineering and technology.
ProQuest Research Library’s 3500 full text periodicals scholarly, trade and popular – cover subjects from business
and political science to literature and psychology.
Psychology and Behavioral Sciences Collection is a full text
psychology database with nearly 400 journals. Covers topics
from psychiatry, psychology and anthropology.
USEFUL INFORMATION AND SERVICES
Library Hours: Monday-Thursday 7:45am-7pm |
Friday 7:45am-3pm | Saturday 10am-2pm
Reference Desk Help: Get help from a librarian in
person, by phone, or by IM during all open library
hours. Also available by appointment; see Staff
Directory on library home page for contact info.
Reference Desk Phone: 650-574-6232
Text to CSM Librarians: 650-276-0632
Help with understanding the arrangement of
books in the CSM Library:
http://www.usg.edu/galileo/skills/unit03/libraries
03_04.phtml
CITATION RESOURCES
The reason for citing your sources is to give credit
to those authors whose ideas you used in your
research. More information can be found at
http://collegeofsanmateo.edu/library/citing.php.
NoodleTools http://collegeofsanmateo.edu/library/citing.php
Generate and save a bibliography in MLA or APA
format. Create an account from on campus or ask
a librarian for first-time CSM login.
NoodleTools Express http://collegeofsanmateo.edu/library/citing.php
Basic citation generator – no account required. This
has limited features compared to subscription
version above.
CSMLIB-CurrentSP19
http://collegeofsanmateo.edu/library/
REFINE YOUR SEARCH BY USING BOOLEAN LOGIC
SEARCH TIPS
(AND, OR, NOT)
Think about other words or phrases or synonyms that
AND narrows a search, though the AND is
usually implied (i.e. sustainable AND farming)
This searches only for items containing both
search terms.
OR expands or broadens a search (i.e. GMO
OR genetically modified foods)
This searches for either term thus widening
the possibilities.
NOT excludes specific terms (i.e. factory farms
NOT United States). This would be useful if
you wanted to find info on factory farms in
other areas besides the United States.
express the same idea as your topic, for example
“capital punishment” instead of “death penalty.” Also,
think about related topics that may be narrower or
broader than the topic you are researching, for
example, “heroin” is a narrower topic than “illegal
drugs.”
Exact phrase searching is a great way to search for
names or specific terms such as “Barack Obama”,
“homeless shelter”, or “Golden Gate Bridge”.
Experiment with truncation. Environment* returns
results including environment, environmental and
environments.
Not all search engines use the same
commands. For instance, Google and Ask.com
do not recognize NOT in a search. You can use
+ or – before your term to require or exclude a
specific word or phrase (i.e. factory farms –
United States or factory farms +United States).
Use the Advanced Search features of your search tool.
It is a good idea to try out a few different search
engines when looking for information on a topic. Also,
you can use the Advanced Search option of a search
engine or library catalog to limit or expand your search
by options such as Boolean logic, language, location,
title, domain, country, and when the page was last
modified, and material type. Look for “search tips” if
you’re unsure of search engine rules.
RESOURCES FOR AVOIDING PLAGIARISM
TRY SEARCHING IN MULTIPLE SEARCH ENGINES:
Uncertain what plagiarism is and how to avoid it?
Read and review these sources.
CSM Definition of plagiarism http://collegeofsanmateo.edu/academicpolicies/c
heatingandplagiarism.asp
Combating Plagiarism – CQ Researcher
http://collegeofsanmateo.edu/library/docs/plagiar
ism.pdf
Review of the issues surrounding plagiarism in
education and on the job.
Parenthetical Citations http://collegeofsanmateo.edu/library/docs/parent
hetical.pdf
General explanation of how to do these kinds of
citations in the text of your work.
All search engines offer different functionalities. To
learn more about each one, you can locate and visit
their help pages, or visit UC Berkeley’s list of
Recommended Search Engines found on their site at
http://www.lib.berkeley.edu/TeachingLib/Guides/Inte
rnet/SearchEngines.html
ORGANIZE YOURSELF
Google Docs
Collaborative spreadsheets, documents and presentations
– available with your my.smccd.edu campus account.
Zotero
Online tool for gathering organizing and documenting your
web searches. Video demo – http://tinyurl.com/7f2lo3
CSMLIB-CurrentSP19
Reminder
Final paper – discuss after today’s lecture
Meet in Library classroom next Tuesday Nov 12
Example papers posted to Canvas
Happy Vet’s Day
Weekend
Thank a military service member
Honor a Veteran
Snowden
Glen Greenwald and Laura Poitras of
The Guardian
British Newspaper
Edward Snowden
June 2013, Snowden worked as an NSA Contractor
Leaked classified information so that Americans could see
inner workings of government surveillance
Believed he had a moral obligation; a duty “to inform the
public as to that which is done in their name and that which is
done against them.”
Duty to expose US Government’s violation of privacy; acted
from a sense of public good
FISA Sec 702
Foreign Intelligence Surveillance Act
FISA Sec 702 – authorizes the Intelligence Community to
target the communications of non-U.S. persons outside of the
US; may incidentally gather info on Americans
Cannot be used to target Americans. It cannot be used to
target any person inside the United States.
Plus, violation of 4th Amendment – protection against
warrantless search and seizure
Info Snowden Leaked
PRISM – partnership between 9 media companies and the NSA
to share information on Americans
Boundless Informant – NSA global surveillance
Movie clip: https://www.youtube.com/watch?v=xrrAwGzQO_U
Democracy Now: https://www.youtube.com/watch?
v=wB4Gn0u4DSE (to 7:50)
Reactions.
Snowden: Hero or Traitor?
Atty Gen Eric Holder said, “He broke the law. He caused harm to our
national security and I think that he has to be held accountable for his
actions.”
Jesselyn Radack, Government Accountability Project, “He may have
violated a secrecy agreement, which is not a loyalty oath but a
contract, and a less important one than the social contract a
democracy has with its citizens.”
NYT Editorial Board: “He may have committed a crime…but he has
done his country a great service.”
NYT Op Ed: Snowden chose to break the law and should be prosecuted
Leaker Legal Charges
Espionag…
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