Saturday, September 13, 2003
Last years election was a prime example of why I do not vote. It is clearly shown that the american people's votes do not matter, hence the reason we currently have a president in office who got less votes than his opponents. Our whole voting system is set up not to respect the individual vote, we do not vote for the president in this country we vote for a member of the electoral college who then in turn votes for the president. This representative is however under no obligation to vote for the person whom we told him we want him to vote for. I also don't vote because of the lack of quality candidates. I felt like choosing between Gore and Bush was like having to choose between the lesser of two evils. The way our system is set up the only people who even have a chance to run for the presidency are rich corporate tycoons and frankly I wouldn't want to eat dinner with those people, let alone have them run my country.
To continue in the vein Matt introduced, I would content that students are generally apathetic because they don't feel directly responsible for what occurs in Washington. After all, they must think, there are SO many people in the United States, and SO many special interest groups vying for dominance, surely every potential issue must have advocacy groups that can exert more influence than any one student's vote. Consider it a "free rider" situation, where every student believes that their particular contribution would be insignificant (as Kristian pointed out), and therefore why bother voting or getting involved? This becomes a problem when that type of "let someone else do it" mentality is multiplied across millions of people our age. Consequently, at a macro level, we see dismally low voter turnout.
The problem, then, is HOW do we make people believe that their vote can make a difference? Can it? Or do we just blindly espouse voting on principle? After all, isn't NOT voting a stance and a conscious choice, in and of itself? Personally, I struggle with voting in both state and national elections because, like Anne's parents, I find it hard to find a candidate that represents my convictions.
The problem, then, is HOW do we make people believe that their vote can make a difference? Can it? Or do we just blindly espouse voting on principle? After all, isn't NOT voting a stance and a conscious choice, in and of itself? Personally, I struggle with voting in both state and national elections because, like Anne's parents, I find it hard to find a candidate that represents my convictions.
The majority of students are apathetic simply because of the fact that there are many other things going on in their life that they would rather worry about. For one, students would rather tend to their own personal interests and be concerned with the things that make them happy and they enjoy doing as opposed to having to worry about political issues. I'm sure a lot of students feel that they can continue with thier normal activities while the country takes care of itself. Its not necessarily that they feel insignificant, but its more of why should they worry about something thats not directly affecting them on a personal level. As long as the issues in the election aren't getting in the way of the things they enjoy doing, I don't think that they will get too involved in it. Of course, at least some of their interests must be tied to the election in some way, but if its not something thats on the top of their list of priorities, its something thats not going to be addressed by them.
Friday, September 12, 2003
I think that students are apathetic because they don't feel that they are directly affected. As college students we are right on the brink of entering the "real world" in which we will becoming directly affected by the government issues and once we see how they affect our lives I feel that the apathy will be eliminated. I don't think that students feel that their interests are tied clearly to the elections. Personally I don't feel that my interests are tied to the elections but that is because I am uninformed on what encompasses the elections, but since the main objective of this project is to inform the students I think that feelings will change and students will began to see how they always have been and always will be affected by the elections. In such as big country it is hard to believe that someone's single vote can really make a difference. Although we are blessed to have a democracy in which we are able to select the leaders of our country it is hard to visualize the impact of a single vote.
Thursday, September 11, 2003
For your second post this week, I'd like to you think (and write) about why students here (and everywhere) are apathetic when their interests (and the interests of all of us) are tied so clearly and so significantly to elections. Why, in a country known for its democracy, do we feel powerless or like our votes don't count? Remember that the point, here, is to have a conversation. Talk to each other as well as addressing the question. Thank you!
I think the issues that our class will be investigating can translate to the Clemson campus in several ways. For example, The No Child Left Behind Act will directly affect the students who will be attending our university in the future. The sufficiency of their preparedness and the the difficulty with which they make the transition to college level courses will indicate the success (or lack thereof) of the No Child Left Behind. Also, future graduates will be direct products of NCLB and their success will reflect on Clemson.
I also think the results of the Patriot acts investigation will be of interest to Clemson students. In light of the recent prosecution of people who participate in file sharing (something i think nearly all of us do), online security and privacy have become important issues to students. So much so in fact that DCIT is advising the installation of anti-spyware programs. Students will want to prevent their computer from broadcasting their personal information.
Finally, I think the investigation of HIV/AIDS research funding and programs will be of interest to all. As the HIV/AIDS epidemic grows, taxpayers will feel greater losses as more and more money goes to Medicare and Medicaid for victims of HIV/AIDS. This may not affect students on campus now, but it will after graduation when we are in the real world.
That's it for me -- See everyone next week!
I also think the results of the Patriot acts investigation will be of interest to Clemson students. In light of the recent prosecution of people who participate in file sharing (something i think nearly all of us do), online security and privacy have become important issues to students. So much so in fact that DCIT is advising the installation of anti-spyware programs. Students will want to prevent their computer from broadcasting their personal information.
Finally, I think the investigation of HIV/AIDS research funding and programs will be of interest to all. As the HIV/AIDS epidemic grows, taxpayers will feel greater losses as more and more money goes to Medicare and Medicaid for victims of HIV/AIDS. This may not affect students on campus now, but it will after graduation when we are in the real world.
That's it for me -- See everyone next week!
Wednesday, September 10, 2003
After reading the previous posts on the project on the 2004 elections, I am a little depressed. I agree that voter apathy is a major problem, but not only among students. People have suggested that most potential voters are wrapped up in their own worlds, and I agree to an extent. However, the problem that my parents face is that they can't find a candidate that they agree with even partially. I can understand because I think most politicians are insincere because they spend more time on image than actually running the country (or so it seems). I think this project will be interesting though, because I think that if students around Clemson are exposed to some of the issues, then they will become interested. I also think that if we can even just remind them that there is an election coming up...by say, having flyers everywhere, then they will begin to talk. People mostly think about things that are right in front of them. Even if we annoy the student body enough so that they say, "hey, these 2004 election flyers are really annoying," just maybe someone will say, "maybe we should vote."
Topic: AIDS
Group: Marcie, Ashley, Kristian
Our purpose is to inform the Clemson Community with respect to the HIV/AIDS epidemic on both a local and worldwide perspective, and then we will identify the standpoints of the 2004 presidential candidates in relevance to these issues. Our focus will be on funding for research, prescription plans, and AIDS education.
Group: Marcie, Ashley, Kristian
Our purpose is to inform the Clemson Community with respect to the HIV/AIDS epidemic on both a local and worldwide perspective, and then we will identify the standpoints of the 2004 presidential candidates in relevance to these issues. Our focus will be on funding for research, prescription plans, and AIDS education.
Tuesday, September 09, 2003
Topic: No Child Left Behind
Group: Kelly, Kelly, Tripp, and Katie
We intend to investigate the No Child Left Behind Act. We will concentrate specifically on funding for its programs, the standards it sets, public awareness of the act, and its repercussions.
Group: Kelly, Kelly, Tripp, and Katie
We intend to investigate the No Child Left Behind Act. We will concentrate specifically on funding for its programs, the standards it sets, public awareness of the act, and its repercussions.
On apathy, technical writing, and honors . . .
As I read the posts that have been made since my last visit, I am struck by a couple of "themes" that are becoming more evident and thought that I should comment on a couple of them. First, the idea (misuguided, I think) that the work you do here won't matter because of the apathy on campus: I understand (having been here both as a student and as a faculty member) that it often seems like no one cares much about politics, but I would ask you to consider a couple of things: 1st, people actually start to care a great deal more when they start to learn about an issue, so the work that you do may actually help combat the widespread apathy as well as the general ignorance that you are observing. 2. There are actually little "pockets" of quietly concerned people all around you. You see them at the Globalism seminars, the habitat-for-humanity activities, the political gatherings etc. They aren't as numerous or as visible as I might like, but they are out there. 3. Keep in mind that since we will be publishing this information, it will be available not just to our immediate community, but also to interested folks who are looking to become more informed. It may be (and is, with many web projects) that your most significant audience isn't the one you see.
OK, now to the next "theme," that of time and effort required as compared to the "payoff." Here is my perspective: First of all, most of us (profs) expect you to devote somewhere to 100 - 200% of the time you spend in our classes on homework (so that if you spend 3 hours per week in class, you spend between 3 and 6 hours per week on homework). This project is designed to be able to be completed in that amount of time, which is pretty reasonable (and what I tell you to expect on the syllabus) so unless you are spending considerably more time than that, I am not sympathetic to talk of "extra" hours. What you get, in exchange for that time, is actual *practice* in technical writing. Here's the secret to writing: Like many other "hands-on" activities, you really only learn it by doing. There isn't much value in taking extensive notes about it--you get better by communicating with real people for real purposes in order to get some piece of real work done. That's also the whole rationale for building revisions into the schedule. It allows you to write, get feedback, perfect your writing and so on. Students tell me that it does more to improve their writing than all of the text-book work they've done to date. So don't worry--you *will* become a better technical communicator. It just takes practice. (You *CAN* do it.)
Lastly, on the difference being an honors class makes: Really, the only big difference between this class and my usual 314s is that I am being a little more lenient with deadlines (like the blog ones) because I expect you to be able to pace yourselves better and a bit freer with the range of possible topics (having not restricted them at all). Other than that, this is pretty normal for my classes and their projects. They are always about doing technical writing in a way that matters (both to the writers and their audiences).
I was going to take on a couple more, but this is already too long. I am happy to see that you are using this space as it is meant to be used. I hope you will continue to voice your concerns here. I especially appreciate those of you who are sharing your optimism with the other students. I promise you that the project really is do-able. I too am optimistic and am looking forward to seeing what you produce
As I read the posts that have been made since my last visit, I am struck by a couple of "themes" that are becoming more evident and thought that I should comment on a couple of them. First, the idea (misuguided, I think) that the work you do here won't matter because of the apathy on campus: I understand (having been here both as a student and as a faculty member) that it often seems like no one cares much about politics, but I would ask you to consider a couple of things: 1st, people actually start to care a great deal more when they start to learn about an issue, so the work that you do may actually help combat the widespread apathy as well as the general ignorance that you are observing. 2. There are actually little "pockets" of quietly concerned people all around you. You see them at the Globalism seminars, the habitat-for-humanity activities, the political gatherings etc. They aren't as numerous or as visible as I might like, but they are out there. 3. Keep in mind that since we will be publishing this information, it will be available not just to our immediate community, but also to interested folks who are looking to become more informed. It may be (and is, with many web projects) that your most significant audience isn't the one you see.
OK, now to the next "theme," that of time and effort required as compared to the "payoff." Here is my perspective: First of all, most of us (profs) expect you to devote somewhere to 100 - 200% of the time you spend in our classes on homework (so that if you spend 3 hours per week in class, you spend between 3 and 6 hours per week on homework). This project is designed to be able to be completed in that amount of time, which is pretty reasonable (and what I tell you to expect on the syllabus) so unless you are spending considerably more time than that, I am not sympathetic to talk of "extra" hours. What you get, in exchange for that time, is actual *practice* in technical writing. Here's the secret to writing: Like many other "hands-on" activities, you really only learn it by doing. There isn't much value in taking extensive notes about it--you get better by communicating with real people for real purposes in order to get some piece of real work done. That's also the whole rationale for building revisions into the schedule. It allows you to write, get feedback, perfect your writing and so on. Students tell me that it does more to improve their writing than all of the text-book work they've done to date. So don't worry--you *will* become a better technical communicator. It just takes practice. (You *CAN* do it.)
Lastly, on the difference being an honors class makes: Really, the only big difference between this class and my usual 314s is that I am being a little more lenient with deadlines (like the blog ones) because I expect you to be able to pace yourselves better and a bit freer with the range of possible topics (having not restricted them at all). Other than that, this is pretty normal for my classes and their projects. They are always about doing technical writing in a way that matters (both to the writers and their audiences).
I was going to take on a couple more, but this is already too long. I am happy to see that you are using this space as it is meant to be used. I hope you will continue to voice your concerns here. I especially appreciate those of you who are sharing your optimism with the other students. I promise you that the project really is do-able. I too am optimistic and am looking forward to seeing what you produce
Topic: Patriot Acts I and II
Group members: Robert, Curtis, and Matt
We would like to take a look at the intended results and the side-effects of both versions of the patriot act. We intend on limiting our focus on these two bills to dealing with surveillance, online security, and online privacy. This should limit shear magnitude of sections that we will be responsible for investigating.
Group members: Robert, Curtis, and Matt
We would like to take a look at the intended results and the side-effects of both versions of the patriot act. We intend on limiting our focus on these two bills to dealing with surveillance, online security, and online privacy. This should limit shear magnitude of sections that we will be responsible for investigating.
I'm really pleased with the posts you all have made so far. Some interesting things to think about . . . .
Just a reminder that the next blog entry assignment has changed. Each group just needs to encapsulate the issue they will be working on so that everyone knows what everyone else is doing. (Remember that eventually this will be one big voters' guide :-))
Just a reminder that the next blog entry assignment has changed. Each group just needs to encapsulate the issue they will be working on so that everyone knows what everyone else is doing. (Remember that eventually this will be one big voters' guide :-))
Topic: Campaign Finance Reform
Group members: Beth, Brandon, Jessica, and Paul
We intend to discuss campaign finance reform by reviewing the current legal environment and by examining the positions of selected presidential candidates.
We will consider the legal environment in terms of recent legislation, the Supreme Court's upcoming decision, and continuing issues.
For each of our chosen candidates, we will look at their position on campaign finance reform and discuss their major financial contributors.
Group members: Beth, Brandon, Jessica, and Paul
We intend to discuss campaign finance reform by reviewing the current legal environment and by examining the positions of selected presidential candidates.
We will consider the legal environment in terms of recent legislation, the Supreme Court's upcoming decision, and continuing issues.
For each of our chosen candidates, we will look at their position on campaign finance reform and discuss their major financial contributors.
Monday, September 08, 2003
Good morning, everyone! It appears I have a lot to catch up on after spending the weekend out of town. Having read through the posts, it seems that most angles have been covered quite thoroughly. I would like to spend my time, then, expanding on something Robert and Kelly touched on in their last posts: Voter apathy.
Most of us seem to agree that our project will benefit the students in this class and will be a useful source of information, but that it is doomed to insignificance by a student body that will not take advantage of the information we offer. My reaction to this sentiment, like Robert's, is why? Sure, if all we do is post a website and stick a few flyers outside the library, chances are that no one will bother spending time surfing to our site... the opportunity cost for them is simply too high. After all, they could spend that time studying, or napping... tasks of equal importance to many of us. So, then, our task is to not only PROVIDE information, but to make that information RELEVANT to the students on the Clemson campus.
The question becomes one of how to make the issues we have chosen meaningful to students here. Let's face it... most of us are completely unaffected by the price of prescription drugs, or the current state of campaign finance reform. What ARE we concerned about? The job market, maybe. Or, the cost of higher education. What about issues of international policy? Most of us have friends who are now serving overseas... personally, I'd like to know WHY my friends are risking their lives in some forsaken corner of the globe.
Okay, I know it's rather late now to consider changing the focus of our projects in this class... after all, our proposal is due on Thursday, for heaven's sake! So, what can we do with prescription drugs and campaign finance reform (just to name a few)? To provoke any interest in the students, we have to make our "advertising" as captivating as possible. How do we do that? Granted, it's not an easy task. My time is limited like everyone else in this class. I simply don't have enough time to go dorm-to-dorm, knocking on doors and discussing the "issues" with anyone who will humor me. Instead, we need to make those flyers and brochures as appealing as we can. The flyers need to ask provoking questions, or cite surprising facts. They should make the average student, glancing disinterestedly at our flyer as they pass, puzzle for a second and say "Gee, I didn't know that" or "Golly, I wonder what the anwer to that question is?"
To sum up, I feel that HOW we market our project is nearly as important as WHAT we present. After all, as many people have pointed out, what's the point of going through all this trouble if no one will ever see it? Sure, getting a good grade in this class is fine enough for me, but I could do that with a lot less trouble if I just took a normal section of ENGL 314 and churned out a few dazzling memos.
Most of us seem to agree that our project will benefit the students in this class and will be a useful source of information, but that it is doomed to insignificance by a student body that will not take advantage of the information we offer. My reaction to this sentiment, like Robert's, is why? Sure, if all we do is post a website and stick a few flyers outside the library, chances are that no one will bother spending time surfing to our site... the opportunity cost for them is simply too high. After all, they could spend that time studying, or napping... tasks of equal importance to many of us. So, then, our task is to not only PROVIDE information, but to make that information RELEVANT to the students on the Clemson campus.
The question becomes one of how to make the issues we have chosen meaningful to students here. Let's face it... most of us are completely unaffected by the price of prescription drugs, or the current state of campaign finance reform. What ARE we concerned about? The job market, maybe. Or, the cost of higher education. What about issues of international policy? Most of us have friends who are now serving overseas... personally, I'd like to know WHY my friends are risking their lives in some forsaken corner of the globe.
Okay, I know it's rather late now to consider changing the focus of our projects in this class... after all, our proposal is due on Thursday, for heaven's sake! So, what can we do with prescription drugs and campaign finance reform (just to name a few)? To provoke any interest in the students, we have to make our "advertising" as captivating as possible. How do we do that? Granted, it's not an easy task. My time is limited like everyone else in this class. I simply don't have enough time to go dorm-to-dorm, knocking on doors and discussing the "issues" with anyone who will humor me. Instead, we need to make those flyers and brochures as appealing as we can. The flyers need to ask provoking questions, or cite surprising facts. They should make the average student, glancing disinterestedly at our flyer as they pass, puzzle for a second and say "Gee, I didn't know that" or "Golly, I wonder what the anwer to that question is?"
To sum up, I feel that HOW we market our project is nearly as important as WHAT we present. After all, as many people have pointed out, what's the point of going through all this trouble if no one will ever see it? Sure, getting a good grade in this class is fine enough for me, but I could do that with a lot less trouble if I just took a normal section of ENGL 314 and churned out a few dazzling memos.
The more I think about it the more confused I get. It is almost like a Chicken vs Egg debate. Did our lacking spawn an administration like this or did a series of administrations like this spawn general apathy and animosity towards the government? 'Tis bleak indeed!
There seems to be a general trendline towards the fact that this project is well-intended but ultimately doomed to failure. The question that I propose is why? I would hesitate to say that our weakness is a lack of information, if anything I believe the opposite. I saw an earlier post that compared the amount of information that we have to that of the Vietnam generation. I would have to say that by comparison, this generation is much more informed. There are things about the Vietnam war that still are not 'known' today, yet we have reports that go out in the field with soldiers in Iraq and send be live feeds. I would definitely say that our problem is not lack of information but maybe too much. I think that we have developed so many channels of information to the public that we have essentially desensitized ourselves to everything that we see. I fear that this comparison is spawned over anti-war sentiment and without the benefit of taking a look at the whole of society during the two generations. It would be un-heard of to have seen things like Columbine take place in the late 60s and early 70s, but today they are almost a monthly occurence. Of course this is not to say that things of that nature did not take place, just that they weren't as well publicized. It would be interesting to see a contrast of today's media and the media of the 70s.
If we can figure out why it doesn't work, maybe we can fix it.
There seems to be a general trendline towards the fact that this project is well-intended but ultimately doomed to failure. The question that I propose is why? I would hesitate to say that our weakness is a lack of information, if anything I believe the opposite. I saw an earlier post that compared the amount of information that we have to that of the Vietnam generation. I would have to say that by comparison, this generation is much more informed. There are things about the Vietnam war that still are not 'known' today, yet we have reports that go out in the field with soldiers in Iraq and send be live feeds. I would definitely say that our problem is not lack of information but maybe too much. I think that we have developed so many channels of information to the public that we have essentially desensitized ourselves to everything that we see. I fear that this comparison is spawned over anti-war sentiment and without the benefit of taking a look at the whole of society during the two generations. It would be un-heard of to have seen things like Columbine take place in the late 60s and early 70s, but today they are almost a monthly occurence. Of course this is not to say that things of that nature did not take place, just that they weren't as well publicized. It would be interesting to see a contrast of today's media and the media of the 70s.
If we can figure out why it doesn't work, maybe we can fix it.
Sunday, September 07, 2003
Kristian -- You seem a little overwhelmed by this project, so I thought I would just give a little encouragement to you and anyone else who thinks this is a lot to get done. I'm an architecture major, and every project we get assigned seems incredibly overwhelming at first. The key is, you just have to take it one step at a time. If you look at the big picture it seems like a lot to do in almost no time, but, as I have learned countless times, somehow it all gets done in the end. I think the hardest part is getting started, but once you do get started, everything seems to come out of nowhere and pull itself together.
That said, I have to say that while this project is a good idea, I don't think it will have much of an effect on the voter population. The majority of people are too wrapped up in their own lives to spend the time looking at our project. Also, the majority of people have a very short attention span. Even if they bother to look up our information, if they are at all like me, they will probably get bored with it rather quickly, and miss out on much of the meat of the project. I think that is probably part of the problem with our modern news media. Most news shows skip from story to story at a rather rapid pace to keep viewers' attention, which prevents them from going into great depth on any one story.
I think the biggest obstacle presented by this project will be getting people interested in the issues. Mostly because people don't feel personally affected by a majority of the issues. Our lives go on pretty much uninterrupted, so we don't really care about what the government does. I think tripp summed it up in his comment about teaching a man who isn't hungry to fish. No matter how informed he is about fishing, he's not going to act on it until he is hungry.
That said, I have to say that while this project is a good idea, I don't think it will have much of an effect on the voter population. The majority of people are too wrapped up in their own lives to spend the time looking at our project. Also, the majority of people have a very short attention span. Even if they bother to look up our information, if they are at all like me, they will probably get bored with it rather quickly, and miss out on much of the meat of the project. I think that is probably part of the problem with our modern news media. Most news shows skip from story to story at a rather rapid pace to keep viewers' attention, which prevents them from going into great depth on any one story.
I think the biggest obstacle presented by this project will be getting people interested in the issues. Mostly because people don't feel personally affected by a majority of the issues. Our lives go on pretty much uninterrupted, so we don't really care about what the government does. I think tripp summed it up in his comment about teaching a man who isn't hungry to fish. No matter how informed he is about fishing, he's not going to act on it until he is hungry.
No, I don't think I could honestly say that I believe the goals of this project will be met. I don't think that the general student body of Clemson cares enough about the elections to go out and find the information and without some type of personal stake in the matter, I don't think they will be motivated enough to care even if we push the information down their throats. Of course, it isn't to say that the project is all bad. It will most definately benefit all of the 15 or so individuals in the class, whether the project is a roaring success or not. So if we look at the question at hand and limit our interpretation of "legitimate endeavor" to mean that we will gain benefit then yes, I think this is a good one for the class. This applies to its usefulness also. Is it necessary? No, I can't say that it is. Like most of the people that will benefit from this, if they have a general interest, then they will research this information for themselves, with or without this particular project. The only advantage that we can hope for is to make a place so that individuals who are looking for this place will find a good one-stop location to find all of this information, and to have a good repository of unbiased information. There is more to be said, but I think I will give it a rest and see how it looks in the AM.
BoB
BoB
I feel the project is a valiant effort to inform others on topics related to the 2004 election. However, I don't feel this effort will be capable of being used by the voters for this upcoming election. The reason is because of the time frame in which this information will be available. I do believe that this information will be beneficial in the hope that someone will learn something he or she doesn't already know, which will be advantageous for future elections. By assigning honors students the task of getting this information out there will be less chance of getting voters incorrect infrmation. Therefore I agree that this project will be useful.
I think that this project will be beneficial to the people in this class when the 2004 election rolls around. I do not, however, feel that it will benefit the student body or the Clemson community. Many people are uneducated about the technical issues involved in the election and it would be nice for them to learn about these issues, but its just not going to happen. I dont think that its apathy or ignorance that will keep people uninformed, they simply dont have the resources to learn about these issues through the mass media. So yes, our project has the possibility of doing a lot of good, but the honest truth is that no one cares about what our class does. Even if we make some really awesome web site or hang up voter awareness flyers or anything else, the Clemson community is not going to pay attention. This project will be brushed off by the vast majority of the community. I know that I would if someone presented it to me. Most of the students are just too busy with their own classes and work and busy lives to pay attention to a class project that they would probably feel doesnt directly affect them. I still think that this project will be a good experience, I just think that it is naive of us to feel that it will have any major impact on the voters of this community. Also, I agree with Kristian about the emphasis of us being an honors class. Just because I'm an honors student does not mean that I have an extra few hours in each of my days nor does it mean that I already know everything about technical writing so I dont have to be taught it. Thats just my personal opinion.
I’m not the sort of person who votes on things, or even advocates voting in general unless you really mean it. But if I was, I’d view this class project as something of a Moo U-scaled reproduction of our nation. It’s nothing new to anyone here that the majority of the population will neglect or care or be knowledgeable about pertinent events, and that a very small percent will always make a valiant yet futile attempt to bring everyone up to pace about what’s going on.
I’ve spent most of today cruising the internet searching for any regulations in place on the distribution of information by news organizations. Instead of finding anything resembling a national code of ethics or standards by which journalists must abide, I’ve only come across (1) the FCC’s admission they let the news report what they will and (2) it’s not nice for journalists to intentionally distort information. What’s reported by who and to what extent or bias is up to the news companies themselves (PSA: NBC is owned by General Electric, the nation’s largest defense contractor). Do most people know this? I doubt it. Do they care? Maybe. For a short while. If you point it out to them. Then it’s back to normal.
As I’ve stated in class, the results of this election will depend primarily on who can wave the most flags. In the case of Bush it might involve a bit of sweeping a war under the carpet, but that’s not very difficult. The truth is that even very important issues are inconsequential in elections. Our project is the No Child Left Behind Act, and although it’s important, I don’t think it’s going to change anyone’s mind on who they are or aren’t voting for this year. I guess informing people on political issues is cool and all, but it’s sort of like teaching a man to fish. A very, very, oh so very not hungry-at-all man.
~Tripp
I’ve spent most of today cruising the internet searching for any regulations in place on the distribution of information by news organizations. Instead of finding anything resembling a national code of ethics or standards by which journalists must abide, I’ve only come across (1) the FCC’s admission they let the news report what they will and (2) it’s not nice for journalists to intentionally distort information. What’s reported by who and to what extent or bias is up to the news companies themselves (PSA: NBC is owned by General Electric, the nation’s largest defense contractor). Do most people know this? I doubt it. Do they care? Maybe. For a short while. If you point it out to them. Then it’s back to normal.
As I’ve stated in class, the results of this election will depend primarily on who can wave the most flags. In the case of Bush it might involve a bit of sweeping a war under the carpet, but that’s not very difficult. The truth is that even very important issues are inconsequential in elections. Our project is the No Child Left Behind Act, and although it’s important, I don’t think it’s going to change anyone’s mind on who they are or aren’t voting for this year. I guess informing people on political issues is cool and all, but it’s sort of like teaching a man to fish. A very, very, oh so very not hungry-at-all man.
~Tripp
