Final Exam Review Sheet Spring 2016

Media Law (Info from the blog and the book)
First Amendment
Prior restraint
Shield laws (reporter’s privilege)
Subpoena, Gag order
FOIA and Sunshine Acts
Law of Defamation: Libel vs. Slander
Thresholds of libel: publication, identification, defamation, fault
Summary judgment
Actual malice
Defenses of a libel suit: truth, privilege, fair comment and criticism
Public figures vs. private citizens
Privacy
Types—intrusion upon solitude, unauthorized release of private information, creating a false impression, appropriation of identity
Trespassing

Copyright-- Fair use provisions: purpose, nature, amount reproduced in proportion to whole, effect on the potential market value; 
life of author + 70 years; 95 years from time of publication or 125 years from time of creation, whichever is shorter.  
Can't copyright an idea, only the expression of an idea. 

Law of Obscenity-- Miller v. California
Three-pronged test to determine obscenity:

      1) whether the average person, applying contemporary community standards, would find that the work as a whole appeals to the most prurient interest;

      2) whether the work depicts or describes in a patently offensive way certain sexual conduct that is specifically spelled out by state law

      3) whether the work as a whole lacks serious literary, artistic, political or scientific value

Indecency

FCC fines for indecency
FCC, in general
TV Content ratings (TV-Y, TV-Y7, TV-Y7-FV, TV-G, TV-PG, TV-14, TV-MA) 

Social Effects of Media
2 types of quantitative techniques used to study effects of media-- survey and experiment
Socialization
Cultivation
Mainstreaming
Resonance
TV ads and kids
Can the media set the priority of certain issues for the public? What’s this called? 
TV violence—what do the surveys tell us? What about the experiments? 
TV and prosocial (positive) behavior 
Exposure to pornography and callousness toward women 
Catharsis 
Stimulation 

Previous material that will be covered on the Final Exam:
Components of the American TV Systems (Broadcast and Cable)-- (networks, affiliates, production studios, syndicators, advertisers) 
Elements in the communication process (source, message, channel, receiver, noise, feedback)
Different communication settings (intrapersonal, interpersonal, small group, organizational, mass)
The major mass media (newspapers, books, magazines, radio, sound recordings, television, internet, movies, video games, etc.)
Functions of the mass media: surveillance; interpretation; linkage; transmission of values; entertainment
Categories of the uses and gratifications approach: cognition; diversion; social utility (conversational currency; parasocial relationships); withdrawal
Concentration of media ownership and possible concerns (be sure to know who owns each major studio and each major broadcast network) 
Organization of movie industry (production, distribution, exhibition)
Nielsen Ratings, shares
Concerns about the Internet—lack of gatekeepers, info overload, privacy, escapism
Dramatic structure
Convergence and Disintermediation
History/evolution of Communication (language, writing, printing, telegraph, photography/movies, broadcasting (radio + tv), digital revolution, wireless hand-held media)
Escaping "from" vs escaping "into"

App Rubric

App Report Rubric       

Date: ___________    Name: ___________________Title: _______________________

Criteria	Level One	Level Two	Level Three	Level Four
Concept of App	App is poorly conceived in terms of usefulness, marketability.	App is generally ok, but we would have hoped for something more elaborate for a university course.	App is generally solid, but could be significantly better with some minor changes.	App is well conceived and has the potential to become quite popular.
Graphical Design of App	App is poorly designed. Aesthetically unpleasant.	Aesthetics of App are generally ok, but appear amateurish.	Aesthetics are quite good, but not quite of professional quality.	Aesthetics of App are of professional quality.
Functionality of App (Coding)	App does not work.	App works, but is either simple or has glitches.	App works well and has no glitches; coding is impressive.	App works well, has no glitches, and clearly has advanced coding.
Comments:

Mass Media Group Presentations Schedule for TR 2:35 p.m. class

The following groups will present on Tuesday, May 3, 2016:

1. Colin Holmes
2. Jennie Arruda
3. Alexa Luciano
4. Cameron Bain

1. Elizabeth Esten
2. Hannah Paquette
3. Annemarie Lillis
4. Josh Vitchkoski

1. Jess Acosta
2. Michael Pickhardt
3. Damiano Malvasio
4. Jackie Borwick

1. Hunter Haff
2. Maddie Mathers
3. Julianne Salemy
4. Mihir Siddartha


The following groups will present on Thursday, May 5, 2016:

1. Raelyn Giansanti
2. Wo Jarvis
3. Emily Hammel
4. Morgan DeShields-McClure

1. Brittany Word
2. Kayla Monteiro
3. Adi Giesey
4. Mike Moritz

1. Zack Myles
2. Patrick McNeeley
3. Hale Douthit
4. David Lane

1. Aden Nasarat
2. Josh Horowitz

Mass Media Group Project Presentations for TR 1:10 p.m.

The following groups will present on Tuesday, May 3, 2016:

1. Bailey Doran
2. Hannah Moriarty
3. Lily Cleary
4. Molly North

1. Brody Armstrong
2. Jordan Gropper
3. Armen Spendjian
4. Kendyl Bennett

1. Katie Holzman
2. Renee Best
3. Brian Bayer
4. Taylor Abdou

1. Nicole Decrem
2. Brandon Tate
3. Mike Budres
4. Jessica Rocchino


The following groups will present on Thursday, May 5, 2016:

1. Bryan Hultgren
2. Erin Berch
3. Hanyuan He

1. Morgan Gjoen
2. Lauren Katz
3. Amanda Cerruti
4. Sam Owney

1. Missy B
2. Yasmeen M
3. Sam D
4. Sam H

1. Alice F
2. Star L
3. Sean M

Mass Media Group Project Presentation Schedule for TR 10:50 a.m. class

The following groups will present on Tuesday, May 3, 2016: 

1. Rachel Damelio
2. Maeve Cambria
3. Izzy Hodess
4. Kaitlyn Gendron

1. Jennifer Gil
2. Rachel Beresin
3. Briana Owens
4. Melissa Dey

1. Ted Economo
2. Gordon Blaxall
3. Steven Churchill
4. Eric Newton

1. Luke O'Hara
2. Will Adams
3. Andrew Martin
4. Max Rockhold

The following groups will present on Thursday, May 5, 2016: 

1. Alex Dwyer
2. Chelsea Kerker
3. Elise Brown
4. Isabella Gervasoni

1. Godffrey Lucas
2. Matt Allchin
3. Christopher Falci
4. Annalise Haldeman

1. Kris DiNardi
2. Kayla Hurowitz
3. Ellis Boyd
4. Joe Gutberlet


1. Joe Guido
2. Stephen Latham
3. Jillian Gothelf

Passover

For those who observe, Chag Sameach.

As a reminder, no assignments are due until Wednesday, April 27.

Jack

Online Assignment #2 (Week of April 18, 2016)

For Online Assignment #2, answer this question-- are the media (screen media especially-- internet + television + movies + video games) impacting sexual development? Take into account the article (posted below) as well as the material from the chapter in the text that talks about the effects of exposure to media sex. Do you believe that exposure to media sex has at all affected your sexual attitudes/behaviors? Why or why not? What other socialization factors play a role? 

Write a 250-word reaction to this question and post it on Sakai (under Tests & Quizzes). 

The reaction is due Tuesday, April 27, 2016 by midnight PDT.

Thanks.  

Overexposed and Under-Prepared: The Effects of Early Exposure to Sexual Content

Is the Internet impacting sexual development?

Published on August 13, 2012 by Carolyn C. Ross, M.D., M.P.H. in Real Healing

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“They grow up so fast,” parents often lament. Today, children are being sexualized earlier and earlier, in part because they are exposed to sexual material in movies, television, music and other media earlier than ever. With widespread access to the Internet, curious teens may accidentally or intentionally be exposed to millions of pages of material that is uncensored, sexually explicit, often inaccurate and potentially harmful.

So what? If kids don’t understand it, how can they be affected by it? Even if young children can’t understand sex or its role in relationships, the images they see can leave a lasting impression. It’s a basic premise of marketingthat what we watch, read and direct our attention toward influences our behavior. And, as any marketer knows, sex sells. That’s why we see products and services that have nothing to do with sex being marketed in increasingly sexualized ways.Children as young as 8 and 9 are coming across sexually explicit material on the Internet and in other media. Although research is just beginning to assess the potential damage, there is reason to believe that early exposure to sexual content may have the following undesirable effects:

Early Sex. Research has long established that teens who watch movies or listen to music that glamorizes drinking, drug use or violence tend to engage in those behaviors themselves. A 2012 study shows that movies influence teens’ sexual attitudes and behaviors as well. The study, published in Psychological Science, found that the more teens were exposed to sexual content in movies, the earlier they started having sex and the likelier they were to have casual, unprotected sex.
In another study, boys who were exposed to sexually explicit media were three times more likely to engage in oral sex and intercourse two years after exposure than non-exposed boys. Young girls exposed to sexual content in the media were twice as likely to engage in oral sex and one and a half times more likely to have intercourse. Research also shows that teens who listened to music with degrading sexual references were more likely to have sex than those who had less exposure.
Why are teens more likely to have sex after being exposed to sexual content in the media? Just as we read specific books and show educational movies to our children in hopes that they learn lessons from the characters, the media provides a type of sex education to young people. Media messages normalize early sexual experimentation and portray sex as casual, unprotected and consequence-free, encouraging sexual activity long before children are emotionally, socially or intellectually ready.

High-Risk Sex. The earlier a child is exposed to sexual content and begins having sex, the likelier they are to engage in high-risk sex. Research shows that children who have sex by age 13 are more likely to have multiple sexual partners, engage in frequent intercourse, have unprotected sex and use drugs or alcohol before sex. In a study by researcher Dr. Jennings Bryant, more than 66 percent of boys and 40 percent of girls reported wanting to try some of the sexual behaviors they saw in the media (and by high school, many had done so), which increases the risk of sexually transmitted diseases and unwanted pregnancies.

Sex, Love and Relationship Addictions. Not every child who is exposed to sexual content will struggle with a mental health disorder, but research shows that early exposure to pornography is a risk factor for sex addictions and other intimacy disorders. In one study of 932 sex addicts, 90 percent of men and 77 percent of women reported that pornography was a factor in their addiction. With the widespread availability of explicit material on the Internet, these problems are becoming more prevalent and are surfacing at younger ages.

Sexual Violence. According to some studies, early exposure (by age 14) to pornography and other explicit material may increase the risk of a child becoming a victim of sexual violence or acting out sexually against another child. For some people, habitual use of pornography may prompt a desire for more violent or deviant material, including depictions of rape, torture or humiliation. If people seek to act out what they see, they may be more likely to commit sexual assault, rape or child molestation.

Preserving Our Children’s Youth

Early exposure to sexual content in the media may have a profound impact on children’s values, attitudes and behaviors toward sex and relationships. Unfortunately, media portrayals do not always reflect the message parents want to send. Here are a few ways that you as a parent can ensure your message is heard:

• Know what your children are watching, playing and listening to and take advantage of teachable moments to discuss any inappropriate content or behaviors with them.

• Set and enforce limits around screen time.

• Make use of Internet filters and parental controls.

• Share your family’s values and expectations regarding sex and relationships.

• Talk to your child about media representations of sex, relationships andgender roles and teach them to question the accuracy and intent of the messages they receive.

• Model healthy, respectful relationships and self-worth.

For most families, banning media from the home isn’t a realistic option. After all, most 8- to 18-year-olds devote an average of seven and a half hours to media in a typical day, according to a 2009 study by the Kaiser Family Foundation, and more than half of that content contains sexual images or references. The goal isn’t to avoid the issue, but to approach it head-on so that your children learn about sex and relationships from their most trusted source: you.