Journalistic ethics are defined, explored, and analyzed in this comprehensive and timely volume. Topic examples include confidentiality of news sources, the right to privacy, deception of news sources, freedom of the press, the role of the media in shaping public policy, news bias, whistle-blowing and the press, journalistic morality and professional competence, ethical problems in broadcast journalism, social responsibility and magazines, and journalistic ethics and computer technology. Readers can also find summaries of relevant ethical codes, for example, the American Society of Newspaper Editors Code of Ethics and the American Federation of Advertising Principles. A must-have reference source for students, teachers, journalist, and editors.

Ethics in the First Person is the first comprehensive guide to teaching and learning practical ethics to be published in more than 25 years. This book provides the historical context for the study of practical ethics in the Twenty-First Century, but focuses on the teaching and learning of practical ethics as a first-person, present-tense activity. Practical ethics instruction can be expected to bring about more sophisticated decision-making only if students and teachers keep cognizant of their own values, beliefs, and processes for thinking through ethical issues. Institutions of higher education and the ethics class itself provide often-ignored opportunities for ethical analysis. The book closes with an analysis of how ethics serves as a bridge across cultures. A resource for teachers of ethics across the curriculum, this book may also be used as a supplemental text for upper level undergraduate and graduate students, or as a guide for self-study.

Ethics in the First Person is the first comprehensive guide to teaching and learning practical ethics to be published in more than 25 years. This book provides the historical context for the study of practical ethics in the Twenty-First Century, but focuses on the teaching and learning of practical ethics as a first-person, present-tense activity. Practical ethics instruction can be expected to bring about more sophisticated decision-making only if students and teachers keep cognizant of their own values, beliefs, and processes for thinking through ethical issues. Institutions of higher education and the ethics class itself provide often-ignored opportunities for ethical analysis. The book closes with an analysis of how ethics serves as a bridge across cultures. A resource for teachers of ethics across the curriculum, this book may also be used as a supplemental text for upper level undergraduate and graduate students, or as a guide for self-study.

In The Kindness of Strangers, Deni Elliott examines ethically questionable situations that have arisen in response to institutional dependency on external benefactors. Major concerns analyzed include: The increased professionalism of fundraising and of donating, an increased willingness of institutions to cater to the demands of donors, creation of dual roles for faculty, students and staff when they are fundraisers and donors in addition to playing their primary roles in higher education, business-university research partnerships that put business values in conflict of academic values and mission, commercialization of student athletics, and endowment use and investment. Supplemented by a series of carefully selected articles, The Kindness of Strangers needs to be read by anyone who is concerned by higher education's increasing dependency on corporate and individual donors.

Ethical Challenges provides information and activities to help individuals or groups think through basic ethical concepts and considerations. Ethical Challenges will not provide specific answers for the dilemmas that people face but will help readers bring to conscious awareness some understandings that help in thinking through ethical issues. This workbook can be used alone to stimulate the moral imagination and provoke interesting discussions; or it can be used in conjunction with a more theoretical book, Ethics in the First Person: A Guide to Teaching and Learning Practical Ethics (Rowman & Littlefield, 2007) that I wrote. Ethics in the First Person provides an expanded version of the concepts that are introduced here.

What is well-being? Is it a stable income, comfortable home, and time shared with family and friends? Is it clean drinking water and freedom from political oppression? Is it finding Aristotle's Golden Mean by living a life of reason and moderation? Scholars have sought to define well-being for centuries, teasing out nuances among Aristotle's writings and posing new theories of their own. With each major technological shift this question of well-being arises with new purpose, spurring scholars to re-examine the challenge of living the good life in light of significantly altered conditions. Social media comprise the latest technological shift, and in this book leading scholars in the philosophy and communication disciplines bring together their knowledge and expertise in an attempt to define what well-being means in this perpetually connected environment. From its blog prototype in the mid-to-late-2000s to its microblogging reality of today, users have been both invigorated and perplexed by social media's seemingly near-instant propagation. Platforms such as Facebook, Twitter, YouTube, Instagram, and LinkedIn have been hailed as everything from revolutionary to personally and societally destructive. In an exploration of the role social media play in affecting well-being, whether among individuals or society as a whole, this book offers something unique among academic tomes, an opening essay by an executive in the social media industry who shares his observations of the ways in which social communication conventions have changed since the introduction of social media. His essay is followed by an interdisciplinary academic exploration of the potential contributions and detractions of social media to well-being. Authors investigate social media's potential influence on friendship, and on individuals' physical, emotional, social, economic, and political needs. They consider the morality of online deception, how memes and the very structure of the internet inhibit rational social discourse, and how social media facilitate our living a very public life, whether through consent or coercion. Social media networks serve as gathering places for the exchange of information, inspiration, and support, but whether these exchanges are helpful or harmful to well-being is a question whose answer is necessary to living a good life.