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Characteristics of Effective CommunicationProvide practical informationGive facts rather than impressionsClarify and condense informationState precise responsibilitiesPersuade and make recommendationsInternal CommunicationOfficial Structure The GrapevineFormal Chain Informal Networkingof Command Unofficial Linesof PowerUp, Down, AcrossFormal Power LinesExternal CommunicationFormal Contacts Informal ContactsMarketing EmployeesPublic Relations Top ManagersWhy Is Business Communication Unique?Globalization and Diversity Information Value Pervasiveness of TechnologyReliance on Teamwork New Corporate Structures Communication BarriersIncreasing Value of Business InformationCompetitive Insights Customer Needs Regulations and GuidelinesPervasive TechnologyEnhancing Communication Using Technology Wisely Maintaining Your SkillsEvolving OrganizationsTall Structures Flatter Structures Flexible Structures Corporate CulturesEffective CommunicationMinimize Distractions Consider the AudienceImprove Your Skills Give and Get Feedback Apply Business EtiquetteObserving Business Communication EthicsUnethical Practices :Plagiarism Selective Misquoting Misinterpreting Numbers Distorting VisualsEnsuring Ethical CommunicationIndividual Employees Company Leadership Policies and ProceduresUsing Business Communication TechnologyInternet E-mail Mobile Computing Voice MailMaintain Perspective Boost Productivity Reconnect with PeopleMEMOTO: All EmployeesFROM: R. Smith, Personnel DirectorDATE: December 28, 2006SUBJECT: Time CardsAfter reviewing our current method of keeping track of employee hours, we have concluded that time cards leave a lot to be desired. So starting Monday, we will have a new system: Each time you use your electronic key cards to enter or leave, the entry and exit timeswill be automatically logged. Also, security cameras are being installed at all entrances to the building, and the videotape is time coded. The new system should be fairly easy to get used to. You don’t need to do a thing—the system is completely passive. And it should be helpful to those of us who are making a New Year's resolution to be more punctual.Happy New Year to all!Working in Teams•The concept of team•Advantages and disadvantages of team•Team Communication•Group Dynamics•Workplace EtiquetteThe concept of team: A unit of two or more people who share a mission and the responsibility for working to achieve their same goalImproving Your Performance in Teams:Formal:Permanent Committees•Plan strategy•Review results•Handle employee issuesInformal:Task Forces and Problem-Solving Teams•Solve problems•Handle specific issues•Encourage participationOverview of TeamsAdvantages:Disadvantages: ✓Increased information Groupthink✓Broad knowledge base Peer pressure✓Diversity of views Hidden agendas✓Acceptance of solutions Free riders✓Performance levels High costsEach wide geese’s flapping wings, can provide an upward airflow for the followed .By the use of V-shaped team, the wide geese can increase the ranks of 71% of the effective speed Revelation 1: Each person must be loyal to his own team, loyal to their cause, to do their own jobs. If you do not shoot the wings, he did not shoot the wings, this team still existIf the leading wild geese is tired, it will automatically fall into the ranks, the other wide geese immediate replace the lead position.Revelation 3: burden-sharing is very important because we should respect and protect each person's unique talents, skills, energy and resources.E-Mail in the WorkplaceAdvantages:Information Sharing Project CollaborationDisadvantages:Non-Real Time Information DelaysAdvantages of Instant MessagingRapid Response Reduced Costs Conversation Aspects Wide AvailabilityDisadvantages of Instant MessagingInterruptions Business vs. Personal Being Out of the Loop Wasted TimeImproving Your Listening Skills:•The Benefits of Effective listening•The Categories of Listening•The Listening Process•The Barriers to Listening•The Guidelines for Listening Effectively•Strengthens relationships•Expedites product delivery•Highlights opportunities•Supports workforce diversity•Builds a foundation for trust•Enhances performanceGuidelines for Listening Effectively⏹Listen to challenging material⏹Match listening style to speaker purpose⏹Minimize physical distractions⏹Practice active listening⏹Provide appropriate feedbackCommunicating InterculturallyThe Global MarketplaceOpportunities: Growth Potential✓New Customers✓New Markets✓New Sources of Labor✓Work OpportunitiesChallenges: Laws and Customs✓Volatile Currencies✓Ethical Standards✓Labor Skills✓Politics and EconomicsAdvantages of a Multicultural Workforce:Diverse Markets Broader Viewpoints Expanded Talent PoolChallenges of Intercultural Communication:Meaning of Words Use of Gestures Use of Space and Time Rules for Relationships Enhancing Intercultural Sensitivity•Understanding concept of culture•Overcoming ethnocentrism•Overcoming stereotyping•Recognizing cultural variationsLegal and Ethical Behavior:Seek Common Ground Withhold Judgment Respect Differences Send Honest Messages Improving Intercultural Communication Skills•Study cultures and languages•Respect communication styles•Speak and write clearly•Be a careful listener•Use interpreters or translators•Help others adapt to your cultureLearning Languages:Facilitate Communication Build Language Skills Choose Words Carefully Writing Clearly:Use Plain English Strive for Brevity Provide Transitions Use Proper Addresses Cite Numbers and Dates Avoid Slang, Jargon, and HumorSpeaking Clearly:•Speak distinctly•Repeat as needed•Seek feedback•Don’t patronize•Confirm agreementListening Carefully:Show Respect Ask for FeedbackHelping Others Adapt:Speaking and Listening\Conference Calls,Face-to-Face ConversationsReading and Writing\Intranet Sites Email and Instant MessagingDocument for Analysis•Dear Ms. Speker:•Thank you for your recent inquiry about visiting our instrument-building facility during your trip to Seattle in August. We get lots of foreign travelers like yourself during the summer months but we always like to know how they heard about us; did friends mention us to you, or was it a musician, or while you were surfing the Internet that you came across us?•[Avoid being too familiar or informal]•We are pleased to welcome visitors to the workshop by appointment.•Facts:•Dates and times: On August 14 and 15, a tour can be provided at 10 a.m., 1 p.m., or 3 p.m. PST. The tour lasts approximately one hour. To make your reservation,please contact us at least two days in advance, by letter, fax, e-mail, or phone.•Location: We are in Seattle’s Fremont district, a lively community that offers many delightful shops and eateries, as well as famous sculptural landmarks suchas the Troll under the Aurora Bridge and a bronze statue of Lenin (purchasedfrom the former Soviet Union).•[Avoid poor transitions.]•To answer your questions:–Food: Local cafés and restaurants offer casual and formal dining, ranging from inexpensive to moderately priced. If you’d like to belt back a few cool onesduring your visit, our staff knows all the best local hangouts.•[Avoid slang, idioms, and familiarity.]•Our staff can assist you with recommendations during your visit.–Drivi ng directions: …–Bus directions: …•You mentioned that during your visit, you might like to purchase one of our hammered dulcimers. Our most popular models (12/11s, 15/14s) offer the usual fifth-interval tuning, but we also offer a series of chromatic dulcimers, plus the PD30 and PD40 piano-tuned dulcimers.•[Omit to avoid technical language and jargon.]•In addition to the workshop that you wish to visit, we operate an acoustic retail store, selling guitars, banjos, mandolins, and flutes, as well as our dulcimers and harps. Our sales staff will be happy to help you select just the right dulcimer. Or you might like to attend a workshop, which can help you by giving you some hands-on experience, as will our classes that we offer in the evenings if you’re goi ng to be in Seattle long enough, as well as the concerts that are often performed in our store.•[Be clear and avoid rambling]•We also offer workshops, classes, and concerts, as explained in the enclosed brochure. Planning Business MessagesThree-Step Writing Process:Planning:Analyze Situation Gather Information Select Medium Get OrganizedWriting:Analyze Audience Adapt to Audience Control Style Draft Message Completing:Revise Produce Proofread DistributeAdvantages of Electronic Media:✓Speed of delivery✓Audience reach✓Personalization✓Multimedia formats✓Accessible and openDisadvantages of Electronic Media:✓Tension and conflict✓Excessive use✓Security threats✓Privacy issues✓ProductivityOrganizing Your Messages:✓Get to the Point✓Omit Irrelevant Ideas✓Use Logical Groupings✓Include Relevant IdeasWhy Is Organization So Important?Improves Productivity Boosts Understanding Increases Acceptance Saves Audience Time Composing Messages:State Main Idea State Major Points Provide EvidenceAdapt to the Audience:Sensitivity Relationships Style and ToneAudience Sensitivity:Use a“You” Attitude Demonstrate Business Etiquette Emphasize the Positive Use Bias-Free LanguageEmphasize the Positive:•Avoid negative words•Soften the emphasize positive aspect•Focus on improvement•Show benefit•Omit unnecessary negative message•Place the negative message in the right placeEstablish Your Credibility:•Honesty and objectivity•Awareness of audience needs•Credentials, knowledge, expertise•Endorsements or testimonials•Evidence of performance•Communication styleBuild the Company’s Image:Stay Positive Be a Spokesperson Minimize Your Views Observe Others Ask for Assistance Support the CompanyCompleting Business MessagesRevising Messages:Content Organization Style and ToneEvaluate Content:•Is the information accurate?•Is the information relevant to your audience?•Is there enough information to satisfy your readers’ needs?•Is there a good balance between the general and the specific?Review Organization:•Are all your points covered in the most logical order?•Do the most important ideas receive the most space, and are they placed in the most prominent positions?•Would the message be more convincing if it were arranged in another sequence?•Are any points repeated unnecessarily?•Are all details grouped together logically, or are some details still scattered through the document?Style and Tone:Formal Academic CasualPromoting Readability:Sentences Paragraphs Listed Items HeadingsEditing for Clarity:Sentence Style Faulty Parallelism Dangling Modifiers Long Noun Sequences Camouflaged Verbs Sentence Structure Awkward References Excess EnthusiasmEditing for Conciseness:Wordy Constructions Long Words or Phrases Redundant Wording “It is/There are” Starters。
高考模拟英语作文范文高科技1. What is your opinion on the impact of high-tech on society?In my opinion, high-tech has had a significant impact on society. On one hand, it has brought about great convenience and efficiency in many aspects of our lives, such as communication and transportation. On the other hand, it has also caused some negative effects, such as the lossof jobs due to automation and the potential threat ofprivacy invasion.我认为高科技对社会产生了重要的影响。
一方面，它在我们生活的许多方面，如通讯和交通等方面带来了极大的便利和效率。
另一方面，它也造成了一些负面影响，如由于自动化而失去工作和潜在的隐私侵犯威胁。
2. How do you think high-tech will develop in the future?I believe high-tech will continue to develop at a rapid pace in the future, with more advanced technologies being invented and applied in various fields. For instance, artificial intelligence, virtual reality and blockchain technology are likely to become more widespread andinfluential. However, there may also be challenges andrisks associated with the development of high-tech, such as ethical issues and the digital divide.我相信高科技将继续以快速的速度发展，更先进的技术将被发明和应用于各个领域。
冀教版五年级下册英语第11课作文仿写In today's world, technology surrounds us in various forms, shaping our daily lives and interactions. From smartphones to smart homes, from social media to artificial intelligence, the impact of technology is profound and ubiquitous. In this article, we delve into the role of technology in education, exploring its benefits, challenges, and future implications.Firstly, let's examine the positive aspects of technology in education. One of the most significant advantages is the accessibility it provides to information and resources. With just a few clicks or taps, students can access a wealth of knowledge beyond the confines of traditional textbooks. Online libraries, educational websites, and digital archives offer a vast array of learning materials, catering to diverse interests and learning styles.Moreover, technology facilitates personalized learning experiences. Adaptive learning platforms and intelligent tutoring systems can tailor educational content to individual needs and preferences, allowing students to learn at their own pace and focus on areas where they need improvement. This personalized approach enhances engagement and comprehension, leading to better academic outcomes.Another benefit of technology in education is its ability to foster collaboration and communication. Online forums, video conferencing tools, and collaborative software enable students to collaborate on projects, exchange ideas, and engage in discussions with peers and educators from around the world. This global connectivity promotes cultural exchange, teamwork, and the development of essential communication skills in an increasingly interconnected world.Furthermore, technology enhances the effectiveness of teaching methods and instructional strategies. Interactive multimedia presentations, simulations, and educational games make learning more engaging and interactive, catering to diverse learning preferences and stimulating students' curiosity and creativity. Virtual reality and augmented reality applications offer immersive learning experiences, allowing students to explore complex concepts in a dynamic and interactive environment.However, despite its numerous benefits, technology in education also presents some challenges and concerns. One of the most pressing issues is the digital divide, whereby disparities in access to technology and internet connectivity exacerbate existing inequalities in education. Students from low-income households or underserved communities may lack access to the necessary hardware, software, and internet infrastructure, hindering their ability to fully participate in digital learning initiatives.Moreover, the overreliance on technology can lead to passive learning and decreased critical thinking skills. Relying solely on digital tools and resources may diminish students' ability to think critically, solve problems independently, and engage deeply with complex subject matter. Additionally, the omnipresence of screens and digital distractions can contribute to attention issues and reduced concentration levels among students.Furthermore, concerns about data privacy and cybersecurity in educational technology systems have become increasingly prominent. The collection, storage, and use of student data raise ethical and legal questions regarding privacy rights, consent, and data security. Ensuring robust cybersecurity measures and adherence to privacy regulations is essential to safeguarding sensitive student information and maintaining trust in educational institutions and technology providers.Looking ahead, the future of technology in education holds immense potential for innovation and transformation. Emerging technologies such as artificial intelligence, machine learning, and blockchain have the power to revolutionize teaching and learning processes, enabling more personalized, adaptive, and immersive educational experiences. However, realizing this potential requires a concerted effort to address the challenges and inequalities associated with technology adoption in education, ensuring equitable access, data privacy, and digital literacy for all learners.In conclusion, technology has become an integral part of modern education, offering numerous benefits and opportunities for learning, collaboration, and innovation. However, it also poses challenges and concerns that must be addressed to harness its full potential and ensure equitable access, privacy, and security for all learners. By embracingtechnology responsibly and thoughtfully, educators and policymakers can create a more inclusive, engaging, and effective learning environment for students in the digital age.。
free知识点总结1. What is Free Knowledge?Free knowledge refers to information, data, and resources that are available to the public without any cost or restrictions on their use. It can encompass a variety of content, including text, images, audio, and video, as well as software, educational materials, and research findings. Free knowledge is often made available under open licenses such as Creative Commons, which allow for the free use, sharing, and adaptation of content while still protecting the rights of the creators.One of the key principles of free knowledge is the idea of open access, which promotes the sharing of information and removes barriers to its use. This can help to democratize knowledge, making it accessible to people from all walks of life, regardless of their background, location, or financial resources. Free knowledge is particularly important in the digital age, as it allows for the widespread dissemination of information and the fostering of learning and creativity on a global scale.2. The Benefits of Free KnowledgeThere are numerous benefits to the availability of free knowledge, both for individuals and for society as a whole. Some of the key advantages include:- Equal access to information: Free knowledge helps to ensure that everyone has access to the same information, regardless of their circumstances. This can be especially important in education, where it can help to bridge the digital divide and provide opportunities for learning to people in underserved communities.- Empowerment and innovation: By making knowledge freely available, it can empower individuals to learn new skills, develop new ideas, and create new works. This can lead to innovation in fields such as science, technology, and the arts, and can also contribute to economic development and social progress.- Collaboration and community building: Free knowledge encourages collaboration and sharing among individuals and organizations, fostering a sense of community and mutual support. This can be especially valuable in fields such as open source software development, where communities of developers work together to create and improve software that is freely available to all.- Preservation and access to cultural heritage: Free knowledge can help to preserve and promote cultural heritage, including traditional knowledge, languages, and art forms. By making this content freely available, it can help to ensure that it is not lost or forgotten, and can be enjoyed and appreciated by people around the world.3. Free Knowledge in PracticeFree knowledge is being used and developed in a wide range of fields, from education and research to the arts and entertainment. Some examples of how free knowledge is being applied in practice include:- Open educational resources: Many educators and institutions are creating and sharing open educational resources (OER), such as textbooks, lesson plans, and multimedia materials, that are freely available for use and adaptation. This can help to reduce the cost of education and provide high-quality learning materials to students and teachers around the world.- Open access research: In the academic world, there is a growing movement towards open access publishing, which makes research findings and scholarly articles freely available to the public. This can help to increase the visibility and impact of research, and can also enable people outside of academia to benefit from the latest findings in fields such as science, medicine, and social science.- Open source software: Open source software is developed and distributed under open licenses, allowing for anyone to use, modify, and distribute the code. This has led to the creation of many popular software programs, including the Linux operating system, the Apache web server, and the Mozilla Firefox web browser, as well as a wide range of tools and applications for business, education, and personal use.- Creative commons licensing: Creative commons licenses allow creators to specify how their works can be used and shared, while still retaining some rights to their intellectual property. This has enabled the creation of a vast amount of freely usable content, including images, music, and videos, which can be used for a variety of purposes, from personal projects to commercial endeavors.4. Challenges and ConsiderationsWhile free knowledge offers many benefits, there are also challenges and considerations that need to be taken into account. Some of the key issues include:- Sustainability: Making knowledge freely available can raise questions about how creators and organizations can sustain themselves financially. This can be particularly relevant for artists, writers, and other creators who rely on income from their work to support themselves. Finding sustainable models for creating and sharing free knowledge is an ongoing challenge.- Quality and accuracy: Ensuring the quality and accuracy of free knowledge is important, especially in fields such as education and research. Open access to information can lead to the spread of misinformation and low-quality content, so it is important to develop mechanisms for quality control and verification.- Legal and ethical considerations: Free knowledge can raise legal and ethical questions, particularly around issues of copyright, privacy, and the ownership of intellectual property.It is important to navigate these issues carefully and to ensure that creators' rights are respected while still promoting the free use and sharing of knowledge.- Access and infrastructure: Access to free knowledge can be limited by factors such as digital infrastructure, language barriers, and social and economic inequality. Efforts to promote free knowledge need to take these factors into account and work towards addressing them in order to ensure that knowledge is truly accessible to all.5. The Future of Free KnowledgeThe future of free knowledge is an exciting and dynamic landscape, with new developments and opportunities emerging all the time. Some of the key trends and directions for the future of free knowledge include:- Open science: There is a growing movement towards open science, which aims to make scientific research and data openly available to the public. This can help to improve the reproducibility and transparency of research, as well as to increase the impact and accessibility of scientific findings.- Open access publishing: Open access publishing is gaining traction in the academic world, with more and more researchers and institutions embracing this model. This trend is likely to continue, as it offers benefits not only to the public, but also to researchers themselves, in terms of visibility and impact.- Accessible technologies: Advances in technology are making it easier than ever to create, share, and access free knowledge. From open source software tools to digital platforms for sharing content, technology is playing a crucial role in expanding the reach of free knowledge and making it more accessible to people around the world.- Global collaborations: Free knowledge is increasingly being developed and shared through global collaborations, involving individuals, organizations, and communities from diverse backgrounds and locations. This trend is helping to promote cross-cultural exchange and the sharing of diverse perspectives, enriching the pool of free knowledge available to all.In conclusion, free knowledge is an important and valuable resource that has the potential to benefit individuals, communities, and societies in countless ways. By making knowledge freely available, we can promote equal access to information, empower individuals to learn and create, and foster collaboration and innovation on a global scale. While there are challenges and considerations to be addressed, the future of free knowledge is bright, with new opportunities emerging to expand its reach and impact in the years to come.。
英国传媒专业留学怎么样?英国传媒专业申请指南系列文章，为你答疑解惑。
此篇为英国利兹大学传媒专业详解。
利兹大学University of Leeds2018TIMES：TOP10 2018 QS：TOP101利兹大学(The University of Leeds)，位于英国第二大金融城市利兹市的市中心，始建于1831年，建校至今共培养出6位诺贝尔奖得主。
利兹大学位于世界百强名校之列，也是英国顶尖名校和规模最大的大学之一，是英国6所"红砖大学"之一，也是英国常春藤名校联盟"罗素大学集团"的创始成员。
利兹大学被列为英国顶尖企业雇主重点聘用十所英国名校之一。
利兹大学的传媒方向专业，开设在【School of Media and Communication】传媒与传播学院方向下，一共有八个专业方向：MA Film, Photography and Media 电影,摄影和媒体MA New Media 新媒体MA Communication and Media 传播与媒体MA International Communication 国际传播学MA International Journalism 国际新闻MA Media Industries 媒体产业MA Political Communication 政治传播MA Promotional Media 宣传媒体【学院简介】：#媒体与传播学院，成立于1988年，是英国传播，媒体和文化研究领域最重要的机构之一。
大学的教学和研究范围广泛，从流行文化到政治传播，新闻研究到数字媒体。
#利兹大学的媒体与传播学院拥有全英学科领域毕业生就业率最高的学位之一。
我们的许多毕业生在媒体行业或相关领域担任重要角色。
#学校位于利兹校园的中心，坐落在经过专门翻新的最先进的建筑内。
我们的特殊设施包括一系列灵活的教学空间，专用电影院，新媒体实验室，收音机和电视演播室以及创意媒体套件。
初中信息技术课程英语Introduction to Junior High School Information Technology CurriculumIn today's digital age, information technology plays a vital role in our lives. It is important for students to have a solid understanding of information technology and how to use it effectively. The junior high school information technology curriculum aims to equip students with the necessary skills and knowledge to navigate the digital world confidently. In this article, we will discuss the various components of the curriculum and their importance.1. Basic Computer Skills:The first component of the curriculum focuses on developing basic computer skills. Students will learn how to use a computer, including how to start, shut down, and navigate the operating system. They will also learn how to use essential software, such as word processors, spreadsheets, and presentation tools. Additionally, students will gain an understanding of computer safety and how to protect their personal information online.2. Internet Usage and Safety:In today's interconnected world, the internet is a powerful tool for communication, research, and entertainment. The curriculum will cover topics such as how to conduct effective internet searches, evaluate online sources for credibility, and cite sources properly. Students will also learn about internet safety, including how to identify and avoid scams, protect their privacy, and deal withcyberbullying.3. Coding and Programming:The curriculum will introduce students to the world of coding and programming. They will learn programming concepts, such as loops, conditional statements, and variables, using beginner-friendly programming languages like Scratch or Python. Through hands-on projects and coding exercises, students will develop problem-solving skills and logical thinking abilities. They will also have the opportunity to create their own simple programs and games.4. Digital Communication:Effective communication is essential in the digital world, and the curriculum will emphasize the importance of digital communication skills. Students will learn how to compose professional emails, participate in online discussions, and collaborate on documents using cloud-based tools. They will also explore various communication platforms, such as social media, blogs, and video conferencing, while discussing the etiquette and responsible use of these platforms.5. Ethical and Legal Considerations:With the increasing use of technology, students need to understand the ethical and legal considerations related to information technology. The curriculum will cover issues such as plagiarism, copyright infringement, and online privacy breaches. Students willlearn about the importance of respecting intellectual property rights and the potential consequences of unethical or illegal digital behavior.6. Digital Media and Multimedia Tools:The curriculum will introduce students to the world of digital media and multimedia tools. They will learn how to create and edit digital images, videos, and audio using software like Photoshop, iMovie, or Audacity. Students will explore different media formats and understand how to effectively use multimedia elements in their presentations and projects.In conclusion, the junior high school information technology curriculum is designed to provide students with a strong foundation in computer skills, internet usage and safety, coding and programming, digital communication, ethical and legal considerations, and digital media. By gaining proficiency in these areas, students will be well-prepared for the digital world and will be equipped with the skills to pursue further education and careers in information technology.。
和法律有关的新闻英语作文Title: The Role of Law in Shaping Society: A Review of Recent Legal News。
Introduction:In recent times, the intersection of law and society has become increasingly prominent, with legal developments often influencing societal norms and values. This essay delves into several recent news events that highlight the profound impact of law on various aspects of our lives.1. Landmark Supreme Court Decision on Civil Rights:One of the most significant legal developments in recent months was the Supreme Court's ruling on a landmark civil rights case. In a narrow 5-4 decision, the Court upheld the constitutionality of a key provision of theCivil Rights Act, reaffirming the protection of individuals from discrimination based on gender identity and sexualorientation. This ruling represents a significant victory for LGBTQ+ rights and underscores the crucial role of the judiciary in safeguarding civil liberties.2. Legislative Reform on Environmental Protection:In response to growing concerns about climate change and environmental degradation, lawmakers recently passed sweeping legislation aimed at bolstering environmental protection measures. The new laws impose stricter regulations on carbon emissions, promote renewable energy sources, and allocate additional funding for conservation efforts. These legislative reforms signify a concerted effort to address pressing environmental challenges and underscore the importance of proactive legal interventions in safeguarding the planet for future generations.3. Corporate Accountability and Ethical Standards:Amidst mounting public scrutiny of corporate behavior, legal actions targeting corporate misconduct have gained traction in recent months. High-profile lawsuits allegingviolations of consumer rights, labor laws, and antitrust regulations have put corporate accountability and ethical standards under the spotlight. These legal proceedingsserve as a reminder that businesses must adhere to legaland ethical norms, and that the law plays a crucial role in holding corporate entities accountable for their actions.4. Immigration Policy and Human Rights:Debates surrounding immigration policy and human rights have intensified in the wake of escalating global migration crises. Recent legal battles over the implementation of immigration restrictions and the treatment of asylumseekers have underscored the complex interplay between national security interests and humanitarian considerations. These legal disputes highlight the need for a balanced approach to immigration reform that upholds both the ruleof law and fundamental human rights principles.5. Technology and Privacy Rights:As advancements in technology continue to outpaceregulatory frameworks, legal debates surrounding privacy rights in the digital age have come to the fore. Recentcourt cases involving data breaches, online surveillance, and the use of facial recognition technology have raised fundamental questions about the extent of individualprivacy protections in an increasingly interconnected world. These legal challenges underscore the pressing need for comprehensive privacy legislation that adapts to evolving technological realities while safeguarding individual liberties.Conclusion:In conclusion, the aforementioned legal news eventsoffer a glimpse into the multifaceted role of law inshaping contemporary society. From upholding civil rights and environmental protection to ensuring corporate accountability and safeguarding privacy rights, the law serves as a critical tool for promoting justice, equality, and the common good. As we navigate the complex challengesof the 21st century, it is imperative that we recognize thepivotal role of legal institutions in fostering a just and equitable society for all.。
.Copyright and Multimedia Products剑桥大学法律法学Cambridge University Press2Audiovisual works 151It has to be concluded from the above analysis that the category ofaudiovisual works has certain attractions when the classif i cation of mul-timedia works is undertaken. It is equally clear though that multimediaproducts do not f i t in well and that their classif i cation as audiovisualworks is problematic and has serious drawbacks. They are certainly notthe most obvious and straightforward examples of audiovisual works. 160160It is also interesting to note that both in the UK and in Australia, it is the literal re-production of a f i lm that is prohibited and not the copying of the audiovisual workembodied in the recording. This means that if a multimedia work qualif i es as a f i lm itwill only be afforded thin protection since infringement will only occur if the actualrecording, and not substantial parts of the underlying work, is copied. See, for exam-ple, Norowzian v. Arks Ltd, The Times, 14 November 1999 and 143 Solicitors JournalLawbrief 279 (United Kingdom); Telmak Teleproducts Australia Pty v. Bond InternationalPty Ltd [1985] 5 IPR 203 and [1986] 6 IPR 97 (Australia); and, in relation to soundrecordings, CBS Records Australia Ltd v. Telmak Teleproducts (Aust.) Pty Ltd, [1987]9 IPR 440 (Australia). See also I. Stamatoudi, Joy for the claimant: can a f i lm alsobe protected as a dramatic work? [2000] IPQ 117. As Aplin, Not in our galaxy, men-tions at 638, where multimedia is concerned, this recording or embodiment will beeither the program code or digital code (data) or both. Provided the code or the actualimages produced from the code are not copied, there is nothing to prevent a competitorfrom imitating the user interface (both visual and non-visual) of a multimedia product,in terms of any f i lm copyright. If this is the case, then it is questionable how effectiveand worthwhile this solution is for better protecting multimedia, especially given howcrucial the user interface is to interactivity.7 Computer programs7.1 A MULTIMEDIA WORK AS A COMPUTER PROG....。
电子书流行的英文作文Title: The Popularity of E-books。
In recent years, electronic books, commonly known as e-books, have gained immense popularity worldwide. This trend has sparked discussions regarding the factors contributingto their widespread adoption and the implications of this shift in reading habits. In this essay, we will explore the reasons behind the rise of e-books and examine their impact on the literary landscape.One of the primary drivers of the popularity of e-books is their convenience and accessibility. Unlike traditional printed books, which require physical storage space and can be cumbersome to carry around, e-books can be stored and accessed on electronic devices such as smartphones, tablets, and e-readers. This means that readers can carry an entire library with them wherever they go, allowing for greater flexibility and convenience in reading habits.Moreover, the digital nature of e-books enables instantaneous access to a vast array of titles. With just a few clicks or taps, readers can purchase and download e-books from online stores, eliminating the need to visit physical bookstores or wait for shipping. Thisinstantaneous access appeals to the fast-paced lifestylesof modern readers who seek immediate gratification.Additionally, e-books often offer features that enhance the reading experience. Many e-reader devices allow readers to customize font sizes, adjust lighting settings, and bookmark pages, catering to individual preferences and improving readability. Furthermore, e-books may include multimedia elements such as audio narration, video clips, and interactive graphics, providing a dynamic and engaging reading experience that goes beyond the printed page.Another significant factor contributing to thepopularity of e-books is their environmental sustainability. Unlike printed books, which require paper, ink, and other finite resources for production, e-books are purely digital and do not contribute to deforestation or waste. Asconcerns about environmental conservation grow, many readers are turning to e-books as a more eco-friendly alternative to traditional printed books.Furthermore, the affordability of e-books makes them an attractive option for budget-conscious readers. E-books often cost less than their printed counterparts, as publishers can save on printing, distribution, and storage expenses. This lower price point democratizes access to literature, making books more accessible to a broader audience, including students, avid readers, and individuals in developing countries with limited access to physical bookstores.The rise of e-books has also transformed the publishing industry and opened up new opportunities for authors and independent publishers. With the advent of self-publishing platforms and online marketplaces, authors can now bypass traditional publishing channels and bring their work directly to readers. This democratization of publishing has empowered aspiring writers to share their stories and ideas with the world, leading to a more diverse and inclusiveliterary landscape.Despite their numerous advantages, e-books also pose challenges and raise questions about the future of reading culture. Some critics argue that the proliferation ofdigital content may lead to a decline in deep reading and critical thinking skills, as the constant distractions of electronic devices can interfere with concentration and comprehension. Additionally, concerns about data privacyand digital rights management have raised ethical and legal issues surrounding the ownership and distribution of e-books.In conclusion, the popularity of e-books can be attributed to their convenience, accessibility, affordability, and environmental sustainability. While e-books offer numerous benefits and opportunities for readers, authors, and publishers alike, they also pose challengesand uncertainties for the future of literature and reading culture. As technology continues to evolve and shape theway we consume and interact with content, it is essentialto consider the implications of these changes and strive tofoster a culture of reading that embraces both digital and traditional formats.。
media ethics 作文Title: The Importance of Media Ethics in the Digital AgeIn the modern era, media has become an integral part of our lives, shaping our perspectives, influencing our decisions, and often defining our reality. With the widespread use of the internet and social media, the reach and impact of media have multiplied exponentially. However, this expansion has also led to an increase in ethical challenges faced by the media industry. Therefore, the importance of media ethics cannot be overstated.Media ethics refers to the principles and standards that guide media professionals in their work. These ethics ensure that media content is accurate, fair, and respects the rights and dignity of all individuals and groups. In a world where information is constantly flowing and often manipulated, media ethics provide a compass for media professionals to navigate the complexities of their field.One crucial aspect of media ethics is the principle of truth and accuracy. Media professionals are obligated to provide information that is factually correct and backed by reliable sources. This ensures that the public is informed with accurate knowledge and can make informed decisions. Any deviation from this principle can lead to misinformation and the spread of false narratives, which can have detrimental effects on society.Fairness and impartiality are also fundamental principles of media ethics. Media professionals should strive to present diverse perspectives and viewpoints, ensuring that no single narrative dominates the public discourse. Bias and prejudice should be avoided, and media content should reflect the diversity and complexity of society. This promotes a more inclusive and understanding society, where different voices are heard and respected.Moreover, media ethics It emphasizes the importance of respecting individual privacy and rights. When reporting on individuals or sensitive events, the media should abide by privacy laws and ethical norms to avoid infringing on others' privacy and dignity. Individual privacy and rights should be respected and protected, andshould not be sacrificed for the media's pursuit of sensationalism or clickbait.In addition, the media also bears social responsibilities and should actively participate in public welfare causes, disseminate positive energy, and promote social progress. The media can contribute to social development and progress by reporting on social issues, advocating fairness and justice, promoting scientific and cultural knowledge, and other means.However, in reality, challenges to media ethics still exist. Some media outlets often ignore ethical principles and publish inaccurate, unfair, or biased content in pursuit of commercial interests or to attract attention. Such behavior not only undermines the credibility of the media but also has a negative impact on society.Therefore, it is particularly important to strengthen media ethics education, improve relevant laws and regulations, and establish effective oversight mechanisms. Through these efforts, we can promote the healthy development of the media industry, enhance the ethical literacy of media professionals, and ensure that the media plays an active role in disseminating information, guiding public opinion, and serving society.In conclusion, media ethics is of great significance in the digital age. It is not only the professional ethics of media professionals but also a key factor in maintaining social justice and promoting harmonious development. We should attach importance to and strengthen the construction of media ethics, making the media an important force for promoting social progress.。
Legal and Ethical Issues in Multimedia:A Technical PerspectiveLeone WoodcockSchool of Multimedia and Information TechnologySouthern Cross University, AUSTRALIAlwoodcoc@.auAbstractIn the multimedia environment, where there is a perception that softwareand intellectual property is free, protection of these assets is a difficulttask. Materials produced for on-line learning, multimedia developmentsand web sites are at the mercy of hackers and other inquisitive computerusers. The technological challenge to protect these assets from theft,manipulation and illegal copying is a never-ending battle. Educators playa major role in this protection by informing, discussing and encouragingstudents to think about these issues from an ethical viewpoint. From atechnical standpoint, there is a continual need to search for methods tolimit the chance of computer copyright violation, media theft and computersecurity breaches, especially in an educational facility.KeywordsCopyright, Education, Ethics, Law, TechnicalIntroductionAs education is embraced on the World Wide Web with more courses going on-line, educators need to give a thought to the current attitudes of computer users. The mass of information available on the web and the ease of access to this information has led to a new breed of computer user.McCalman describes the feelings of authors when contemplating electronic publications. 'Why bother to create something if it is to be stolen? ... Why bother if I can't own my own words and have that recognised throughout the world as my original creation? ... Electronic texts can be used in secret by people thousands of kilometres away from their source. Even worse, they can be entered and altered, sabotaged and filched, so that no one may ever know it happened and how.' (McCalman 1995, quoted in Weckert and Adeney 1997 p.57).~ 1 ~The current paper describes some ethical and security issues that are faced by educators and technical staff in an education environment. It presents legal and ethical perceptions of students with regard to copyright issues. This will then be followed by a discussion of technical security safeguards that can be put in place to decrease security problems.The Law and Intellectual PropertyIntellectual property is described by Webber (2000 p.21) as a collective set of exclusive rights which creators can obtain for their works, provided by patents, trade marks, designs, and copyright. Copyright laws (the Copyright Act 1968 (Cth)) cover most intellectual property and software ownership issues, but they are not very effective when applied to groups of computing students. When financial harm is caused to the owner of software, images, electronic works, it is clear why copying this work is “wrong”. When subtle alterations are made to images, or portions of works are copied then manipulated, so that it is not easy to recognise the original work, it is more difficult to assess the "wrong". If a change is made to an image that was digitised from a photograph or a picture drawn by someone else, whose property is the new image? (Weckert & Adeney, 1997 p.63). Technically there is little that one can do to protect the intellectual property attached to an original picture, image or work, other than place the owner's name and date on the work.The Copyright Act 1968 (Cth) protects original expression from unauthorised reproduction or adaptation. The introduction of the Copyright Amendment Act 1984(Cth) ensured that full protection for computer programs as literary works was provided (Webber 2000 p.22). Unfortunately the protection of computer programs is not the only issue with on-line education. One major current source of piracy involves web sites, which specialise in illegal copies of software. It is estimated that there are 500,000 pages of illegal software on the web (Young 2000). The Business Software Association of Australia (BSAA) estimates lost sales to the Australian software industry amounts to $280 million each year (Young 2000). Lost sales for local retailers may amount to the same amount again.Ethics in the CurriculaMany researchers and educators agree that ethics should be integrated into computer courses instead of being attained, through haphazard experience, slowly and inefficiently on the job (Burmeister & Simpson 1999; Gotterbarn 1998; Johnson 1984; Maner 1978; Staehr 1999; Weizenbaum 1976). Grodzinsky & Schulze (1996) found that subject modules on software ownership, hacking, abuse, and security can be introduced in introductory computer courses. As student sophistication develops, natural integration of other ethical topics can be made into more advanced subjects. In her study, Athey (1994) signals to educators that students do not agree about right and wrong behaviour, and agrees that ethics needs to be discussed and debated in the classroom.In an on-line education situation, the inclusion of a computer policy that covers acceptable use guidelines is a simple addition to a web-site. On-line discussion / chat groups guided by educators are eminently suited to the provision of various scenarios about security, copyright and ethics. Scenarios about the ethics of manipulating images, breaking into computer systems, copying software for various purposes and copying images and other intellectual property abound in literature (DeJoie et al. 1991; Parker et al.1990; Weckert & Adeney 1997). Short videos or animations, including hypotheticals of ethical and professional behaviour, can be created as an assessment item, then re-used with student permission for further discussion.Educators and technical administrators have a moral responsibility to encourage students to clarify their understanding of the law and form ethical viewpoints before they enter the workforce. Although employers may have computer ethics policies in place, it is desirable for new computing professionals to have strong ethics and legal training as a precursor.Student Perceptions of Ethics and the LawAn unpublished study, which gathered data on student perceptions of legal and ethical actions, was conducted by the author in 1998. The survey, completed by 417 students, contained questions about copyright issues including the legality of copying commercial software and ethical perceptions of that action. The students were also asked questions about intellectual property issues including copying information from the internet or from other sources without giving recognition. Results of the responses to the research questions, are shown in Tables 1, 2, 3 and 4.The students surveyed were from senior high schools (82 students), TAFE (162) and Universities (173) that were geographically situated in North Eastern Australia (Mackay Queensland in the north, to Sydney NSW in the south). All students were studying computing as a major part of their program. Table 1 shows student responses by course to the legality of copying software.Table 1: Copy Software for educational use by Course Students were asked to indicate whether they believe an activity to be legal or illegal (Table 1 & 2). In another section of the questionnaire they were asked to indicate their ethical perception of the activity (Tables 2, 3 & 4). The following activities were listed:•Copy commercial software instead of buying it, thenuse it for educational purposes.•Use information from the internet without givingrecognition.•Use information from another source without givingrecognition.There is no significant difference between legal perceptions of students in different sectors (shown in Table 1), although the figures show that high school students are slightly less aware of the legality of copying softwarefor educational use.Table 2: Legal perception vs Ethical perception - Copy software foreducational useOf the total (417) students surveyed, 88 (21.1%) perceived that copying software for educational use was legal, despite the existence of the Copyright Act 1968 (Cth) and the Copyright Amendment Act 1984 (Cth). Even more disturbing is that 27 of those students felt that it was also ethical or highly ethical to use the software for educational purposes. Responses in Table 2 show that a total of 139 students (33.3%) do not perceive that copying, then using software for education purposes, is illegal. This provides a strong case for further education on aspects of copyright laws. Further evidence of this is apparent in Tables 3 and 4. Table 2 also highlights a strange phenomenon where a number of students (42 students – 15%) that they believe that copying software is illegal but also percieve that the activity is either ethical or highly ethical. Forcht (cited in DeJoie et al, 1991 p.58) notes this same behaviour and likens the situation to ‘not fully divulging information for income tax purposes – in some people’s minds, they tend to rationalize that “everyone does it”, thus absolving themselves of personal guilt’.Table 3: Legal vs Ethical - Use information from the Internet with givingrecognitionStudent perceptions of the legality of copying information from the internet without giving recognition (shown in table 3), can be compared with Table 4 which shows student perceptions of copying information from other sources without giving recognition. Table 4 shows that 74.6% of students perceive copying from other sources as illegal, but only 63.7% perceive copying from the internet (Table 3) as illegal with the remainder of students perceiving that it is either legal or being unsure of the legality of the action.Table 4: Legal vs Ethical - Use information from another source withoutgiving recognitionIt can be seen, when comparing Table 3 and Table 4 that the surveyed students do not have as much respect for information that is stored on theinternet. Perhaps ownership of information, which is displayed on the internet and other digital media, is not stated as strongly as that in books and journals.Other studies have shown similar results to the figures presented in Tables 1 to 4. Athey (1994) found that university students had very poor attitudes toward software copying. Cohen & Cornwell (1989) showed that a significant proportion of university students believed that it was acceptable to pirate software. The results of the study by Chaney & Simon (1994) showed ‘only 33% of students surveyed recognized that making copies of business software for personal use is unethical’. They suggested that ‘students might benefit from planned instruction related to ethical computer practices’.Technical SafeguardsThere are few methods available to technical staff at educational institutions to reduce the incidence of copyright breaches by staff and students. One of the major tools is the availability of a computer usage policy for all members of the organisation. All new staff and students should be introduced to the policy to inform them about acceptable use of computers in the organisation, and the measures that can be taken by technical staff to ensure adherence to the usage rules. When a computer usage policy is in place, from a technical perspective, there are then a number of avenues that allow enforcement of the policy.On initial contact, computer users are given an orientation on use of the computer system. The orientation can apply equally to staff and students. It introduces the user to the login procedure, storage facilities, space limitations, and acceptable usage rules of the organisation. Computer users are familiarised with programs that are used by system administrators to check workstation activity from time-to-time. They are also advised that random file scanning will occur regularly.A number of software applications allow a system administrator to control security issues on networks. As stated previously it is impossible, from a technical computer aspect, to control the copying and/or manipulation of intellectual property such as literature, images, or even look-and-feel. It is however possible to reduce the incidence of copying of licensed software and to protect students’ intellectual property.The use of a secure network operating system, such as Novell® Netware Operating System or Microsoft® Windows NT®, or security software for Macintosh computers, such as Mac Administrator, allow system administrators to protect software and data, by denying access to computer users. Parts of programs can be hidden from view, to prevent the unauthorised copying of installed software applications. Software which is installed on network servers can be protected by a facility that allows the software to be tagged “copy inhibit”.Use of “user groups” in Windows NT®allows control of various in-built utility programs within the operating system. System administrators can restrict use of tools such as the registry editor, to prevent students from over-riding or disabling security software.Workstation viewing applications, such as VNC (Virtual Network Computing) can be used by system administrators to deter students from performing actions that do not conform with the computer usage policy. Remembering that students are informed about observation by computing staff when first introduced to their studies, students who are suspected of inappropriate computer usage, may have their workstation screen viewed remotely. If a student is found to be using the computer inappropriately, action can be taken ranging from, a simple movement of their mouse pointer by the administrator, to the disabling of their computer account. User storage space restrictions are imposed for various reasons. Server hard disk space is the primary reason for limitations, but an underlying motive is to restrict space for the storage of illegally down-loaded or copied software. The computer usage policy states that “the storage or use of non-educational software is not permitted”, therefore random file searches in data storage areas, using *.exe or *.img for example, are carried out periodically. *.exe will produce a list of executable programs which may or may not be educational. *.img or *.jpg produces a list of images that can be randomly viewed for inappropriate content.Finally, where there are no intellectual property issues, students are provided with a common storage area, to enable them to share and swap files and data. For assignment work, where an element of intellectual property exists, a separate secure storage area is provided. Files can be written by all students, but cannot be viewed, altered or deleted by students once data is placed in this area.ConclusionLegal and ethical issues in computing are proliferating, especially in the context of the internet. With the number of new computer users increasing daily, it is difficult to inform the general computer user population of copyright issues. It is vital that all educators realise the pervasiveness of computing and take steps to provide acceptable use guidelines for all students in all disciplines, as it is clear, from a technical standpoint, that there is currently little that can be done to protect intellectual property.It has been shown that the majority of students, in this study, are aware of copyright issues and they perceive relationships between illegal and unethical issues. There is concern for the remaining 33% of students who are unsure of their legal and ethical responsibilities. Therefore educational institutions face a huge challenge to find ways to protect intellectual property contained in on-line materials, multimedia developments and web sites.It has been argued that educators and administrators have a moral responsibility to encourage students to think about their legal and ethical obligations to prepare them for employment as computing professionals. ReferencesAthey, Susan. 1994. What Do U.S. University Students Regard as Acceptable Behaviour in the Context of Computing? Fifth Australian Conference on Information Systems. Monash University, Melbourne. Burmeister, Oliver K. and Simpson, Christopher R. 1999. Integrating Ethics into the IT Curriculum: Experiences with a partly onlinedatabase course. Australian Institute of Computer Ethics. AICEC99 proceedings, Melbourne, Australia. 101-112.Chaney, Lillian H. and Simon, Judith C. 1994. Strategies for Teaching Computer Ethics. Journal of Computer Information Systems. Fall 1994. Australian Government Publishing Service. 1992. The Copyright Act 1968 (Cth).Australian Government Publishing Service. 1992. The Copyright Amendment Act 1984 (Cth).Cohen, Eli and Cornwell, Larry. 1989. A Question of Ethics: Developing Information System Ethics. Journal of Business Ethics, 8. 431-437. DeJoie R. Fowler G. & Paradice D. 1991. Ethical Issues in Information Systems. Boyd & Fraser. Boston.Forcht, Karen. 1991. Assessing the Ethical Standards and Policies in Computer-Based Environments. In Dejoie, Fowler and Paradice (ed.) A Question of Ethics: Developing Information System Ethics.Boyd & Fraser, Boston.Gotterbarn, Donald. 1998. Computer Ethics Activities for Use in Introductory Computer Courses. AICE Seminar Series, Australian Institute of Computer Ethics, Melbourne, February. Grodzinsky, F.S. & Schulze, K.G. 1996. Integrating Ethics into the Computer Science Curriculum. Journal of Small College Computing, April.Johnson, D.W. 1984. Computer Ethics: A Guide for the New Age. The Brethren Press, Elgin.Maner, Walter. 1978. Start Kit on Teaching Computer Ethics. On-line:. [30 July, 1999].McCalman, Janet. 1995. Copyright and scholarship: Why it matters for academics. Unpublished paper, Melbourne.Parker Donn B., Swope, Susan & Baker Bruce N. 1990. Ethical Conflicts in Information and Computer Science, Technology and Business. QED Information Sciences, Inc., Wellesley.Staehr, Lorraine J. 1999. Teaching Ethics to Computing Students.Australian Institute of Computer Ethics. AICEC99 proceedings.Melbourne, Australia. 345-355.Webber, D.B. 2000. Intellectual property in internet software. Going digital 2000: legal issues for e-commerce, software and the internet. 2nd ed. Prospect Media Pty Ltd., St.Leonards. 21-36.Weckert, John and Adeney, Douglas. 1997. Computer and Information Ethics. Greenwood Press, Westport, Connecticut.Wiezenbaum, J. 1976. Computer Power and Human Reason: From Judgement to Calculation. CA. Freeman, San Francisco.Young, Victoria. 2000. Superhighway robbery. On-line:http:\\[30 July 2000].Copyright © 2000 Leone WoodcockThe author(s) assign to ASCILITE and educational non-profit institutions a non-exclusive licence to use this document for personal use and in courses of instruction provided that the article is used in full and this copyright statement is reproduced. The author(s) also grant a non-exclusive licence to ASCILITE to publish this document in full on the World Wide Web (prime sites and mirrors) and in printed form within the ASCILITE 2000 conference proceedings. Any other usage is prohibited without the express permission of the author(s).。
