Parawary Situmeang (16810021)

Ignasia Samosir (16810009)

1. News shape way we see the world. Is the story of journalists who construct and maintain
our shared realitie.
 Through discussing the text of journalism we come to understand and construct as
subjects within local, national land, sempit, global context.
 Journalism is intentionally tied to democracy. The understanding of contemporary
culture is a key role in shaping our identity as citizenship.
 To understanding contemporary culture.

2. Sourcing Quotes
 Taking the exact words from an original source which has the most effective means of
communicating the point you want to make
 Reflection Reality , Journalism must have accuray of images and stories which reflecr
reality
 Attribution : Accuracy means proper attribution to the source of material that is not
ours, whether in a story, a photograph or moving images because the customers and
public rely on us to be honest about where material has originated.
 Graphic Images and Obsencinities : A journalist witness and record scenes of a violent
or sexually graphic nature and journalist have an obligation to convey the reality of
what they report accurately, yet a duty to be aware that such material can cause distress,
damage the dignity of the individuals corcerned or even in some cases so overpower
the viewer or reader that a rational understanding of the facts is impaired. Therefore a
journalist can not publish graphic images and details or obsence language gratuitously
or with an intention to titillate or to shock. There must be a valid news reason for
running such material and it will usually require a decision by a senior editor.

3. Because a news must be real in accordance with the facts. t is crucial to our ability to
report on companies, institutions and individuals in the financial markets, many of
 whom are also our customers, without regard for anything other than accuracy, balance
and the truth.

4. 4. Integrity requires us to adhere to the highest ethical standards of our profession and
to the values enshrined in the Reuters Trust Principles. All employees have a
responsibility to ensure that the reputation of Reuters retains its high standing with
whomever we come into contact. As a member of the Reuters team, you are expected
to accept certain responsibilities, adhere to acceptable professional standards in matters
of personal conduct and exhibit a high degree of personal integrity at all times. When
operating outside of your home country, you must also have due regard for all relevant
local legislation and regulations and act with appropriate respect for local culture and
custom.

5. . Printed newspapers first appeared in Europe at the beginning of the seventeenth

century. The first printed newspapers were published weekly in Germany from 1609.

6. journalism is seen as something to learn on the job rather than to train for by way of
preparation. Both quotes indicate a disdain for university education*for
intellectualising the profession*and lend support for a more practical apprenticeship
system. To many journalists, then, understanding journalism is best achieved ‘‘on the
beat’’*well away from the ‘‘talentless individuals’’ who teach in so many media studies
classrooms.

7. Academics think about unique and interesting events around them and raise them to
become news. The news can help other to fulfill knowledge. Although journalism has
been around for as long as publics have needed mediated information about the larger
world, journalism itself has experienced an uneven and spotty existence with the world.

8. 8. We study about media education forms a set of discourses that are ‘made up’ in part
through statements and debates, circulating through professional and academic
 journals, books, curriculum documents, courses, workshops, conferences, web-sites,
electronic communication and so on. Competing claims are made to establish what
counts as media education and to assert what good media pedagogy should do and be.
I then ask what teachers make of such claims and how – and whether – they are
influenced by them. The first part of the paper traces some features of media education
discourses over the past thirty-plus years, while the second reports on group interviews
with teachers. I show that teachers do not passively adopt or adapt to notions of media
education that circulate in formal discourse. Rather, they actively constitute notions of
media, youth, earning and pedagogy through their practices and through their
conversations about their work with students. The paper concludes with a speculation
that the media education classroom may be a particularly fertile site for the production
of neo- liberal subjects.
9. Individuals who sign petitions or join demon strations may be used to damage our
reputation or restrict our newsgathering operations. In other countries, individuals who
contribute to political campaign funds have their names on the public record. Again,
such evidence may be used by those who want to be undermine, the name of the staff
or our profession. A policy designed to protect our standing as a news service free from
bias cannot be policed.
10. 10. Journalist have faced new challenges from the blogosphere and other venues, which
have made the very accomplishment of newswork tenuous. How journalists cover the
news has faded in importance alongside the fact of coverage. Alternative sites like late
night television comedy, blogs and online sites like Global Voices have taken the lead
in gatekeeping, with jour- nalism “becoming a smaller part of people’s information
mix” (State of the News Media, 2007). In that regard, people watching sites like
Comedy Central’s The Daily Show have been thought to be better informed about
public events than those who watched mainstream news.