The ethics pyramid: Making ethics unavoidable in the public relations process

To move from the realm of good intent to verifiable practice, ethics needs to be approached in the same way as any other desired outcome of the public relations process: that is, operationalized and evaluated at each stage of a public relations campaign. A pyramid model—the "ethics pyramid" —is useful for incorporating ethical reflection and evaluation processes into the standard structure of a typical public relations plan. Practitioners can use it to integrate and manage ethical intent, means, and ends, by setting ethics objectives, considering the ethics of each campaign tactic, and reporting whether ethical outcomes have been attained.

A self-categorization explanation for the third-person effect

Three studies tested a self-categorization theory explanation for the third-person effect. In Study 1 (N = 49) undergraduate students judged the influence of the National Enquirer, Wall Street Journal, and TV show Friends on themselves, relative to low- and high-status outgroup members, and other undergraduate students. The profile of first- and third-person perceptions was largely consistent with predictions, and the size of the third-person effect decreased as perceived similarity to target others increased-but only for media that were normative for comparison others. Study 2 (N = 49) provided evidence for this process with different media and showed that the profile of first- and third-person perceptions matched closely with perceived norms of media consumption-but not the social desirability of those media. Study 3 (N = 64) showed that the third-person effect for the same media and target other shifts with the frame of reference in which the judgment is made. Taken together, the findings are consistent with self-categorization theory and difficult to reconcile with other explanations.

The Opinion Editorial: teaching physiology outside the box

Improving the public understanding of science is an important challenge for the future professional scientists who are our current undergraduates. In this paper, we present a conceptual model that explores the role of mass media as community gatekeepers of new scientific findings. This model frames the benefits for undergraduate science students to learn about media genres so that they can learn to communicate science more effectively to nonprofessional audiences. Informed by this Media Role model, we then detail a novel writing task for undergraduate physiology students, the Opinion Editorial (Op-Ed), and an accompanying Peer Review. The Op-Ed genre was directly taught to the students by a professional journalist. As an assessment task, students presented a recent, highly technical paper as an Op-Ed. This was assessed by both faculty members and peers using a detailed assessment rubric. Most students were able to replicate the features of Op-Eds and attained high grades on their writing tasks. Survey data from final-year physiology students (n = 230) were collected before and after the implementation of the Op-Ed/Peer Review. These indicated that most students were aware of the importance of scientists to effectively communicate their knowledge to nonprofessional audiences, that the Op-Ed writing task was challenging, and that they believed that their ability to write to nonprofessional audiences was improved after explicit teaching and feedback.