Tag: Resource

  • Day 100! Abridging the First Amendment: Zick releases major resource report on Trump’s executive orders — First Amendment News 468 

    Day 100! Abridging the First Amendment: Zick releases major resource report on Trump’s executive orders — First Amendment News 468 

    “Under my watch, the partisan weaponization of the Department of Justice will end. America must have one tier of justice for all.” — Pamela Bondi (confirmation hearing for U.S. attorney general, Jan. 15, 2025)

    “After years and years of illegal and unconstitutional federal efforts to restrict free expression, I will also sign an executive order to immediately stop all government censorship and bring back free speech to America.” — Donald J. Trump (Jan. 20, 2025, inaugural address)

    “Government censorship of speech is intolerable in a free society.” — Donald J. Trump (Jan. 20, 2025, executive order)

    So many lies, so many orders, so much suppression. The “flood” of free expression abridgments continues to be dizzying and depressing. 

    Unprecedented! That is the word for this new form of silencing that is spreading like a deadly cancer.

    The rules of the past cease to be honored. Retribution has replaced righteousness. Fear triumphs over courage. A one-party-led Congress has abdicated its authority. Judicial review is derided. And our system of justice as constituted is unable to adequately address the wrongs perpetuated by an authoritarian figure aided by his confederates. A blitzkrieg takeover of the federal government seeks to vest unchecked power in the Executive while normalizing suppression on the vile pretense of advancing free speech and equality — a page right out of Orwell’s “1984.”

    In some respects, we are witnessing what constitutes a threat perhaps as great as the Sedition Act of 1798, the Civil War actions taken by Lincoln, and the World War I, Cold War, and Vietnam War abridgments of free speech. Nonetheless, the number and frequency of such abridgments make it difficult to comprehend the cumulative gravity of this threat to our First Amendment freedoms.

    Within the Trump administration’s first 100 days, the government has ushered in a new era of direct and indirect suppression of speech. Meanwhile, cases are being litigated, individuals and institutions are being silenced, books banned, “settlements” coerced, scientific research squelched, history erased, while lower court rulings struggle to be relevant. And all of this, in its many forms, has occurred in the absence of any near-final resolution by the Supreme Court, as if that too might be slighted someday soon.

    We are beyond any “there are evils on both sides” mentality, much as we were beyond it in 1798. Recall that while John Adams, the lawyer, championed free speech in his writings, he later backed the Alien and Sedition Acts as “the Federalist” president. 

    Calling out tyranny is not partisan; it is American! And yet, many are relatively detached, silent, and clueless.

    Trump’s “flood the zone” tactics have taxed the American mind to such an extent that few can barely, if at all, remember yesterday’s free speech abridgments let alone those of last week or last month. The result: who remembers all of the trees leveled not to mention any big picture of the forest devastated in the process? What to do?

    Enter “First Amendment Watch” and the Zick Resource Report 

    Thanks to Professor Stephen Solomon and Susanna Granieri over at First Amendment Watch (FAW), there is a meaningful way to begin to get a conceptual hold on what has occurred within the first 100 days of the Trump administration and its attacks on free speech.

    Happily, FAW today released what is surely the most important First Amendment resource documenting the numerous First Amendment abridgments committed by the Trump administration within its first 100 days. This invaluable resource was prepared by Professor Timothy Zick

    Professor Timothy Zick

    Though the full resource repository is available over at FAW, its table of contents is reproduced below:

    Introduction by Timothy Zick

    I. First Amendment-Related Executive Orders and Memoranda 

    A. Freedom of Speech and Censorship
    B. Foreign Terrorism and National Security
    C. Law Firms
    D. Retribution Against Former Government Officials
    E. Diversity, Equity, and Inclusion
    F. Gender and Gender Identity
    G. K-12 Education
    H. Museums, Libraries, and Public Broadcasting
    I. Political Donations
    J. University Accreditors 

    II. First Amendment-Related Litigation

    A. Lawsuits Challenging Executive Orders, Guidance, and Policies

    1. Diversity, Equity and Inclusion
    2. Immigration 
    3. Educational Funding
    4. Law Firms
    5. Gender and Gender Identity
    6. Data and Scientific Inquiry
    7. Libraries and Museums
    8. Public Broadcasting

    B. Retaliatory Dismissal and Other Employment Lawsuits
    C. Lawsuits Filed by Media and Journalists
    D. Defamation and Other Civil Lawsuits Filed By Donald Trump

    III. Commentary and Analysis

    A. Actions Against the Press and Journalists
    B. Defamation and Other Civil Lawsuits
    C. Broadcast Media
    D. Social Media
    E. Education 

    1. DEI Programming and Initiatives
    2. Antisemitism Investigations and Demands
    3. Academic Freedom
    4. K-12 Curriculum

    F. Immigration Enforcement 

    1. International Students
    2. Foreign Scholars
    3. Immigration Activism

    G. Public Employees
    H. Private Sector

    1. Law Firms
    2. Individual Critics and Enemies

    I. Transparency, Data, and Information

    1. Data, Information, and Scientific Research
    2. Museums and Libraries
    3. Public Broadcasting
    4. Misinformation and Disinformation
    5. “DOGE” and Transparency

    J. Grants and Funding
    K. Protests and Demonstrations

    1. Campus Protests
    2. Public Protests

    L. Governmental Orthodoxy

    1. Race and DEI
    2. Gender and Gender Identity
    3. History and Patriotism

    M. Retribution and Chilling Speech
    N. Investigations
    O. The Bigger Picture
    P. Tracking All Trump 2.0 Lawsuit

    Related


    Coming Next Week

    The next installment of Professor Timothy Zick’s ongoing posts is titled
    “Executive Orders and Official Orthodoxies.”


    Justice Department to go after reporters’ records in government leak cases

    Senate Judiciary Committee considers the nomination of Pamela Bondi for Attorney General

    Senate Judiciary Committee considers the nomination of Pamela Bondi for Attorney General on Jan. 15, 2025. (Maxim Elramsisy / Shutterstock.com)

    The Justice Department is cracking down on leaks of information to the news media, with Attorney General Pam Bondi saying prosecutors will once again have authority to use subpoenas, court orders and search warrants to hunt for government officials who make “unauthorized disclosures” to journalists.

    New regulations announced by Bondi in a memo to the staff obtained by The Associated Press on Friday rescind a Biden administration policy that protected journalists from having their phone records secretly seized during leak investigations — a practice long decried by news organizations and press freedom groups.

    The new regulations assert that news organizations must respond to subpoenas “when authorized at the appropriate level of the Department of Justice” and also allow for prosecutors to use court orders and search warrants to “compel production of information and testimony by and relating to the news media.”

    The memo says members of the press are “presumptively entitled to advance notice of such investigative activities,” and subpoenas are to be “narrowly drawn.” Warrants must also include “protocols designed to limit the scope of intrusion into potentially protected materials or newsgathering activities,” the memo states.

    Former FCC Chairs attack FCC’s attack on First Amendment principles

    Mobile phone with seal of US agency Federal Communications Commission FCC on screen in front of web page

    (T. Schneider / Shutterstock.com)

    As former chairmen of the Federal Communications Commission (FCC) — one appointed by a Democrat, the other by a Republican — we have seen firsthand how the agency operates when it is guided by its mission to uphold the public interest. But in just over two months, President Donald Trump and his handpicked FCC Chair Brendan Carr have upended 90 years of precedent and congressional mandates to transform the agency into a blatantly partisan tool. Instead of acting as an independent regulator, the agency is being weaponized for political retribution under the guise of protecting the First Amendment.

    Their actions fall into two categories. First, the president used executive orders (EOs) to strip the agency of its independence, making it subservient to the White House. Second, the chairman has exploited the commission’s powers to undermine the very First Amendment rights it is supposed to uphold.

    Mchangama on the ‘New McCarthyism’

    Jacob Mchangama in 2024

    Jacob Mchangama

    Despite being Danish, I’ve always found America’s civil-libertarian free speech tradition more appealing than the Old World’s model, with its vague terms and conditions. For much of my career, I’ve been evangelizing a First Amendment approach to free speech to skeptical Europeans and doubtful Americans, who are often tempted by laws banning “hate speech,” “extremism,” and “disinformation.” That appreciation for the First Amendment is something I share with many foreigners — Germans, Iranians, Russians — who now call America home.

    [ . . . ]

    It’s now clear that the government is targeting noncitizens for ideas and speech protected by the First Amendment. The most worrying example (so far) is a Turkish student at Tufts University, apparently targeted for co-authoring a student op-ed calling for, among other things, Tufts to divest from companies with ties to Israel. One report estimates that nearly 300 students from universities across the country have had their visas revoked so far.

    Instead of correcting this overreach, the government has doubled down. U.S. Citizenship and Immigration Services recently announced that it would begin screening the social media posts of aliens “whose posts indicate support for antisemitic terrorism, antisemitic terrorist organizations, or other antisemitic activity.” Shortly after, the X account of USCIS posted about a “robust social media vetting program” and warned: “EVERYONE should be on notice. If you’re a guest in our country — act like it.” And four days later, White House homeland security adviser Stephen Miller promised to deport “anyone who preaches hate for America.” What that means is anybody’s guess — and seems to depend entirely on subjective assessments.

    [ . . . ]

    Had America been known for deporting, rather than welcoming, dissent, I would never have made it my home. That might not have been much of a loss. But consider this: 35 percent of U.S.-affiliated academic Nobel laureates are immigrants, and nearly half of all American unicorn startups have founders born outside the country. How many of these brilliant minds would have chosen the United States if they risked exile for crossing the speech red lines of the moment?

    As a European who owes my freedom in life thus far to the America that fought Nazism and defeated communism, I feel a responsibility to speak out when this country strays from its founding ideals. I came to America for its freedom, not just to enjoy it, but to defend it — even if that puts me at risk.

    Related

    New scholarly article on commencement speaker provocateurs

    This Article explores an untheorized area of First Amendment doctrine: students’ graduation speeches at public universities or private universities that embrace free speech principles, either by state statute, state constitutional law, or internal policy. Responding to recent graduation speech controversies, it develops a two-tier theory that reconciles a multiplicity of values, including students’ expressive interests, universities’ institutional interests in curating commencement ceremonies and preventing reputational damage, and the interests of captive audiences in avoiding speech they deem offensive or profane. 

    The Article challenges the prevailing view that university students’ graduation speeches implicate individual First Amendment rights. It develops a site-specific understanding of the ritualistic sociology of the university commencement speech, which the Article argues is firmly within the managerial purview of the university. But it also argues that heavy-handed administrative regulation of student graduation speeches has the potential to undermine the academic freedom of students and professors.

    Reflecting on the history of the university commencement speech in the American intellectual tradition, it urges university administrators to exercise their authority to regulate speeches through transparent standards, a longitudinal view, and collaborative negotiation with student speakers.

    It concludes by discussing the conceptual dangers of turning the First Amendment into a metonym for every instance of speech abridgment within a managerial sphere.

    ‘So to Speak’ podcast: Rabban and Chemerinsky on academic freedom


    Our guests today signed onto a statement by a group of 18 law professors who opposed the Trump administration’s funding threats at Columbia on free speech and academic freedom grounds.

    Since then, Northwestern, Cornell, Princeton, Harvard, and nearly 60 other colleges and universities are under investigation with their funding hanging in the balance, allegedly for violations of civil rights law.

    To help us understand the funding threats, Harvard’s recent lawsuit against the federal government, and where universities go from here are:

    • David Rabban — distinguished teaching professor at The University of Texas at Austin School of Law
    • Erwin Chemerinsky — distinguished professor of law and dean at UC Berkeley Law.

    More in the news

    2024-2025 SCOTUS term: Free expression and related cases

    Cases decided

    • Villarreal v. Alaniz (Petition granted. Judgment vacated and case remanded for further consideration in light of Gonzalez v. Trevino, 602 U. S. ___ (2024) (per curiam))
    • Murphy v. Schmitt (“The petition for a writ of certiorari is granted. The judgment is vacated, and the case is remanded to the United States Court of Appeals for the Eighth Circuit for further consideration in light of Gonzalez v. Trevino, 602 U. S. ___ (2024) (per curiam).”)
    • TikTok Inc. and ByteDance Ltd v. Garland (9-0: The challenged provisions of the Protecting Americans from Foreign Adversary Controlled Applications Act do not violate petitioners’ First Amendment rights.)

    Review granted

    Pending petitions

    Petitions denied

    Emergency Applications

    • Yost v. Ohio Attorney General (Kavanaugh, J., “IT IS ORDERED that the March 14, 2025 order of the United States District Court for the Southern District of Ohio, case No. 2:24-cv-1401, is hereby stayed pending further order of the undersigned or of the Court. It is further ordered that a response to the application be filed on or before Wednesday, April 16, 2025, by 5 p.m. (EDT).”)

    Free speech related

    • Mahmoud v. Taylor (argued April 22 / free exercise case: issue: Whether public schools burden parents’ religious exercise when they compel elementary school children to participate in instruction on gender and sexuality against their parents’ religious convictions and without notice or opportunity to opt out.)
    • Thompson v. United States (decided: 3-21-25/ 9-0 w special concurrences by Alito and Jackson) (interpretation of 18 U. S. C. §1014 re “false statements”)

    Last scheduled FAN

    FAN 467: “Thankfully: Larry David mocks Bill Maher

    This article is part of First Amendment News, an editorially independent publication edited by Ronald K. L. Collins and hosted by FIRE as part of our mission to educate the public about First Amendment issues. The opinions expressed are those of the article’s author(s) and may not reflect the opinions of FIRE or Mr. Collins.

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  • AI Literacy Resource for All – Sovorel

    AI Literacy Resource for All – Sovorel

    There is no longer any way to deny that AI Literacy is a must for all people. Regardless of whether you are a student, faculty, young, or old, all of us must continually develop our AI Literacy to effectively function and excel in our AI-infused world. The importance of everyone developing their AI Literacy has been expressed by virtually all nations and international organizations (UN, 2024; UN, 2024b). Additionally, many business organizations have expressed that in order to be competitive in the workforce, AI Literacy is now an imperative employment skill (Marr, 2024).

    The following Sovorel video and infographic (in addition to the above infographic) provide key components of AI Literacy and specifics regarding prompt engineering and using an advanced prompt formula:

    AI Literacy: Prompt Engineering, Advanced Prompt Formula Infographic (this infographic, the main AI Literacy infographic, and many more are also available within the infographics section: https://sovorelpublishing.com/index.php/infographics)

     

    References

    Cisco. (2024, July 31). AI and the workforce: Industry report calls for reskilling and upskilling as 92 percent of technology roles evolve. Cisco. https://investor.cisco.com/news/news-details/2024/AI-and-the-Workforce-Industry-Report-Calls-for-Reskilling-and-Upskilling-as-92-Percent-of-Technology-Roles-Evolve/default.aspx

    Marr, B. (2024, October 24). The 5 most in-demand skills in 2025. Forbes. https://www.forbes.com/sites/bernardmarr/2024/10/14/the-5-most-in-demand-skills-in-2025/

    UN. (2024). Addendum on AI and Digital Government. United Nations. https://desapublications.un.org/sites/default/files/publications/2024-10/Addendum%20on%20AI%20and%20Digital%20Government%20%20E-Government%20Survey%202024.pdf

    UN. (2024b). Governing AI for humanity. United Nations. https://www.un.org/sites/un2.un.org/files/governing_ai_for_humanity_final_report_en.pdf

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  • Department of Education’s OCR Issues Resource Documents on Title IX Compliance for Athletic Programs – CUPA-HR

    Department of Education’s OCR Issues Resource Documents on Title IX Compliance for Athletic Programs – CUPA-HR

    by CUPA-HR | March 1, 2023

    On February 17, the Department of Education’s Office for Civil Rights (OCR) issued three resource documents on Title IX compliance for school athletic programs. The first resource document covers support for equal opportunity in school athletic programs generally, while the other two cover Title IX and athletic opportunities at K-12 schools and colleges and universities separately.

    According to the OCR, these documents were designed “to help students, parents, coaches, athletic directors and school officials evaluate whether a school is meeting its legal duty to provide equal athletic opportunity regardless of sex,” and they provide examples of situations that may mean a school is not complying with Title IX requirements. The guidance does not make any changes to existing enforcement procedures for the OCR, rather, it is intended to be used by institutions to ensure that their existing protocols and programs are compliant with Title IX.

    Supporting Equal Opportunity in School Athletic Programs

    The first resource document reiterates Title IX’s prohibition of discrimination on the basis of sex in education programs and activities, including athletic programs, that receive federal funds. It states that Title IX requires schools to effectively accommodate the athletic interests and abilities of their students regardless of sex, and provide equal opportunity in the benefits, opportunities and treatment provided for their athletic teams. It also clarifies that Title IX requires colleges and universities to not discriminate on the basis of sex in the provision of any athletic scholarships or financial assistance to students.

    The resource document included four examples of situations that may surface Title IX concerns at colleges and universities, which are listed below:

    • The men’s teams at a college receives new athletic apparel and gear each year, while the women’s teams must use old apparel and purchase some of their own equipment.
    • Across its entire athletic program, a college awards disproportionately more athletic financial assistance to men than women.
    • A university provides funds for its coaches to recruit athletes for its men’s football and basketball teams because it considers those teams to be “flagship sports.” It provides no funds for coaches to recruit women athletes. As a result, the school has difficulty attracting women to participate in its athletic program.
    • Women are underrepresented in a university’s athletic program compared to their representation in the student body. The university would have to offer 54 additional spots for its women students on existing or new teams for women to have substantially proportionate athletic participation opportunities. Women have expressed an interest in having more teams, and there are women students participating in club sports for which there are no varsity teams. Those club sports include lacrosse, water polo, ice hockey and bowling — all of which have intercollegiate competitions available and are sanctioned by the athletic governing body the university belongs to. Yet, the university has not added a women’s team for many years.

    Title IX and Athletic Opportunities in Colleges and Universities

    The resource document designed specifically for institutions of higher education dives deeper into background information on Title IX, as well as ways that students, coaches, athletic directors and school officials can evaluate a school’s athletic program and whether it’s meeting its legal requirements to provide equal athletic opportunity. With respect to the evaluation, the document guides readers with questions and examples of Title IX compliance with respect to the benefits, opportunities and treatment for men’s and women’s teams; athletic scholarships and financial assistance, and meeting students’ athletics interests and abilities.

    Benefits, Opportunities and Treatment for Men’s and Women’s Teams

    With respect to equivalent benefits, opportunities and treatment for men’s and women’s teams, the resource document lists several questions about an institution’s attempts to provide equal opportunities to both men and women student-athletes. These questions surround the following topics:

    • Equipment and supplies
    • Scheduling games and practice time
    • Travel and daily allowances
    • Coaching
    • Academic tutors
    • Locker rooms, fields, courts and other facilities for practice and competition
    • Medical and training facilities and services
    • Housing and dining services
    • Publicity
    • Recruitment

    The resource document explicitly states that if any of the questions listed under these topics is answered as a “no,” it may indicate a possible Title IX violation.

    Athletic Scholarships and Financial Assistance

    The document also creates questions that may be used to assess a school’s provision of scholarships and athletic financial assistance. The questions help guide users to measure the percentage of women and men participants at their institution and the percentage of scholarship awards provided to women and men, and it lists questions and examples to help compare these percentages. These questions may again point to disparities among programs that could be potential violations of Title IX, but the OCR states that it “will take into account all legitimate, non-discriminatory reasons for disparities provided by the school” if there are disparities present between percentages awarded to men’s and women’s programs.

    Meeting Students’ Athletic Interests and Capabilities

    The resource document refers to the “three-part test” that institutions may use to demonstrate that all Title IX legal requirements are being fulfilled. Schools are only required to use one of three options to show compliance with Title IX, which are detailed in the document and briefly listed below:

    • Option 1: Substantial Proportionality — This option looks to whether the percentage of women and men participants on athletic teams are about the same as, or “substantially proportionate” to, the percentage of women and men enrolled as full-time undergraduates at your school.
    • Option 2: History and Continuing Practice — This option looks to whether your school can show it has a history and continuing (i.e. present) practice of expanding its athletic program to respond to the interests and abilities of women, if women have been underrepresented, or if men have been underrepresented.
    • Option 3: Interests and Abilities of Students — This option asks whether your school can show that — despite the disproportionality — it is otherwise meeting the interests and abilities of the underrepresented sex.

    The resource document states that following longstanding practice for showing Title IX compliance — if an institution is unable to use any of the three options to show compliance with Title IX — may not be meeting legal requirements to provide equal opportunity to participate in athletics based on sex under Title IX.

    Options for Filing Complaints for Title IX Violations

    Both the general support and higher education-specific documents end their guidance with ways in which students, parents, employees and others in the school community may file Title IX complaints through their school’s grievance procedures if they believe their institution is not providing equal athletic opportunity based on sex. The documents first turn readers to their institution’s Title IX coordinator, but also provides the option to file a complaint online with the OCR. It also clarifies that anyone is able to file complaints with the OCR, which may include individuals outside of the school community.

    CUPA-HR will continue to monitor for any updates to Title IX compliance and will keep members apprised of any updates with respect to Title IX law and regulations.



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  • Dr. Jennifer T. Edwards: A Texas Professor Focused on Artificial Intelligence, Health, and Education: Resource Alert: A Health Check-In for Meeting and Classrooms

    Dr. Jennifer T. Edwards: A Texas Professor Focused on Artificial Intelligence, Health, and Education: Resource Alert: A Health Check-In for Meeting and Classrooms

    Throughout the past few years we have definitely been part of a Zoom and Microsoft Team centric world. As we meet with teams and individuals, we have to account for the life that is happening on the other side of the screen. Through Zoom we have a unique opportunity to gain a glimpse into another person’s life to which we would normally not have access.

    This means that we have a moral and ethnical responsibility as peers and as leaders to genuinely care about the people to which we are communicate with on Zoom. Here’s a great resource from the Collective Impact Forum (http://www.collectiveimpactforum.org). 

    The Team Color Check-In Tool is a communication tool to help people in virtual and face-to-face conversations have a check-in. The colors range from:

    Red

    Orange

    Yellow

    Green

    Blue

    Gray

    Team Status Check for Individuals and Groups

    If you are wondering how to apply this for your teams or classrooms, I would definitely recommend the following:

    #1 – Utilize it when you meet with individuals one-on-one (BEFORE) the meeting.

    #2 – Utilize it in Zoom via an anonymous poll to gauge how their audience is feeling BEFORE the meeting and providing resources at the end of the meeting (or in a follow-up email).

    #3 – Send the check-in tool to your team/organization at the beginning of the week and provide workshops and support throughout the week for the team. 

    Respond Below – How would you use the resource?  Do you think teams would benefit from this resource? How would you modify it? 

    Thanks for reading!  

    Sincerely,

    Dr. Jennifer T. Edwards
    Professor of Communication

    Executive Director of the Texas Social Media Research Institute & Rural Communication Institute

    ***

    Check out my book – Retaining College Students Using Technology: A Guidebook for Student Affairs and Academic Affairs Professionals.

    Remember to order copies for your team as well!

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