School Of Journalism Research Articles

Can We Separate “Interest Groups” from Education Politics? A Book Review 100 Years LaterArthur F. Bentley, The Process of Government: A Study of Social Pressures. (Chicago: University of Chicago Press [1908], 3rd ed., 1995), 533 pp., $22.45 (paper).

Arthur Fisher Bentley (1870–1957) is a political theorist and the author of The Process of Government: A Study of Social Pressures. Published 100 years ago, this classic analysis bears revisiting and reapplying to more contemporary studies of the politics of education in the United States. Since Bentley’s book appeared (and since he was revered as the most important political analyst of his generation), education politics has moved toward more postmodern and market views. Recently, however, Nicholas Lemann, dean of the Columbia University School of Journalism, discussed Bentley’s continued importance to our field in the New Yorker magazine (2008). In this fascinating article, Lemann noted, concerning Bentley’s work, that “2008 is the centenary of a curious and mesmerizing book that was long considered the most important study of politics and society ever produced in the United States” (86) As Dowling (1960) explains, Bentley’s work was “modeled on the physicists’ conception of a closed system in which forces within the system are so arranged that the resultant at every point is zero” (947). In the late twentieth and early twenty-first centuries, Bentley fell out of favor and practically disappeared from theoretical discussions as pluralism and group politics were either assumed to be too mechanistic, predetermined, and closed as a system or were denied altogether. Bentley is less well known now, in part because his notions are antithetical to the prevailing existential, liberal, and progressive notions

Eating with Your Hands

Research Article| August 01 2009 Eating with Your Hands keridwen cornelius keridwen cornelius keridwen cornelius is a frequent contributor to Arizona Highways magazine, former competitive amateur golfer, former travel agent, and lifelong finger-food aficionado. She has written on subjects ranging from Sedona jeep tours to rare brain tumors for the New York Times, National Geographic Adventure, and the Arizona Republic. An Arizona native, she holds a master's degree from the Walter Cronkite School of Journalism and Mass Communication at Arizona State University. Search for other works by this author on: This Site PubMed Google Scholar Gastronomica (2009) 9 (3): 12–14. https://doi.org/10.1525/gfc.2009.9.3.12 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Twitter LinkedIn Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation keridwen cornelius; Eating with Your Hands. Gastronomica 1 August 2009; 9 (3): 12–14. doi: https://doi.org/10.1525/gfc.2009.9.3.12 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu nav search search input Search input auto suggest search filter All ContentGastronomica Search This content is only available via PDF. ©© 2009 BY THE REGENTS OF THE UNIVERSITY OF CALIFORNIA. ALL RIGHTS RESERVED.2009 Article PDF first page preview Close Modal You do not currently have access to this content.

The Cairo Project: A Report by the Students of the School of Journalism at Southern Illinois University CarbondaleBlue Front, Martha Collins.

The Cairo Project: A Report by the Students of the School of Journalism at Southern Illinois University CarbondaleBlue Front, Martha Collins.

A World Made Sexy: Freud to Madonna (review)

Reviewed by: A World Made Sexy: Freud to Madonna Michael Dorland (bio) Paul Rutherford. A World Made Sexy: Freud to Madonna. University of Toronto Press. viii, 371. $27.95 Surely one of the more interesting questions for thinking about modern societies must concern the implications for social life of the recognition of human sexualities. Recall the uproar when Freud, at the turn of the last century, suggested that children were in reality little sexual polymorphs. And there have been many continued uproars since, and to this day, regarding the sexuality of women, not to mention the other genders – queer, trans, and cross. [End Page 371] Historian Paul Rutherford (the author of well-received studies of Canadian television as well as the lures of advertising) in A World Made Sexy: Freud to Madonna here adds his voice to an already distinguished, or at times eccentric, collection of people who have contributed some understanding of the implications of being sexed – which is not exactly the same as being ‘sexy.’ For Rutherford, that is another project entirely, which he terms ‘the Eros Project.’ The Eros Project is part conspiracy, part teleology of the second wave of modernity, and part transnational business using the communication of images to organize desire. Most important, perhaps, the Eros Project served, like much of pop culture, ‘to re-enchant a lifeworld rendered prosaic and dull by the rise of logic and industry.’ A World Made Sexy is organized around a series of case studies. These range from sex museums from Amsterdam to Shanghai, to the theorists of sexual liberation (Wilhelm Reich, Herbert Marcuse, Salvador Dali, Hugh Hefner), with additional case studies of the Maidenform bra, the Barbie doll, and Madonna’s songs and videos. Relevant books are looked at once again, such as McLuhan’s The Mechanical Bride (1951), Baudrillard’s The System of Objects (1968), and the forgotten work of the neo-Freudian Ernest Dichter, a German Jewish refugee from the Nazis, who became, once safely in the United States, the founder of motivational research. Rutherford’s privileged interlocutor, however, is the Michel Foucault of the first volume of The History of Sexuality (English translation, 1978) and his other writings and interviews of the time. Here, Foucault rejected the idea of sexual repression supposedly coeval with the rise of bourgeois society and spoke instead of an ‘incitement to discourse’ on sexuality by the modern will to knowledge – (‘la volonté de savoir’ being the book’s original French title). ‘The essential thing,’ Foucault had written, ‘is . . . the existence in our era of a discourse in which sex, the revelation of truth, the overturning of global laws, the proclamation of a new day to come, and the promise of a certain felicity are linked together.’ In a word, the Eros Project. Rutherford’s is an attempt to extend and, to some degree, criticize Foucault, although the criticism is gentle. How much it is an extension of Foucault except by emphasizing more the economics of both the sex biz and particularly the uses of sexuality by advertising is another question. Rutherford does note oddly that his Eros Project is only one of a number of stories that could be told about sex in the twentieth century, although he is vague about what these might be, other than referring to ‘the sexual revolution’ or ‘the aids tragedy.’ Although A World Made Sexy makes a brave effort to fill in the post-1900 data that Foucault was never especially interested in doing, Rutherford does agree that by the 1960s the processing of sex had become exactly what Foucault had said it was all along: a discourse. No more, no less. [End Page 372] One final remark. This is a book that could have greatly benefited from photograph illustrations, and it is a sad comment on the economics of Canadian academic publishing that there are none. Michael Dorland Michael Dorland, School of Journalism and Communication, Carleton University Copyright © 2009 University of Toronto Press Incorporated

How One Would Really “Blow Up” a J-School Curriculum

How One Would Really “Blow Up” a J-School Curriculum

High School Journalism, Academic Performance Correlate

This study examines the relationship between high school newspaper or yearbook experience and performance on ACT standardized tests and college courses/tests. Journalism students had significantly higher scores in 14 of17 academic comparisons.

Model szkoły w świetle pedagogiki chrześcijańskiej Instytutu Edukacji Narodowej

The paper focuses on the role of the Institute of National Education set up in 1997 within Radio Maryja, an intellectual formation chosen by right-wing politicians. The Institute is interested in reforming education; it also questions the existing assumptions of education transformations relating to the model of the moral-shaping school or the societal role of pedagogical sciences. It engages in a variety of education forms, including National Education School, the Academy of Ethical Upbringing, the Academy of Social Abilities, the Summer School of Polish Culture, professional development classes as well as symposia and popular scientific lectures. The Institute is present in publishing. Moreover, it is responsible for organizing summer holidays and pilgrimages; it co-operates with the Redemptorists during retreat meetings. Yet another branch of the Institute is Feliks Koneczny Thought Club and the Maksymilian Kolbe School of Journalism. In the light of its prominence, the discussed movement should be able to contribute significantly to the debate on the education transformation.

Vision but flaws mar needed editing textbook

This timely publication by two lecturers at AUT University's journalism school is aimed at putting that imbalance right, and more importantly passing on some of the craft built up over generations of subediting in New Zealand. There is a nice introduction looking back at the history of newspaper production, which sets the tone for the whole book; chatty and easy to read, if a little long-winded in places.

Media diversity: The challenge of ‘doing it better'

On 25 August 2008, media practitioners, policy makers, journalists and media educators gathered on Ngā Wai O Horotiu Marae at New Zealand’s AUT University to consider the state of diversity in the news media and the challenges for ‘doing it better’. Supported by the Human Rights Commission and the Pacific Media Centre, the keynote speaker was Arlene Notoro Morgan, associate dean of the Columbia School of Journalism, New York, and author of The Authentic Voice: The Best Reporting on Race and Ethnicity (2006). Other speakers included Ana Tapiata, of Kawea Te Rongo and the HRC; Bharat Jamnadas, senior journalist, Asia Down Under, Taualeo’o Stephen Stehlin, executive producer, Tagata Pasifika, Television New Zealand; and Pere Maitai, news director, Pacific Media Network. The forum, chaired by Gilbert Wong, canvassed culturally sensitive, accurate and well-crafted reporting on ethnicity issues and examined the challenges for the future. This transcript was compiled by Christine Lukhelo Williams, postgraduate student from Zimbabwe.

In Democracy’s Shadow: The ‘New’ Independent Press and the Limits of Media Reform in Morocco

This study examines the burgeoning of a new ‘independent’ press that has emerged in the last decade in Morocco, heralding the decline of the traditional partisan press. An analysis of two partisan newspapers reveals that the partisan press has failed to promote press freedom and frequently engages in self-censorship when confronting ‘red line’ issues in Moroccan politics. In contrast, the enterprising independent press has sought to broaden the margin of freedom through insisting on broaching those sensitive issues. As such, it has had great ramifications and implications at the level of readership and for the political reform debate raging in the country. Paradoxically, however, while attacking the old school of journalism for its partisanship, the new independent press has carved out a new form of ‘partisanship’, functioning as a conduit for an oppositional political discourse. The article reviews the debate surrounding those ‘red lines’ and discusses the prospects of reforming the press codes as one way of ensuring the survival of this independent streak of journalism.

Alfabetización digital y docencia universitaria: el caso de la Escuela de Periodismo de la USACH.

Current digital literacy programs face difficulties and access inequalities to computer equipment related to cultural differences in reading. This situation is more evident in specialized university schools, where teachers and students adopt new communications technologies as an object of study. A survey carried out in the School of Journalism, Universidad de Santiago de Chile, demonstrated that teachers still use traditional methods and supports in their classes, despite there are enough technological resources and an environment continually updating.

Toni Stabile Student Center, Columbia University Graduate School of Journalism ‐ Marble Fairbanks

Architectural DesignVolume 79, Issue 2 p. 106-109 Project Toni Stabile Student Center, Columbia University Graduate School of Journalism - Marble Fairbanks Scott Marble, Scott MarbleSearch for more papers by this authorKaren Fairbanks, Karen FairbanksSearch for more papers by this author Scott Marble, Scott MarbleSearch for more papers by this authorKaren Fairbanks, Karen FairbanksSearch for more papers by this author First published: 06 March 2009 https://doi.org/10.1002/ad.863AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume79, Issue2Special Issue: Closing the GapMarch/April 2009Pages 106-109 RelatedInformation

Making Convergence Work in the Newsroom

The process of convergence has had significant effects on and consequences for the working habits and roles of journalists. This article, based on observations at The Times and Die Burger, and on a convergence experiment at The School of Journalism at Rhodes University, will focus on this impact. Convergence has transformed the journalist from `a lonely wolf' into a (multimedia) team player. Enhancing at the same time the limits of decision making in the production of news by reporters and editors. The success of this transformation is more related to the social structure and organization of the newsroom, than to technology. Converged newsrooms offer more opportunities for the public to be informed and involved in a story, and offer the reporter and editor more integrated tools to tell the story.

Public Intellectuals as Media Critics

In the 1940s, leading public intellectuals established a commission to reform the American press. Many of them initially favored heavy regulation of newspapers and other media. Though the men failed to change the press, their report lives on in schools of journalism.

How Citizens Interact with Their Government and Why We Care

Public Administration ReviewVolume 69, Issue 2 p. 353-355 How Citizens Interact with Their Government and Why We Care Deserai Anderson Crow, Corresponding Author Deserai Anderson Crow University of Colorado at BoulderDeserai Anderson Crow is an assistant professor in the School of Journalism and Mass Communication at the University of Colorado at Boulder, where she is also associate director of the Center for Environmental Journalism. Her research interests include citizen involvement and mass media influence in environmental policy. She earned her doctorate in 2008 from Duke University’s Nicholas School of the Environment and Earth Sciences.E-mail: deserai.crow@colorado.eduSearch for more papers by this author Deserai Anderson Crow, Corresponding Author Deserai Anderson Crow University of Colorado at BoulderDeserai Anderson Crow is an assistant professor in the School of Journalism and Mass Communication at the University of Colorado at Boulder, where she is also associate director of the Center for Environmental Journalism. Her research interests include citizen involvement and mass media influence in environmental policy. She earned her doctorate in 2008 from Duke University’s Nicholas School of the Environment and Earth Sciences.E-mail: deserai.crow@colorado.eduSearch for more papers by this author First published: 30 January 2009 https://doi.org/10.1111/j.1540-6210.2008.01981.xRead the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Volume69, Issue2March | April 2009Pages 353-355 RelatedInformation

University journalism study programme in the context of higher education and science reform

The reform of higher education and science in Lithuania has brought new challenges: study programmes will have to be restructured according to new laws and it will be necessary to improve what has already been created. Therefore, the prospects for the discipline of journalism studies should be explored in the context of higher education and science reforms in Lithuania, withthe main focus on the following aspects:1) How to understand the aims and tasks of university schools of journalism in our modern networking society (original participation in the network of schools);2) How to achieve quality in university schools and their studies (how and what research programmes should be supported and implemented);3) What is the future of university studies, considering university or universities traditions, resources, and the needs of both graduates and the market. Keywords: history and changes in journalism studies, higher education and science reform, media research, university studies, creative communication, political communication, and freedom of the press.

Intercultural issues in the Norwegian journalism curriculum

This study looks into Norwegian journalism curricula and how and to what degree they focus on intercultural issues. The web pages to six different schools are analyzed to see how the objectives are formulated, and how the curricula are composed. The six schools are Oslo University College, Volda University College, Bodø University College, University of Stavanger, Gimlekollen Schoolof Journalism and Communication and University of Bergen. The findings suggest that the schools emphasize educating for practical journalistic skills on behalf of in-depth analysis of contemporary society. Oslo University College and Gimlekollen School of Journalism and Communication focus on intercultural communication and global issues to a larger extent than the others. Based on the results, the study discussed some perspectives that might be needed to equip Norwegian future journalists for a global reality, where there are no longer given and fixed skills for a journalist. Keywords: journalism education, curriculum, intercultural, global, ethnicity,Norway. /p>

Oregon Voices: Oregon Democracy: Asahel Bush, Slavery, and the Statehood Debate

3 OREGON VOICES Oregon Democracy Asahel Bush, Slavery, and the Statehood Debate by Barbara Mahoney AS EDITOR OF the Oregon States man, Asahel Bush guided Oregon's political leaders through the greatest challenge of the times ? successfully negotiating statehood within the tense national debates on slavery that led up to theCivil War. Bush's use of his newspaper as an overt political tool was not so uncommon for the times. The Dean of theGraduate School of Journalism at Columbia University recently wrote of the nineteenth century as a time when journalism was a "branch of politics."1 Another journalism scholar states the case evenmore strongly: "The newspaper press was thepolitical system's central institution, not simply a forum or atmosphere inwhich politics took place. Instead, newspapers and their editors were purposeful actors in the political process linking parties, voters, and the government together, and pursuing specific political goals."2 Through the territorial period and into statehood, Oregon demonstrated precisely that reality.Editors identified the issues, set thepolitical agenda, and dominated the players. Because of its distance from the power center of theUnited States, one might assume that the controversy over slaverywas irrelevant toOregon. It was, however, inextricably bound to Oregon's move toward statehood dur ing the 1850s.The question ofwhether Oregon would be a slave or free state was widely argued and divided the political leadership of the territory. After settlers in theOregon Territory had voted to seek statehood, admis sion to theUnion was delayed because thepro-slavery faction at thenational level feared thatOregon's entering the Union as a free statewould affect the balance of power in Congress. The newspapers and private correspon dence of the era paint a vivid picture of the dispute and its consequences and demonstrate Bush's central role in itsoutcome. The institution of slavery was well established by the timeAmerica achieved independence fromEngland. 202 OHQ vol. 110, no. 2 ? 2009 Oregon Historical Society Asahel Bush (picturedhereas an olderman) came to Oregon in 1850,at age twenty-six, to found the Oregon Statesman. As itseditor,he became a powerful voice in thepolitical lifeof theterritory and thestate. He sold the Oregon Statesman in 1863and went on tobecome a prominent bankerand businessman.He died in 1913. As the country grew, the question of slavery's expansion shaped thedebate over the admission of new states and spurred a series of congressional mandates. The Ordinance of 1787 banned slavery in the newly acquired Northwest Territory,which included the future states of Ohio, Indiana, Illinois, Michigan, Wisconsin, and part ofMinnesota, effectively setting the Ohio River as the northern bound ary for slavery. In 1820, theMissouri Compromise set a boundary between slave and free stateswithin the lands Mahoney, Asahel Bush, Slavery,and the Statehood Debate 203 of the Louisiana Purchase. Similarly, Congress applied the painstakingly constructed Compromise of 1850 to the landswon by theUnited States in theMexican War. Finally, theKansas Nebraska Act of 1854, fashioned by Illinois Democratic Senator Stephen A. Douglas, abolished theMissouri Compromise and established "squatter sovereignty,"whereby the inhabitants of a territory or state could decide whether or not to allow slavery. When American settlerscreated a provisional government in theOregon Territory through theOrganic Act of 1843, they approved an anti-slavery law on the basis of theOrdinance of 1787 and its prohibition of slavery in thenorthern territories.3 Meanwhile, the allure of the north Pacific coast attractedmore and more immigrants. As the population grew, theBritish andAmerican governments reached an agreement, in 1846, ending their joint occupation of the area. In 1848,theCongress established Oregon as a territoryof theUnited States. By 1850, approximately twelve thousand people had immigrated to Oregon from the East, mostly from theOhio and Mississippi valleys.4 They shared common life experiences and aspira tions and differedmarkedly from the California pioneers in that they sought promising farmland rather than gold. Their ambitions were addressed in a provision of the Organic Act, giving anyman in the territory the right to 640 acres without having to pay for them.While successful in attracting new settlers, the provision created numerous uncertainties until itwas confirmed by the Oregon Donation Land Law, passed by Congress in 1850. The key figure in the passage of the 1850 legislation was Samuel R...

La enseñanza de Teorías de la Comunicación en España: análisis y reflexión ante la Convergencia de Bolonia

This article shows a study on the teaching programmes of Theory of Communication which have been offered in Spanish Journalism Schools during the 2007/2008 academic year. An analysis of the following items has been undertaken: course title and description, content, length and year in which it is taught; objectives and teaching methodology; types of practical exercises and course evaluation. Course programmes include a theoretical approach to the discipline and the communication phenomenon, dealing with issues such as the concept of communication and the scientific status of communication studies. The study of effects theories is also frequent, as it reveals the importance of functionalism in Spanish Journalism curricula. Other issues highlighted are the models of communication, as well as the study of senders, receptors and social culture, which are mentioned in 40% of the course programmes. The most common teaching methodology is the master class. Also highly rated are readings, class debates and individual essays. The creation of the European Space of Higher Education (EEES) demands a change from traditional methods based on the student as a passive subject, as a new approach where the students are actively involved in the development of their learning process. Taking into account the findings of our analysis, a series of suggestions are made in order to set a proposal of a course guide adapted to the EEES.

Further Notes on Why American Sociology Abandoned Mass Communication Research1

Communication research seems to be flourishing, as evident in the number of universities offering degrees in communication, number of students enrolled, number of journals, and so on. The field is interdisciplinary and embraces various combinations of former schools of journalism, schools of speech (Midwest for ‘‘rhetoric’’), and programs in sociology and political science. The field is linked to law, to schools of business and health, to cinema studies, and, increasingly, to humanistically oriented programs of so-called cultural studies. All this, in spite of having been prematurely pronounced dead, or bankrupt, by some of its founders. Sociologists once occupied a prominent place in the study of communication— both in pioneering departments of sociology and as founding members of the interdisciplinary teams that constituted departments and schools of communication. In the intervening years, we daresay that media research has attracted rather little attention in mainstream sociology and, as for departments of communication, a generation of scholars brought up on interdisciplinarity has lost touch with the disciplines from which their teachers were recruited. The object of this speculative article is to reflect on why mainstream sociology in the United States may be said to have abandoned media research early on in spite of the centrality it occupied in the pioneering departments.