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ABSTRACT Using a methodology inspired by structural narratology and by James Hamilton’s [2016. Democracy’s Detectives: The Economics of Investigative Journalism. Cambridge: Harvard] economic analysis of investigative journalism, this paper identifies a set of 14 recurring structural and formal elements (plot events, character types and functions, visual iconography) that constitute a fable about investigative journalism. The fable structure is applied to analyze six diverse films about investigative journalism produced in the US in the last 40 years. The films include two instantiations of successful investigative journalism (All the President’s Men, Spotlight), two cases where conflict between journalists and corporate managers diminished the impact of the investigation (Good Night and Good Luck, The Insider), and two instances of a counter-fable of failed investigative journalism (Truth, Kill the Messenger). The paper argues that the films’ representation of investigative journalism influences public perceptions of investigative journalism. It also speculates about the factors that will influence investigative journalism and its representations in the current political context in the US. 相似文献
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John Sandford Eugene Pons Hans Brack Olaf Rydbeck Edward W. Ploman Bruno Vasari 《Communication Booknotes Quarterly》2013,44(6):66-68
John Sandford's The Mass Media of the German-Speaking Countries (London: Oswald Wolff; and Ames: Iowa State University Press, 1976---price not given, paper) Publizistik. Vierteljahreshefte fur Kommunikationsforschung (= subtitle, meaning Quarterly for Communication Research) Rundfunk und Fernsehen (Broadcasting and Television) Femselsen und Bildung (Television and Education) Communicatio Socialis Broadcast Receiving Fees in France, by Eugene Pons (EBU Monograph No. 7, 194 pp., 1969, 20 Swiss francs or about $5.00, paper) German Radio and Television: Organization and Economic Basis, by Hans Brack (EBU Monograph No. 6, 68 pp., 1968, 8 Sw. Fr. or about $2.00, paper) Broadcasting in the Space Age, by Olaf Rydbeck and Edward W. Ploman (EBU Monograph No. 5, 53 pp., 8 Sw. Fr. or about $2.00, paper) Advertising on Radio and Television (EBU Monograph No. 4, 37 pp., 1966, 5 Sw. Fr. or about $1.00) Financial Aspects of Broadcasting, by Bruno Vasari (EBU Monograph No. 3, 45 pp., 1965, 4 Sw. Fr. or a bit less than $1.00, paper) Television for Children and Young People, by J.D. Halloran and P.R.C. Elliott (134 pp., 1970, 10 Sw. Fr. or about $2.50, paper) Annual Seminar for Producers and Directors of Adult Education by Television (12th Seminar, 1974, 79 pp., 5 Sw. Fr. or about $1.00) Annual Seminar for Producers and Directors of School Television (11th Seminar, 1973, 79 pp., 5 Sw. Fr. or about $1.00, paper) Workshops for Producers and Directors of Television Programs for Children (4th Workshop, 1974, 48 pp., 8 Sw. Fr. or about $2.00, paper) International Forum of Light Music in Radio (1971, 1973, and 1975 editions available, 5 Sw. Fr. each or about $1.00 each, paper) The Evolution of the EBU through its Statutes from 1950 to 1976 (EBU Monograph No. 11, 1977, 25 Sw. Fr. or something over $5.00, paper) International Conference of States on the Protection of Phonograms (Paris: Unesco; and New York: Unipub, 1975---$34.75, paper) 相似文献
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Hoyt H. Hudson V. E. Simrell W. P. Sandford Ross Scanlan Raymond F. Howes Gladys Murphy Graham 《Quarterly Journal of Speech》2013,99(2):273-274
Henry Ward Beecher: An American Portrait, by Paxton Hibben. New York: Doran (now Doubleday, Doran &; Company, Garden City), 1927: pp. 390. D. L. Moody: A Worker in Souls, by Gamaliel Bradford. New York: Doran, 1927: pp. 320. Intercollegiate Debates (Volume VIII). Edited by Egbert Ray Nichols. New York: Noble and Noble, 1927: pp. viii, 565. Debating as an Educator. By John G. Sims, Jr. Published by the author, Box 652, Fort Worth, Texas, 1926: pp. 112. Four Speeches by Abraham Lincoln Hitherto Unpublished or Unknown. With an introduction by Earl Wellington Wiley, The Ohio State University Press, 1927: pp. 112. An Introduction to the Drama. Edited by J. B. Hubbell and J. O. Beatty. New York: The Macmillan Company, 1927. Talking. By J. B. Priestley. New York: Harper &; Bros., 1926. An Essay on Conversation. By Henry W. Taft. New York: The Macmillan Co., 1927 Conversation. By Olive Heseltine. New York: E. P. Dutton &; Co., 1927. The Road to Xanadu. By John Livingston Lowes. New York: Houghton Mifflin Company, 1927: pp. xviii, 639. The Function and Forms of Thought. By Albert E. Avey. New York: Henry Holt and Company, 1927: pp. xii, 395. Demosthenes and His Influence. By Charles Darwin Adams. New York: Longmans, Green and Co., 1927: pp. 184. $1.75. Les idées politiques d'Isocrate. By Georges Mathieu. Paris: So‐ ciété d'éditions Les Belles Lettres, 1925: pp. 228. Integrity in Education and Other Papers. By George Norlin. New York: Macmillan, 1926: pp. vi, 231. Spoken Thought. By Lily C. Whitaker. New York: A. S. Barnes and Company, 1927: pp. x + 596. Training for Speaking. By Paul Berton. New York: Frederick A. Stokes Company, 1926. Stammering and Its Treatment. By Samuel D. Bobbins. Boston: Boston Stammerers’ Institute, 1926; 12 mo, Cloth; pp. 121. Our Times. Volume II, America Finding Herself. By Mark Sullivan. New York: Charles Scribner's Sons. 1927. 相似文献
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ABSTRACTIt is argued that negotiation and performance of identity in contemporary society is linked with the value-laden spaces in which individuals spend time. Concepts of space, place and identity have become important when looking to understand elements of social practice, in light of the recognition that life is becoming progressively more mobile, varied and challenging. This has resulted in a shift in how subsequent generations experience space and place within digitally-mediated social landscapes. It is asserted that young people in contemporary society can be seen to occupy a hybrid virtual-real world (Jordan, B. (2009). Blurring boundaries: The ‘real’ and the ‘virtual’ in hybrid spaces. Human Organisation, 68.) where they experience the multiplication of place or duplication of space (Papacharissi, Z. (2011). A Networked Self: Identity Community and Culture on Social Network Sites. New York: Routledge). Such complex social geographies, we contend, have important implications for young people’s negotiation and performance of identity, the acquisition of socio-technical capital (Resnick, (2002). Beyond b?owling t?ogether: SocioTechnical c?apital. In J. M. Carroll (Ed.), Human-c?omputer i?nteraction in the n?ew m?illennium (pp. 647–?672). Upper Saddle River, NJ: ACM Press.) and, ultimately, digital well-being. In a time when there is a focus on developing global and connected citizens (Greene, M. (1995). Releasing the Imagination: Essay on education, the arts and social change. San Francisco, CA: Jossey-Bass.) we argue that pupils need to be both digitally fluent and values fluent as they negotiate spaces of reality and virtual reality. Both constructs require the learner to engage critically with information and misinformation as presented on ever-changing digital interfaces (Kahne, J., & Bowyer, B. (2017). Educating for Democracy in a Partisan Age: Confronting the Challenges of Motivated Reasoning and Misinformation. American Educational Research Journal, 54, 3–34.) and to make value choices. Given that physical education (PE) has been identified as a significant place for meaning-making (Spracklen, K. (2015). Digital Leisure, the Internet and Popular Culture: Communities and Identities in a Digital Age. London: Palgrave Macmillan.) and a core site for values-based education (Mccuaig, L., Marino, M., Gobbi, E., & Macdonald, D. (2015). Taught not Caught: Values based Education through physical education and School Sport: Literature Review. AIESEP Partners for WADA, ICSSPE, IOC, Fairplay & UNESCO.) it is identified as a key context in which to examine some of the challenges posed for students and educators with regard to values-based practices in digitally-mediated spaces. Within this conceptual paper, we propose a praxis model of values fluency to help PE teachers to support young people to recognise and successfully navigate hybrid spaces, to critically engage with sociotechnical capital and become adept at transferring and translating values across and between social contexts. 相似文献
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Young people’s experiences of, and (dis)engagement with, physical education has received considerable attention in recent years. Yet one ‘group’, care-experienced young people, remain ‘hidden’ within the prevailing literature. In light of their apparent invisibility within research, this novel, exploratory study seeks to gain some understanding of the factors associated with (dis)engagement from/with physical education among this youth population. In contrast to the few studies that explore the broader physical culture experiences of care-experienced youth that prioritise the voices of adults, this paper combines data from two studies to give voice to the experiences of four care-experienced young men in England, alongside those of key adults, namely residential staff, foster carers and physical education teachers. Data were derived from participatory research methods with the young people and semi-structured interviews with the adults who work with/for them. Drawing upon Bourdieu, principally his notions of field, habitus and capital, the findings suggest that these care-experienced young people are at a pedagogic disadvantage, since they are not as well positioned to access opportunities for learning and participation or develop, maintain and extend those skills and dispositions that are recognised as valued capital in physical education. Moreover, the changing room, as a sub-field of the broader physical education space, where bodies are particularly on display, may present obstacles for care-experienced young people’s engagement due to their prior experiences of physical and/or sexual abuse. This study therefore calls for further research exploring care-experienced young people’s experiences of physical education, teachers’ understandings of care-experienced youth, and how their pedagogic practice might shape (dis)engagement with physical education. 相似文献
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Glenn T. Sandford 《Physical Education & Sport Pedagogy》2019,24(1):31-42
Background: Martial Arts (MA) have been touted as a beneficial psycho-social exercise and have been used in a number of training programmes and interventions. However, proving MA effectiveness through empirical research is hindered by difficulties defining exactly what students experience during MA training. As such, there is a need to define the essential components of the student experience, and to measure and quantify the learning associated with MA training.
Purpose: This study aimed to explore what students are likely to experience during MA training. In particular, we give an insight into the thoughts and expectations of some of the MA most experienced practitioner-teachers. In identifying these facets of the student experience, future research may then be able to determine which facets are most effective in improving student self-regulation and wellbeing.
Design: Four martial arts instructors from a broad range of disciplines, and (each) with over 30 years of teaching experience, were interviewed to gain insights into the typical student experience of martial arts training.
Conclusions: Thematic analysis revealed ten components/ facets of the student experience of training. These components belonged to the three broader areas of physical experience, social expectations, and mindful training. These components if validated by future research may be used to form a quantitative survey measure of the MA student experience, and may ultimately allow researchers and practitioners to identify the more functional facets of MA training in relation to improving the student experience and students’ self-regulation skills. 相似文献
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Growing pressure on parents to equip their children with the skills required for future success, coupled with an increased focus on providing quality learning experiences in the early years, has contributed to an upsurge in the enrolment of young children in formal (often privatised) activities. Moreover, in response to growing societal concerns over the perceived risks of obesity and sedentary lifestyles, parents are often acutely aware of the importance of providing plentiful physical activity opportunities for their children within this enrichment context. In this paper, the tendency for parents to provide copious developmental opportunities is referred to as ‘intensive mothering’ and is explored through the theoretical lens of Bourdieu, specifically his concepts of habitus and capital. This paper reports on a small-scale study undertaken within the UK, which sought to explore the impact of social class on access to early years' provision as well as parental attitudes towards physical activity and the provision of preschool physical development opportunities. Data were generated through a questionnaire (disseminated via early years settings) as well as three in-depth interviews with ‘middle-class’ parents and were analysed to draw out key themes relating to the cultivation and consolidation of (physical) capital. The data indicate that many parents perceive a ‘responsibility’ to aid their children's physical development and demonstrate a willingness to facilitate the acquisition of physical capital via the provision of play equipment, privatised classes and additional (informal) physical activity opportunities. Moreover, they suggest that ‘middle-class’ parents, in particular, articulate the need to invest heavily in enrichment activities, influenced by their own experiences, tastes and values. It is argued that ‘intensive mothering’ is illustrative of the reproduction of a class-based habitus and can be perceived as an attempt to maintain or improve social position through the cultivation, consolidation and, ultimately, conversion, of appropriate capital. 相似文献