Bibliography: Democracy (page 438 of 605)

This annotated bibliography is reformatted and customized for the I'm with Jill website.  Some of the authors featured on this page include Shirley R. Steinberg, Harold G. Handy, Association for Education in Journalism and Mass Communication, Yali Zou, Joe L. Kincheloe, Jan Stapleman, Zoe Readhead, Mark Andrew Sherman, Washington Institute for Women's Policy Research, and John J. Jagodzinski.

Grant, Julia (1998). Raising Baby by the Book: The Education of American Mothers. Although most nineteenth-century American parents relied staunchly on common sense in raising their children, by the 1920s numerous parent education programs had been established to urge a scientific approach to child rearing. Today, American parents are besieged with medical and psychological advice about bringing up "normal" children. This study of the education of American mothers shows how the tides of opinion about proper child care have shifted from the early 1800s, when maternal associations discussed biblical and secular theories of child rearing, through the 1950s, when books like Dr. Spock's "Baby and Child Care" were widely consulted, to today's era of television advice-givers. The book draws from a wide range of historical sources and describes the medicalization of mothering, ongoing negotiations between mothers and professionals, and parents' reactions to the experts' recommendations. Following an introduction, the book's chapters are as follows: (1) "Fitting Their Nurture to Their Nature: The Emergence of Education for Motherhood"; (2) "Divine Motherhood versus Intelligent Parenthood: Women's Organizations and the Child-Study Campaign"; (3) "'What Is the Matter with Our Children Today?': Race, Class, and Ethnicity in the Parent Education Movement"; (4) "Bringing Science to the People: Delivering the Message of Scientific Motherhood"; (5) "Caught between Common Sense and Science: Mothers' Responses to Child Development Expertise"; (6) "Democracy Begins at Home: The Practice and Politics of Parenting in the 1930s and 1940s"; and (7) "Dear Doctor: The Impact of the Baby Book on Post-World War II Mothers." The concluding chapter explores attitudes about motherhood and gender roles in parenting and asserts that if we want to live in a society that knows how to care for children and their mothers, maternal practices and discourse about children should become the concern of all citizens. (Contains extensive notes, by chapter.) Descriptors: Attitude Change, Child Development, Child Rearing, Early Childhood Education

Smoke, Trudy, Ed. (1998). Adult ESL: Politics, Pedagogy, and Participation in Classroom and Community Programs. The collection of essays on the politics of adult English-as-a-Second-Language (ESL) instruction includes: "The Politics of Adult ESL literacy: Becoming Politically Visible" (Pamela Ferguson); "Learning To Be Legal: Unintended Meanings for Adult Schools" (Pia Moriarty); "The Relationship Between Knowing Our Students' Real Needs and Effective Teaching" (Judy Manton); "Using Journals in Second Language Research and Teaching" (Bonny Norton); "Promoting Gender Equity in the Postsecondary ESL Class" (Stephanie Vandrick); "Critical Multiculturalism as a Means of Promoting Social Activism and Awareness" (Trudy Smoke); "Anorexia: A Feminist EAP Curriculum" (Sarah Benesch); "Literature in the ESL Classroom: Reading, Reflection, and Change" (Kate Mangelsdorf); "Fluency First in the ESL Classroom: An Integrated Approach" (Rebecca Williams Mlynarczyk); "Meeting ESL Students' Academic Needs Through Discipline-Based Instructional Programs" (Loretta Frances Kasper); "Democracy and the ESL Classroom" (Timotha Doane); "The Politics of Pronunciation and the Adult Learner" (Angela Parrino); "The Political Implications of Responses to Second Language Writing" (Carol Severino); "Building on Community Strengths: A Model for Training Literacy Instructors" (Elsa Auerbach, Joanne Arnaud, Carol Chandler, Ana Zambrano); "Language and Authority: Shifting the Privilege" (J. Milton Clark, Carol Peterson Haviland); "An Orphan at the Table: The English Language Fellows Program" (Richard Blakely); "The Creation and Development of a Community-Based English Program: The Riverside Language Program, Inc." (Leslie Robbins); "Cooperative Links Energize New Jersey ESL/Bilingual Professionals" (Jessie M. Reppy, Elaine Coburn); "Electronic Communication, New Technology, and the ESL Student" (Keming Lu); and "Making Connections Through the Internet" (Trudy Smoke). (MSE) Descriptors: Adult Education, Anorexia Nervosa, Classroom Environment, Classroom Techniques

Zou, Yali, Ed.; Trueba, Enrique T., Ed. (1998). Ethnic Identity and Power: Cultural Contexts of Political Action in School and Society. SUNY Series, Power, Social Identity, and Education. The essays in this collection provide insights into the dilemmas faced by immigrants and ethnic minorities and by school personnel and policy makers. The first part of the book consists of comparative studies of ethnic identity, and the second part focuses on some lessons learned from studies of ethnic identification and equity, with implications for teaching. The following essays are included: (1) "Cultural Politics of the White Ethniclass in the Mid-Nineties" (George and Louise Spindler); (2) "Leadership, Education, and Political Action: The Emergence of New Latino Ethnic Identities" (Cirenio Rodriguez and Enrique (Henry) T. Trueba); (3) "Power and Learning in a Multi-Ethnic High School: Dilemmas of Policy and Practice" (Jon Wagner); (4) "Teaching against the Grain in Bilingual Education: Resistance in the Classroom Underlife" (Rebecca Constantino and Christian Faltis); (5) "Affirmative Action in Engineering Education: A Case Study" (James F. Shackelford, Penelope L. Shackelford, and Enrique (Henry) T. Trueba); (6) "The Policy of Modernization of Education: A Challenge to Democracy in Mexico" (Beatriz Calvo); (7) "Indigenous Images and Identity in Pluricultural Mexico: Media as Official Apologist and Catalyst for Democratic Action" (Robert DeVillar); (8) "The Role of Media in Armed and Peaceful Struggles for Identity: Indigenous Self-Expression in Mexico" (Robert DeVillar and Victor Franco); (9) "Mixed Messages: Moroccan Children in the Netherlands Living in Two Worlds" (Lotty Eldering); (10) "State Terrors: Immigrants and Refugees in the Post-National Space" (Marcelo M. Suarez-Orozco); (11) "Identity, Cultural Diversity, and Education: Notes toward a Pedagogy of the Excluded" (Elvira S. Lima and Marcelo G. Lima); (12) "Dancing with Bigotry: The Poisoning of Racial and Ethnic Identities" (Donaldo Macedo and Lilia I. Bartolome); (13) "Aspects of the Cultural Politics of Alaskan Education" (David M. Smith); (14) "Dilemmas Faced by Critical Ethnographers in China" (Yali Zou); and (15) "Afterword: !Ya Basta!" (Peter McLaren). Each chapter contains references. (Contains four tables and two figures.) Descriptors: Affirmative Action, Context Effect, Cultural Differences, Educational Policy

Jagodzinski, John J. (1982). Art Education as Ethnology: Deceptive Democracy or a New Panacea?, Studies in Art Education. Discusses F. Graeme Chalmers' view (v22 n3 1981) that cultural anthropology, (more specifically ethnography) is an essential aspect of art education. The complexity of modern society requires that art education promote understanding of cultural pluralism. Descriptors: Art Education, Cultural Pluralism, Educational Objectives, Elementary Secondary Education

MacDonald, David R. (2000). Know the Code. Twelfth Grade–Principles of American Democracy Lesson. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World. In response to campus crime schools across the United States have instituted rigorous dress codes, and, in some cases, have required students to wear uniforms to school. The president of the local school board has received petitions from several groups wishing to speak at the next school board meeting. The president's political survival rests upon the direction they lead. This activity for students in grade 12 lists three groups in favor of school uniforms (administrators, teachers, and parents) and three groups against school uniforms (American Civil Liberties Union, students, and parents). The student's job is to assume a role in a group and research a position on the issue of uniforms and dress codes for presentation to the school board. One group should take on the role of school board and research issues related to school safety and uniforms so that an informed opinion can be made. Each group is required to submit a written proposal and make a 10-minute presentation to the board using written, oral, and/or a computer presentation program such as Microsoft PowerPoint. The activity sets out the task; delineates the process; lists resources; offers learning advice; discusses evaluation; and suggests conclusion questions. The teacher notes section identifies appropriate units; explains the lesson purpose; and addresses California state standards for language arts and history/social sciences. It also addresses adaptations for special needs students.   [More]  Descriptors: Academic Standards, Democracy, Discipline Policy, Dress Codes

Mintz, Jerry; Readhead, Zoe (2000). A Victory for Democracy, a Victory for Children: An Update on Summerhill's Legal Victory by Way of an Interview with Zoe Readhead, Paths of Learning: Options for Families & Communities. An interview with Summerhill School's head describes how the independent boarding school challenged the British government's demands that it give compulsory lessons. A settlement required the school's philosophy to govern the government's approach to the school; recognized the pupils' voice in evaluations of the school; and acknowledged that learning takes place constantly, not just in class. Descriptors: Boarding Schools, Court Litigation, Elementary Secondary Education, Foreign Countries

Sherman, Mark Andrew (1999). Teaching Grassroots Democracy through Service-Learning: Lessons from the Collaborative Teaching/Lawyering Method of Clinical Legal Education, Michigan Journal of Community Service Learning. Studied a project undertaken by 21 undergraduates enrolled in an American University Washington Semester Program seminar using the collaborative teaching/lawyering method of clinical legal education. Results show that this type of community service learning can be incorporated into undergraduate courses. Descriptors: Cooperation, Democracy, Higher Education, Legal Education (Professions)

Houghton, Robert (2000). The Bill of Rights. Twelfth Grade–Principles of American Democracy Lesson. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World. When George Washington was sworn in as the first President of the United States on April 30, 1789, the U.S. Constitution had already been ratified, yet the future of the new country was at risk. Some people wanted a bill of rights added to the U.S. Constitution to guarantee individual liberties. Two groups opposed each other–the Federalists wanted a strong government and no bill of rights and the Anti-Federalists wanted more power for the states and a bill of rights. To reach an agreement, James Madison promised to add a bill of rights to the Constitution. These 10 rights (cut from 42) became the first 10 amendments to the Constitution on December 15, 1791, and became known as the "Bill of Rights." This lesson goes through the 10 amendments, presenting historical background and information and providing activity questions to think about and answer. Contains a "Bill of Rights" glossary. The teacher notes section states that the lesson was designed to be completely dependent on the student, with the intent of making students think about possible situations and to think for themselves about the necessity of individual rights. Also notes California state history/social science standards and lists resources.   [More]  Descriptors: Academic Standards, Civil Liberties, Constitutional History, Critical Thinking

Handy, Harold G. (2000). Unfinished Business: Making Democracy Work for Everyone, 1877-1904. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World. This lesson focuses on the post-Reconstruction South and the social practices based on race and skin color that hindered the South's growth as a region and relegated many people to the status of second-class citizens, in spite of the 13th, 14th, and 15th amendments. The lesson provides historical background and outlines a task for students to write a report on President Theodore Roosevelt's handling of the post-Reconstruction South and the Supreme Court's Plessy v. Ferguson decision. It details a small-group exercise with puzzle pieces representing southern states in which the teacher assigns roles for each student to identify, take notes, and write a solution to a specific social problem, followed by a group meeting to discuss and write a group report. The lesson also provides a list of online resources, learning advice for oral presentations, and evaluation criteria, as well as reflection questions for students to answer. It concludes with notes for the teacher about grade level, content standards, lesson purpose and goals, information literacy, length of time for class periods, and resources needed.   [More]  Descriptors: Citizenship, Civil Rights, Class Activities, Classroom Techniques

Stapleman, Jan, Ed. (1998). Exploring Beliefs & Research To Promote Thoughtful Practice. A NOTEWORTHY Account of the Fall 1997 McREL Conference (Breckenridge, Colorado, October 26-30, 1997). This publication reports on the fall 1997 conference of the Mid-Continent Regional Educational Laboratory (McREL). It provides an account of the keynote sessions and concurrent sessions, a bibliography of published works related to each session, and summaries of other portions of the conference. The keynote sessions included: (1) "Understanding the Complexities of Standards-Based Reform" (presented by Elliot Eisner & Bob Marzano; summarized by Jan Stapleman); (2) "Belief and Research: Culture, Context, and Dysfunctional Paradigms" (presented by Asa G. Hilliard III; summarized by Mary Lee Barton); (3) "Learning for Understanding in Individuals and Organizations" (presented by David Perkins; summarized by Diane McIntyre Wilber); (4) "Revolutionizing America's Schools: Democracy, Powerful Learning, and the Professional Imperative" (presented by Carl Glickman; summarized by Diane McIntyre Wilber); and (5) "Connecting the Information Classroom with the Digital Tool Set" (presented by John Kuglin; summarized by Diane McIntyre Wilber). The concurrent sessions included: (1) "What Are the Basics of Instruction?" (presented by Bob Marzano; summarized by Jana Caldwell); (2) "Standards Work at McREL" (presented by John Kendall; summarized by Lyn Chambers); (3) "Performance Activities" (presented by Hillary Michaels and Ceri Dean; summarized by Jan Stapleman); (4) "The Personal Domain: What Are the Applied Research and Development Issues?" (presented by Barbara McCombs, Patricia Lauer, and Audrey Peralez; summarized by Lyn Chambers); (5) "The School and Organizational Learning" (presented by Susan Toft Everson, Don Burger, and Dan Jesse; summarized by Susan Toft Everson with Jan Stapleman); (6) "Systemic Integration and Systemic Change" (presented by Louis Cicchinelli; summarized by Mary Lee Barton); (7) "Technology Lab" (presented by John Kuglin and Chris Rapp; summarized by Jana Caldwell); and (8) "Paul M. Nachtigal: 1997 McREL Award of Excellence" (Diane McIntyre Wilber).   [More]  Descriptors: Academic Standards, Computer Uses in Education, Democracy, Educational Change

Mississippi State Dept. of Education, Jackson. (1998). Mississippi Social Studies Curriculum Framework, 1998. The primary purpose of this Mississippi social studies framework is to promote an understanding of the world, human interaction, cultural diversity, and cultural heritage and to equip students with the knowledge and understanding of the past, which is essential for coping with the present and planning for the future. The framework states that the social studies curriculum should provide teachers with a guide to help instruct students with the essential skills for problem solving and thoughtful decision making. Social studies should contain a specific body of knowledge that is divided into "strands" to focus on history, geography, civics, economics and other social sciences. Following an introduction that offers suggested objectives, curriculum guide, benchmarks, and divisions for elementary, middle grades, and upper grades, the framework is divided into the following sections: (1) "Kindergarten"; (2) "First Grade"; (3) "Second Grade"; (4) "Third Grade"; (5) "Fourth Grade" (Mississippi Studies); (6) "Fifth Grade" (United States Studies); (7) "Sixth Grade" (Western Hemisphere Studies); (8) "Seventh Grade" (Eastern Hemisphere Studies); (9) "Eighth Grade" (United States History to 1877); (10) "Mississippi Studies"; (11) "World History: 1750 to the Present"; (12) "United States History: 1877 to the Present"; (13) "United States Government"; (14) "Economics"; (15) "Introduction to World Geography"; (16) "Advanced World Geography"; (17) "Psychology"; (18) "Sociology"; (19) "Biblical History of the Ancient Middle East, 2000 B.C. to 100 A.D."; (20) "Local Resource Studies"; (21) "Law Related Education"; (22) "Problems in American Democracy"; (23) "Global Studies"; (24) "Minority Studies"; (25) "Humanities I"; (26) "Humanities II"; (27) "Introduction to the Social Studies"; (28) "Local Culture"; (29) "Future Studies"; (30) "Field Experiences"; (31) "Social Studies and Literature Connections"; (31) "Technology Connections"; and (32) "Assessment Glossary."   [More]  Descriptors: Academic Standards, Civics, Economics, Elementary Secondary Education

Steinberg, Shirley R., Ed.; Kincheloe, Joe L., Ed. (1998). Kinderculture: The Corporate Construction of Childhood. The Edge: Critical Studies in Educational Theory. Changing economic realities, coupled with children's access to information about the adult world, have drastically changed the social construction of childhood. Noting that education takes place in a variety of social sites including but not limited to school, this book examines the influence of commercial concerns on this cultural pedagogy and its deleterious impact on children. The book highlights the tension between commerce and democracy, and examines how media have reshaped childhood identity, advocating a reconceptualization of childhood education to counterbalance this corporate influence. Following an introduction, the book's chapters are as follows: (1) "Home Alone and 'Bad to the Bone': The Advent of Postmodern Childhood" (Joe L. Kincheloe); (2) "Are Disney Movies Good for Your Kids?" (Henry A. Giroux); (3) "From 'Sesame Street' to 'Barney and Friends': Television as Teacher" (Eleanor Blair Hilty); (4) "'Beavis and Butt-Head': No Future for Postmodern Youth" (Douglas Kellner); (5) "Video Games and the Emergence of Interactive Media for Children" (Eugene F. Provenszo, Jr.); (6) "'Mighty Morphin Power Rangers': The Aesthetics of Phallo-Militaristic Justice" (Peter McLaren and Janet Morris); (7) "'Mom, It's Not Real!' Children Constructing Childhood through Reading Horror Fiction" (Linda K. Christian-Smith and Jean I. Erdman); (8) "Reading Children's Magazines: Kinderculture and Popular Culture" (Alan A. Block); (9) "Professional Wrestling and Youth Culture: Teasing, Taunting, and the Containment of Civility" (Aaron David Gresson III); (10) "Dealing from the Bottom of the Deck: The Business of Trading Cards, Past to Present" (Murry R. Nelson and Shirley R. Steinberg); (11) "The Bitch Who Has Everything," examining the culture of the Barbie doll (Shirley R. Steinberg); (12) "Multiculturalism and the American Dream" (Jeanne Brady); (13) "Anything You Want: Women and Children in Popular Culture" (Jan Jipson and Ursi Reynolds); and (14) "McDonald's, Power, and Children: Ronald McDonald (aka Ray Kroc) Does It All for You" (Joe L. Kincheloe). (Each chapter contains references.) Descriptors: Advertising, Business, Change Strategies, Child Rearing

Institute for Women's Policy Research, Washington, DC. (1998). Women's Progress: Perspectives on the Past, Blueprint for the Future. Conference Proceedings. Women's Policy Research Conference (5th, Washington, D.C., June 12-13, 1998). This book contains 78 of the approximately 100 conference papers presented, in 6 categories: democracy and society, employment and earnings, family and work, poverty and income, health and well being, and miscellaneous, as well as 7 poster session presentations. Representative papers include the following: "Women's Business Ownership: A Strategy for Shattering the Glass Ceiling" (Jennifer Allyn); "Race, Ethnic and Skill-Based Inequalities in Women's Employment and Wages" (Mary Corcoran, Colleen M. Heflin); "The Big Game: Implementation of Title IX's Athletic Provisions" (Katherine Levy); "The Impact of Proposition 209 on Education, Employment and Contracting Opportunities for Women in California" (Beth H. Parker); "Single-Sex Education: What Does the Research Say?" (Pamela Haag);"Inequality and the Family and Medical Leave Act: Race, Gender, and Leaves from Work" (Naomi Gerstel, Katherine McGonagle); "Public Child Care, Parental Leave, and Employment: A Cross-National Study" (Marcia K. Meyers, Janet C. Gornick, Katherin E. Ross); "Employed Mothers and Fathers in the United States: Understanding How Work and Family Life Fit Together" (Ellen Galinsky, Jennifer E. Swanberg); "Welfare Reform, Care-Taking and Self-Sufficiency: The View from Iowa Women's Lives" (Jacquelyn Litt); "Remembering the Past, Anticipating the Future: A Study of Single African American Mothers Who Are Former Welfare Recipients" (Shelly Hentz Williams); "Parents as Scholars: A Model Higher Education Program for Low-Income Women in the New Welfare Landscape" (Luisa S. Deprez, Christine Hastedt, Mary T. Henderson); "Out of Poverty: What Do Education and Training or a Labor Force Attachment Model Offer Low-Income Women in Connecticut?" (Marcia Bok, Nancy Churchill, Louise Simmons); "Moving Families from Welfare to Work: San Francisco TANF [Temporary Assistance for Needy Families] Recipients and Federal Welfare Reform" (Ruth Botstein, Stacey Leyton); "Paths to Employment: The Role of Social Networks in the Job Search for African American Women on Welfare in San Francisco" (Karen Chapple); "Barriers in the Transition from Welfare to Paid Work: The Intersection of Gender and Race" (Irene Browne, Ivy Kennelly); "Getting Jobs, Keeping Jobs, and Earning a Living Wage: Can Welfare Reform Work?" (Ariel Kalil); "An Examination of the Effects of Welfare Participation on Women's Wages" (Yin-Fang Lin). Descriptors: Adults, Blacks, Developed Nations, Disadvantaged

Vinding, Diana, Ed. (1998). Indigenous Women: The Right to a Voice. IWGIA Document No. 88. This document contains 29 articles on the problems of indigenous women in a rapidly changing world, their unequal access to knowledge and resources, and their efforts to take an active role in solving those problems. The articles are arranged into nine chapters: Keeping Traditions Alive; Changing Gender Roles; The Struggle for Self-Determination and Human Rights; The Challenge of Modern Changes; Confronting the "New World Order"; Getting Organised and Participating; Networking and Building Solidarity; Epilogue; and The 1995 Beijing Declaration of Indigenous Women. Individual articles are: "The Arhuacan Woman: Our Life Is Our Art" (Leonor Zalabata); "Maori Women and Natural Resource Management: Towards a Sustainable Future" (Elizabeth McKinley); "Healthy Communities, Healthy Women: Society and Gender in the Andes" (Wara Alderete); "Changes in Women's Status in Micronesia: An Anthropological Approach" (Beatriz Moral); "Finding the Balance: Between Ethnicity and Gender among Inuit in Artic Canada" (Helle Hogh); "The Chamoru and Guam" (Ulla Hasager); "Inside Out" (C. T. Perez); "Thieves" (Anne Perez Hattori); "The Batwa Women of Rwanda: Confronting Discrimination" (Claudine Mukamakombe, Clotilde Musabeyezu, Pulcherie Umubyeyi, Elyvanie Kamondo); "Pakeha Land Legislation in Aotearoa: The Continuous Resistance by Maori Women" (Moana Sinclair); "Women Ask for Peace and Justice on Bougainville" (Daphne Zale); "Naga Women: A Struggle for Human Rights" (Shimreichon Luithui); "Hill Tribe Women of Thailand: Where To Turn Now?" (Anchalee Phonklieng); "Indigenous Women in Indonesia: A Portrait" (Arimbi H.P.); "Indigenous Ukpiovwin Women of Delta State, Nigeria: The Challenge of Development" (Mabel I. E. Tobrise); "Wines and Spirits: The Issue of Alcoholism and the Cordillera Women" (Bernice A. See); "Wildlife Tourism and Its Impact on Indigenous Maasai Women in East Africa" (Naomi Kipuri); "The 'New World Order' and Indigenous Women: The Case of the Okanagan People, Canada" (Jeanette Armstrong); "Globalization and Its Impacts on Indigenous Women: The Philippine Case" (Victoria Tauli-Corpuz); "Tuareg Women Refugees: How We Created Tin Hinane" (Saoudata Aboubacrine); "Guarani Women Fight for Democracy" (Cecilia Bulens); "Weaving and Goat-Breeding Help Izozog Women To Organise" (Annie Oehlerich); "Women Should Not Always Stay at Home: Interview with Two Amerindian Women from French Guyana" (Henriette Rasmussen); "Tribal Women in Uttar Pradesh: Challenging the Panchayat System" (Diana Vinding); "Greenland's Women Want To Take the Lead" (Henriette Rasmussen); "Women Solidarity across Borders: Interview with Two Sami Women" (Claus Oreskov); "For the Right to a Voice and To Be Free: Building Our Own Identity" (Nellys Palomo); "Pacific Women: Experiences with International Networking" (Lynette Cruz, Ulla Hasager); and "Women, Gender Studies and the International Indigenous Movement" (Inger Sjorslev). Contains references, maps, and photographs. Descriptors: Activism, American Indians, Canada Natives, Civil Liberties

Association for Education in Journalism and Mass Communication. (1998). Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (81st, Baltimore, Maryland, August 5-8, 1998). International–Part II. The International–Part II section of the Proceedings contains the following 20 papers: "An Economic Imperative: Privatization as Reflected in Business Reporting in the Middle East. Egypt as a Case Study" (Leonard Ray Teel, Hussein Amin, Shirley Biagi, and Carolyn Crimmins); "Broadcasting in South Africa: The Politics of Educational Radio" (Paul R. van der Veur); "Why Beijingers Read Newspapers?" (Tao Sun, Xinshu Zhao, and Guoming Yu); "News about Korea and Japan in American Network Television Evening News: A Content Analysis of Coverage in 1996" (Jowon Park); "Political Parties and Changes in Taiwanese Electronic Media in the 1990s" (Wei-Kuo Lin); "State Control on Television News in Post-War Lebanon" (Marwan M. Kraidy); "American News Coverage of International Crisis Negotiations: Elite Sources of Media Framing and Effects on Public Opinion" (Dhavan V. Shah, Kent D. Kedl, and David P. Fan); "Press Finance and Economic Reform in China" (Huailin Chen and Chin-Chuan Lee); "Putting Okinawa on the Agenda: Applying Three Complementary Theories" (Beverly Horvit); "Western Press Coverage of the United Nations Operation in Somalia: A Comparison of Extra- and Intra-media Data Sources" (Anita Fleming-Rife); "Telling the Truth or Framing a Crisis?: Comparative Analysis of the 1994 North Korean Nuclear Threat as Portrayed in Two American and Two South Korean Newspapers" (Young Soo Shim); "Media, Democracy and Human Rights in Argentina" (Dave Park); "Bahamian TV Programming, 1977-1997: A Case Study of Cultural Proximity" (Juliette Storr); "The Price of Ignorance: How Correspondents' Language Skills Limit Their Work in Japan" (Beverly Horvit); "Michael Fay in 'Lash Land': A Case Study of Social Identity Construction in Foreign News Coverage" (Meredith Li-Vollmer); "Pleasure, Imperialism, and Marxist Political Economy: Exploring a Biological Base" (William Thomas Pritchard); "Media, Markets and Messages: Ghana's Radio Forced To Make Choices" (Janice Windborne); "Journalism under Fire: Reporting the El Mozote Massacre" (Kris Kodrich); "Telecommunications Policy Reform and the Legacy of the Indian Post-Colonial State" (Paula Chakravartty); and "Human Rights in China: A Pawn of a Political Agenda? A Content Analysis of 'The New York Times' (1987-1996)" (Xigen Li and Charles St. Cyr).   [More]  Descriptors: Civil Liberties, Democracy, Economic Factors, Foreign Countries

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