Teaching ethnic diversity in journalism school

It has been found that the symbolic elites have a prominent role in the discursive reproduction of racism in society, because they control the public discourse through which many ethnic prejudices are spread and shared. This special position of the mass media requires that the professional education of journalists, also featuring such topics as ethnic studies, diversity and racism, is optimally adapted to the multicultural societies in Europe, North America and Australia. This paper reports about an extensive research project examining ethnic education of journalists in these white-dominated countries, by examining the websites of many journalism and communication departments. Consistent with the general finding that white symbolic elites primarily deny or ignore (their) racism in society, none of the academic programs, anywhere in the world, mentions special classes on racism in the mass media. Finally, a practical proposal is made for a course on ethnic reporting in multicultural societies.

School Leader Update, February 2005

Monthly newsletter produced by Iowa Department of Education

School Leader Update, April 2005

Monthly newsletter produced by Iowa Department of Education

School Leader Update, September 2005

Monthly newsletter produced by Iowa Department of Education

School Leader Update, October 2005

Monthly newsletter produced by Iowa Department of Education

Clarke Community School District, Independent Auditor's Reports, Basic Financial Statements and Supplementary Information, Schedule of Findings and Questioned Costs, June 30, 2005

Community School District Audit Report

Hyperactivity and attention problems in a Swiss sample of school-aged children: effects of school achievement, child gender, and informants.

OBJECTIVE: The sensitivity and tolerance regarding ADHD symptoms obviously differ from one culture to another and according to the informants (parents, teachers, or children). This stimulates the comparison of data across informants and countries. METHOD: Parents and teachers of more than 1,000 school-aged Swiss children (5 to 17 years old) fill in Conners's questionnaires on ADHD. Children who are older than 10 years old also fill in a self-report questionnaire. Results are compared to data from a North American sample. RESULTS: Swiss parents and teachers tend to report more ADHD symptoms than American parents and teachers as far as the oldest groups of children are concerned. Interactions are evidenced between school achievement, child gender, and informants. A relatively low rate of agreement between informants is found. CONCLUSION: These results strengthen the importance to take into account all informants in the pediatric and the child psychiatry clinic, as well as in the epidemiological studies.

Conjugaisons règles et instructions : mout propres et neccessairement requises pour ceux qui désirent apprendre françois, italien, espagnol et flamen ; Brève instruction contenante la manière de bien prononcer et lire le françois, italien, espagnol, et flamen ([Reprod.]) / Gabriel Meurier

Collection : Archives de la linguistique française ; 281

Perry Community School District, Independent Auditor's Reports, Basic Financial Statements and Supplementary Information, Schedule of Findings and Questioned Costs, June 30, 2005

Community School District Audit Report

Language acquisition during a stay abroad period following formal instruction: temporal effects on oral fluency development

This study investigates the development of fluency in 30 advanced L2 learners of English over a period of 15 months. In order to measure fluency, several temporal variables and hesitation phenomena are analyzed and compared. Oral competence is assessed by means of an oral interview carried out by the learners. Data collection takes place at three different times: before (T1) and after (T2) a six-month period of FI (80 hours) in the home university, and after a three-month SA term (T3). The data is analyzed quantitatively. Developmental gains in fluency are measured for the whole period, adopting a view of complementarity between the two learning contexts. From these results, a group of high fluency speakers is identified. Correlations between fluency gains and individual and contextual variables are executed and a more qualitative analysis is performed for high fluency speakers' performance and behavior. Results show an overall development of students' oral fluency during a period of 15 months favored by the combination of a period of FI at home followed by a 3-months SA.

School Leader Update, June 2006

Monthly newsletter produced by Iowa Department of Education

School Leader Update, December 2005

Monthly newsletter produced by Iowa Department of Education

School Leader Update, January 2006

Monthly newsletter produced by Iowa Department of Education

School Leader Update, February 2006

Monthly newsletter produced by Iowa Department of Education