Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (86th, Kansas City, Missouri, July 30-August 2, 2003). Newspaper Division.

Titel	Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (86th, Kansas City, Missouri, July 30-August 2, 2003). Newspaper Division.
Quelle	(2003), (581 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Audience Awareness; Case Studies; Change Strategies; Cooperation; Credibility; Editorials; Elections; Electronic Mail; Evaluation Methods; Gender Issues; Group Dynamics; Higher Education; Journalism Education; Media Coverage; Newspapers; Sex Differences; Teacher Attitudes; World Wide Web; Writing Instruction; Indiana; Michigan + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Lösungsstrategie; Co-operation; Kooperation; Glaubwürdigkeit; Leitartikel; Election; Wahl; Elektronischer Briefkasten; Geschlechterfrage; Gruppendynamik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Newspaper; Zeitung; Sex difference; Geschlechtsunterschied; Lehrerverhalten; World Wibe Web; Schreibunterricht
Abstract	The Newspaper Division of the proceedings contains the following 22 papers: "Framing Freedom: Hoosier Republican and Democratic Newspaper Editors Frame Lincoln's Emancipation Proclamation" (David W. Bulla); "Quantifying Newspaper Quality: 'I Know It When I See It'" (Philip Meyer and Koang-Hyub Kim); "Cultural Convergence: An Examination of Intergroup Bias and Journalism" (Vincent F. Filak); "Keep Up with Time: Top Story Updates in Seven U.S. Online Newspapers" (Jin Xu); "Partisan and Structural Balance in News Stories Covering Incumbent and Open Elections for Governor in Michigan" (Frederick Fico and Eric Freedman); "Perceptions of the Audience by the Alternative Press Producers: A Case Study of 'The Texas Observer'" (InCheol Min); "War with Iraq: How 'The New York Times' and the'Guardian of London' Covered the Story after the First Anniversary of the Sept. 11 Terrorist Attacks" (James Boden); "A Multistage Approach to Obtaining a Nationally Representative Sample of Local News Coverage" (Marilee Long, Michael Slater, and Linda Stapel); "Characterizations of the '911' Attack and Perpetrators in Three U.S. Elite Newspapers" (Li Zeng); "Experience and Internet News: The 'Real' Reason for the Online News Reading Gender Gap" (Amy Schmitz Weiss, Sharon Meraz, Nilo Figur, and Paula M. Poindexter); "Policing the Political Spinners: Analysis of Newspaper Coverage of Political Adwatches from 1988-2000" (Chris Glowaki, Thomas J. Johnson, and Kristine E. Kranenburg); "Under Construction: Measures of Community-Building at Newspaper Web Sites" (Cassandra Imfeld and Glenn W. Scott); "'Searching for a New Paradigm: Results of the National Media Writing Faculty Survey" (Mark Masse and Mark Popovich); "The Sociology of Convergence: Challenges and Change in Newspaper News Work" (Jane B. Singer); "America Strikes Back--A Comparative Content Analysis of 'The New York Times' Coverage of U.S. Policy after Pearl Harbor and 9/11" (Olaf Werder); "No Substitute for Being There: How Statewide Public Affairs Television Tries to Fill the Gap for Journalists" (Karen M. Rowley and David D. Kurpius); "The Convergence Continuum: A Model for Studying Collaboration Between Media Newsrooms" (Larry Dailey, Lori Demo, and Mary Spillman); "A Comparative Analysis of Source and Reporter Gender in Newsrooms Managed by Men versus Women" (Stephanie Craft, Wayne Wanta, and Cheolhan Lee);"The Perceived Credibility of Electronic Mail in Newspaper Newsgathering" (Bruce Garrison); "The Evolution of Online Newspapers: A Longitudinal Content Analysis, 1997-2003" (Jennifer Greer and Donica Mensing); "Online Versions of US Daily Newspapers: Does Size Matter?" (Thimios Zaharopoulos); and "The Paradox of Editorial Diversity: A Content Analysis of the Cincinnati Enquirer and Cincinnati Post" (Steve Hallock, Ron Rodgers, Mike Gennaria, and Fei Wei). (RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC