Notes professional journalists know they cannot be efficient news reporters without being able to do basic math. Describes five kinds of calculations journalists use, kinds of stories calculations appear in, and how to work with them. Discusses questions to ask about the reliability of data. Offers exercises dealing with mean and median, percent…

Argues that the sport of track and field, because of the sport itself and its relatively easy access to photographers, is an obvious target for cameras. Discusses rules of the track that photographers must follow; picking a location; and equipment. Discusses shooting four specific track and field events and offers behind the scenes photos. (SR)

Interviews several college journalists and college journalism advisers about developing and working with news sources. Discusses the necessity of teaching interpersonal skills, and looks at the advantages and disadvantages of using email to interview sources. (SR)

Presents four articles considering: (1) the media's role in the coverage of politics; (2) the influence of photography particularly in terms of the president; (3) an event where an Iowa student had a chance to work with professionals while covering politics; and (4) considering scholastic reporters covering national candidates as they learn and…

Intends to help high school journalism students understand the field they are preparing for by presenting brief descriptions of a day in the work life of a television news reporter, a TV anchor/reporter, and a television news assignment editor. Describes the five-week internship at a local television news station of a journalism instructor. (SR)

Suggests that, more than anything else, scholastic journalism should create an opportunity for understanding, and that by providing fair and full coverage the student media can serve as a conduit for telling the story of every student in the school. Argues complete coverage can be achieved using a triad approach to coverage: news accounts, feature…

Describes the production of a special edition by Brink Junior High, Moore West Junior High, and Westmoore High School (Moore, Oklahoma) after a tornado destroyed entire neighborhoods only days before. Notes the positive reaction of students and the community, as well as the sense of unity that developed in the community. (RS)

Describes efforts by the publications staff of North Hall High School (Gainesville, Georgia) to cover a tornado and its aftermath. Notes that the first issue published after the storm focused in intrusion by the media. Suggests that an anniversary issues was more effective in achieving the emotional catharsis the school needed. (RS)

Describes a school newspaper editor's attempts to cover the devastating tornado that severely damaged her school--North Hall High School in Gainesville, Georgia. Notes that the 16-page special edition she and the staff produced included first-hand accounts, tributes to victims, tales of survival, and pictures of the tragedy. (RS)

Presents a detailed plan for school publications staffs in covering a crisis or disaster. Describes things to do before, during, and after the crisis (natural disasters, student deaths, fire, violence, etc.). Appends two exercises--ranking story ideas in order of importance, and establishing an emergency-contact list. (RS)

Describes a journalism adviser's dual role as teacher and adviser when it comes to covering school violence and the school's new security measures. Discusses production of a special issue of the Rockwood South (Missouri) "RAMpage" on school safety. (RS)

Suggests that school safety is an issue that concerns all students. Discusses how the staff of the Rockwood South (Missouri) "RAMpage" covered the shootings at Columbine High School in a 14-page issue and in follow-up issues. Suggests that the student newspaper covered the controversial topic in an appropriate, tasteful manner. (RS)

Describes efforts by the Westport (Massachusetts) High School's publications staff to cover violence in their school and in their small town. Notes the student newspaper devoted 16 pages over five issues in the spring of 1999 to violence in schools and among high school-aged students. (RS)

Describes the experiences and feelings of a university photojournalist as he covered the shootings at Columbine High School in Littleton, Colorado. Notes the onslaught of the media presence and the overwhelming emotion he witnessed. (RS)

Describes how "The Lakewood Times" (Lakewood, Ohio) covered the shootings at Columbine High School. Suggests that the newspaper covered the story differently than other media by taking many different angles to the story. (RS)