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Descriptors:
Higher Education; Awards; Ethics; Foreign Countries; Humanities; Educational Change; Educational Policy; Commercialization; Marketing; Newspapers; Reputation; Institutional Characteristics; Educational Strategies; Educational Objectives; News Reporting

Abstract:
This paper argues that the "Times Higher" provides a powerful tool for understanding the changing character of UK higher education (HE) and can usefully be seen as representative, and in some ways constitutive, of that changing character. Drawing on an analysis of a sample of stories from the "Times Higher," it documents the changing policy climate of UK HE from 1979 to 2010. It offers a broadly chronological account of themes that have emerged as prominent at different times during this period, pointing, "inter alia," to fears about threats to the humanities, the rise of various forms of instrumentalism and the incorporation of HE institutions and agencies into a common mindset characterised by a preoccupation with marketing and corporate success. The last of these is embodied in the changing format of the newspaper itself and in its own activities as a key player in the HE sector, notably as a sponsor of university rankings and awards. Whilst being sensitive to countervailing tendencies, the authors suggest that the growing instrumentalisation of HE and related cultural shifts represent a changed "structure of feeling" in UK HE. They conclude that the university rankings, awards and other image commodities that are a key part of this changed structure of feeling now play such a substantial role in the cultural life of universities that the norms of both rationality and professional ethics which tended to prevail in deliberations about university strategy 30 years ago may no longer be taken for granted. (Contains 82 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Discourse Analysis; Internet; Comparative Analysis; Printed Materials; Catholics; Court Litigation; National Security; Newspapers; Foreign Countries; Editing; Churches; English; Legislation; Censorship; Islam; Language Usage

Abstract:
This article examines the coverage in three Malaysian newspapers on an issue popularly known as the "Allah" issue. In 2009, the Catholic Church took the Malaysian government to court over the right to use the word "Allah". In a landmark court decision, the Church was given the right to use the word "Allah" in the Catholic newsletter "The Herald". However, this decision was appealed by the government, there was a stay order on the decision, and many protests took place over this issue. Editorials of three important English newspapers chosen for their popularity and different stances in writing were chosen to examine the manner in which this controversial issue was handled. The method employed in the analysis was Critical Discourse Analysis as used by van Dijk (2005). The Malaysian print media faces some challenges in the form of the Printing Presses and Publications Act, 1984 (PPPA). The Act requires print media to apply for their licenses annually and are subject to censorship by government authorities who can revoke their licenses if news items are seen as a threat to national security. Two print newspapers, one aligned to the government ("The Star") and another private and independent one ("The Sun") were chosen. The third is a web news portal which is relatively free from the PPPA and is therefore more vocal in its writing. The analysis shows that caution is exercised by the government affiliated paper, a more judicial approach is taken by the independent paper, and the web portal is very antigovernment in its stance. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Educational History; Latin American History; Public Education; Elementary Education; Organizations (Groups); Politics of Education; Newspapers

Abstract:
Over the last 200 years in Brazil, the notion of "public" has been established to mean the same as the notion of "state". Sergio Buarque de Holanda and, more recently, Marilena Chaui point out that the very old tradition of the appropriation of public goods by the private sector has been updated. However, the understanding of what is considered public has not always been the same. At the beginning of the nineteenth century, scientific and literary associations became responsible for public elementary education in provinces and municipalities. The study of these associations provide an indication that, in those times, the meaning of "public" had not yet been reduced to "state", as it would be in the Latin American political culture of the following century. This understanding of the "public" in education during the first half of the nineteenth century is key to revising the configuration of the public (state) education systems in the following century, when education came to be understood as the unique and exclusive responsibility of the nation state. It is a weighty task to question the political culture and the concepts that were formulated at the beginning of independent life in Brazil, especially for those who, like us, believe that the public dimension of citizen life should not be reduced to those customs that our nation state conceived and implemented throughout the past centuries. (Contains 20 footnotes and 1 figure.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Suicide; Foreign Countries; Discourse Analysis; Educational Change; Labor Force; Educational Policy; Newspapers; Teachers; Government Role; Work Environment; Teaching Conditions; Speeches

Abstract:
According to Fanny Law Fan Chiu-fun, the former Permanent Secretary for Education and Manpower, the most significant education policy in recent years in Hong Kong was undoubtedly the new academic structure commonly known as "334." As schools, universities, and the community at large seemed to accept the new academic structure in principle, the areas of contention would mostly lie in the timing and details. Sparked by the suicides of two teachers, a wave of unprecedented protests and opposition against the government's education policy followed, which led to the departure of the former Permanent Secretary for Education and Manpower Fanny Law Fan Chiu-fun and the Secretary for Education and Manpower Arthur Li Kwok-cheung from the education portfolio. This situation suggests that something was wrong with the teachers' working environment. This article aims to make sense of these discursive events through a critical discourse analysis of the "334" education policy with materials taken from documents, speeches, and press releases published by the government as well as newspaper articles drawn from "South China Morning Post," which is a rich source of contested ideas. An eclectic approach is drawn from both "state-centered" and "policy cycle" perspectives synthesized and adopted for this article. Upon this contested terrain in which individual policy actors struggle to achieve the desired political outcomes, the intention of this article is to explore how the state and other interest groups acted, reacted, and interacted in the policy processes of the 334 Education Reform. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Speech Language Pathology; Allied Health Personnel; Genetics; Knowledge Level; Self Esteem; Attitudes; Genetic Disorders; Communication Disorders; Information Sources; Work Experience; On the Job Training; Independent Study; Newspapers; Periodicals; Client Characteristics (Human Services); Children

Abstract:
The purpose of this study was to determine (a) the general knowledge bases demonstrated by school-based speech-language pathologists (SLPs) in the area of genetics, (b) the confidence levels of SLPs in providing services to children and their families with genetic disorders/syndromes, (c) the attitudes of SLPs regarding genetics and communication disorders, (d) the primary sources used by SLPs to learn about genetic disorders/syndromes, and (e) the association between general knowledge, confidence, attitudes, the number of years of experience working as an SLP, and the number of children currently provided services with genetic disorders/syndromes on SLPs' caseloads. Survey data from a nationwide sample of 533 SLPs was analyzed. Results showed SLPs earned a median knowledge score about genetics of 66% correct responses. Their mean confidence and attitude ratings were in the "unsure" categories while they reported they learned about genetics from three main sources, (a) self-study via web and internet-based searches, (b) on-the-job training and (c) popular press magazines and newspapers. Analyses revealed that Confidence summary scores, Attitude Summary scores, the number of children with genetic disorders/syndromes on SLPs' caseloads are positively associated with the ratings of participants with the highest Knowledge scores. Learning outcomes: Readers will be able to (a) explain the important links between developmental and communication disabilities and genetics, (b) describe the associations between knowledge about genetics and confidence, attitudes, and the number of children with genetic disorders/syndromes on their caseloads, and (c) outline the clinical and theoretical implications of the results from this study. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Ideology; Bilingualism; Norwegian; Language Role; Language Planning; Foreign Countries; Language Minorities; Public Officials; Language Attitudes; Self Concept; Ethnicity; Letters (Correspondence); Newspapers; Conflict; Policy Analysis; Languages

Abstract:
The study focuses on local people's expressions of attitudes and ideologies in the light of proposed Sami-Norwegian bilingual policies in their Northern Norwegian hometown. The local politicians' plan to introduce the bilingual regulations of an "administrative area for the Sami language" in the town of Tromso encountered conflicting language ideologies and attitudes among the local population and precipitated a vivid and sometimes rude debate about identities, ethnicity, and local belonging. Focusing on the mechanisms of social evaluation vis-a-vis the Sami and Norwegian languages, the analysis of attitudes and stance-taking in texts (e.g., letters to the editor) in local newspapers reveals how writers anchor their evaluations and personal stances to the relations between the self, the recipients, and shared, ideological systems of values. Ideologies about Sami and Norwegian are mainly brought up implicitly in these relations. A large number of evaluations are expressed as judgements of other people's behaviour, and language plays only a relatively marginal role as a target of most writers' evaluations. The paper concludes by discussing the ideological boundaries that writers construe simultaneously with their construction of interactional bonds, and the metalinguistic contextualization of the Sami language within these debates. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Incentives; Newspapers; Teacher Attitudes; Health Behavior; Patients; Internet; Audience Response; News Media; Health Promotion; Costs; Chronic Illness; Negative Attitudes

Abstract:
Background: There has been considerable interest in using financial incentives to help people improve their health. However, paying people to improve their health touches on strongly held views about personal responsibility. Method: "The New York Times" printed two articles in June 2010 about patient financial incentives, which resulted in 394 comments from their online audience. The authors systematically analyzed those online responses to news media in order to understand the range of themes that were expressed regarding the use of financial incentives to improve health. Results: "The New York Times" online readers revealed a broad range of attitudes about paying individuals to be healthy. Many comments reflected disdain for financial incentives, describing them as "absurd" or "silly." Other comments reflected the notion that financial incentives reward individuals for being irresponsible toward their health. Many individuals communicated concerns that paying individuals for healthy behaviors may weaken their internal drive to be healthy. A smaller set of comments conveyed support for financial incentives, recognizing it as a small sum to pay to prevent or offset higher costs related to chronic diseases. Conclusions: Although a measurable group of individuals supported financial incentives, most readers revealed negative perceptions of these approaches and an appeal for greater personal responsibility for individual health. Despite experimental success of financial incentives, negative perceptions may limit their public acceptability and uptake. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Journalism Education; Foreign Countries; English for Academic Purposes; Second Language Learning; Second Language Instruction; Language Styles; Newspapers; Writing (Composition); Essays; Asians; Comparative Analysis; Undergraduate Students; Teaching Methods; Writing Instruction; Discourse Analysis

Abstract:
If assignments are to present clear arguments that a reader may follow without confusion or rereading, learners need to master a range of thematic options and employ them in proportions appropriate to the target genre. This paper builds upon recent theoretical work on a) genre differences in terms of thematisation between two British newspapers, and b) the role of non-participant Themes in newspaper text, suggesting how that theory may be incorporated into a workable tool for EAP writing. We examine essays by pre-MA students of journalism, predominantly from East Asia, and compare their use of thematisation with that of the professional journalists. We discuss students' problems with Theme choice and propose a focus on non-participant Themes, discourse participants, and also what we refer to as "disguised discourse participants." Most of all, we recommend analysing at least the rudiments of thematisation with students and presenting them with a Theme-Rheme "model" from their chosen genre--specifically a cline, based on quantitative thematisation data, stretching from a tabloid newspaper to a broadsheet, as a yardstick against which the appropriateness of student thematisation may be measured. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Community Involvement; Health; Disadvantaged; Health Services; Change; Mass Media Effects; Newspapers; Cooperation

Abstract:
The communication of determinants of health and health outcomes normally executed through academic channels often fail to reach lay audiences. In April of 2010, the results of collaboration between academe and mass media were published in the Hamilton Spectator, one of Canada's 10 largest English-language daily newspapers as a 7-day series. The aim of the collaboration was to describe the disparities in the determinants of health and health status that exists in the City of Hamilton's neighbourhoods in a way that could be easily comprehended by a lay audience. Simple statistics, maps of the City's neighbourhoods, interviews and stories were woven together to communicate these disparities. The reaction to the series was overwhelming. It spawned a new position in the municipal government, was discussed at the Provincial and Federal levels of governments, prompted the local university to alter plans, relocating a new health care centre to the greatest area of need as highlighted by the series, and won several local and national awards. The objective of this manuscript is to describe all aspects of the series, including the specific decisions made, the methods employed and the aftermath of its publication. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Library Services; Public Libraries; Young Adults; Research Needs; Reading Habits; Adolescents; High School Students; College Students; Electronic Libraries; Handheld Devices; Reading Material Selection; National Surveys; Telecommunications; Computers; Newspapers; Periodicals; Assignments; School Libraries

Abstract:
More than eight in ten Americans between the ages of 16 and 29 read a book in the past year, and six in ten used their local public library. At the youngest end of the spectrum, high schoolers in their late teens (ages 16-17) and college-aged young adults (ages 18-24) are especially likely to have read a book or used the library in the past 12 months. And although their library usage patterns may often be influenced by the requirements of school assignments, their interest in the possibilities of mobile technology may also point the way toward opportunities of further engagement with libraries later in life. The Pew Research Center's Internet & American Life Project has taken a special look at readers between the ages of 16 and 29 because interest in them is especially high in the library world and the publishing world. This report examines how they encounter and consume books in different formats. It flows out of a larger effort to assess the reading habits of all Americans ages 16 and older as e-books change the reading landscape and the borrowing services of libraries. The main findings in this report, including all statistics and quantitative data, are from a nationally-representative phone survey of 2,986 people ages 16 and older that was administered from November 16-December 21, 2011. This report also contains the voices and insights of an online panel of library patrons ages 16-29 who borrow e-books, fielded in the spring of 2012. Among the main findings: (1) 83% of Americans between the ages of 16 and 29 read a book in the past year; (2) Among Americans who read e-books, those under age 30 are more likely to read their e-books on a cell phone (41%) or computer (55%) than on an e-book reader such as a Kindle (23%) or tablet (16%); (3) Overall, 47% of younger Americans read long-form e-content such as books, magazines or newspapers; (4) 60% of Americans under age 30 used the library in the past year; (5) Many of these young readers do not know they can borrow an e-book from a library, and a majority of them express the wish they could do so on pre-loaded e-readers; (6) High schoolers (ages 16-17) are especially reliant on the library for their reading and research needs; (7) College-aged adults (ages 18-24) show interesting shifts in their reading habits compared with high schoolers (ages 16-17); and (8) Adults in their late twenties (ages 25-29) exhibit different patterns when compared with younger age groups. (Contains 2 tables and 22 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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