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In the past decade, academic and professional debates about media accountability have spread around the globe – but have done so in a fundamentally different framework. In many Western democracies, trust in media – along with trust in politics and trust in institutions – as eroded dramatically. Fundamental shifts regarding the patterns of media use and the structure of media and revenue markets have made media and journalism more exposed to criticism from various stakeholders, and more vulnerable to the strategic influence of national and international actors. While many “Western” media professionals have reacted to these challenges to its credibility by new initiatives to demonstrate accountability and transparency, policy makers in other countries even in the “Global North” have tightened their grip on independent media and gradually weakened the concept of self-control. At the same time, an ongoing democratization in many parts of the world, along with a de-regulation of media markets, has created a growing demand for self-regulation and media accountability in countries formerly characterized by rigid press control.
Claude-Jean Bertrand defined the development and current structures of accountability in journalism as “any non-State means of making media responsible towards the public.” Key aims of media accountability are “to improve the services of the media to the public; restore the prestige of media in the eyes of the population; diversely protect freedom of speech and press; obtain, for the profession, the autonomy that it needs to play its part in the expansion of democracy and the betterment of the fate of mankind.” Journalists and news outlets have a wide array of responses to professional, public, and political criticisms via press councils, ombudsmen, media criticism, and digital forms of media accountability, while online and offline media accountability instruments have distinct traditions in different media systems and journalism cultures.
Accuracy is a central norm in journalism and at the heart of the journalistic practice. As a norm, accuracy developed out of objectivity, and has therefore an Anglo-American origin. Nevertheless, the commitment to the rule of getting it right is shared among journalists across different journalistic cultures. The history of accuracy is closely related to other central concepts in journalism like truthfulness, factuality and credibility, because it raises epistemological questions of whether and how journalism is capable of depicting reality accurately, truthfully and based on fact. Accuracy plays a particularly important role with regard to the factuality of the journalistic discourse, as it forces journalists not only to ground their reporting on facts, but to check whether presented facts are true or not—which is reflected both in the description of the journalistic profession as the discipline of verification as well as the central relevance of accuracy for instruments of media self-regulation like press councils and codes of ethics.
Accuracy is an important standard to determine the quality of the news reporting. In fact, many studies, most of them carried out Western democracies, have investigated the accuracy of journalistic reporting based on the number of errors that sources mentioned in the articles perceived. As journalism moved online and the immediacy of the news cycle requested a faster pace of publication, news outlets often adopted the strategy to publish first and to verify second, although research has shown that the accuracy of journalistic reporting and trustfulness are related. Especially in the current debate on disinformation, many online fact-checking and verification services have thus seen a global rise of attention and importance.
Laura Colucci-Gray, Pamela Burnard, Donald Gray, and Carolyn Cooke
“STEAM education,” with its addition of “arts” to STEM subjects, is a complex and contested concept. On the one hand, STEAM builds upon the economic drivers that characterize STEM: an alignment of disciplinary areas that allegedly have the greatest impact on a developed country’s Gross Domestic Product (GDP). On the other hand, the addition of the arts may point to the recovery of educational aims and purposes that exceed economic growth: for example, by embracing social inclusion, community participation, or sustainability agendas. Central to understanding the different educational opportunities offered by STEAM is the interrogation of the role—and status—of the arts in relation to STEM subjects. The term “art” or “arts” may refer, for example, to the arts as realms/domains of knowledge, such as the humanities and social science disciplines, or to different ways of knowing and experiencing the world enabled by specific art forms, practices, or even pedagogies. In the face of such variety and possibilities, STEAM is a portmanteau term, hosting approaches that originate from different reconfigurations or iterative reconfiguring of disciplinary relationships. A critical discussion of the term “STEAM” will thus require an analysis of published literature alongside a review and discussion of ongoing practices in multiple field(s), which are shaped by and respond to a variety of policy directions and cultural traditions. The outcome is a multilayered and textured account of the limitations and possibilities for and relational understandings of STEAM education.
World Wars I and II were very probably the most destructive conflicts in African history. In terms of the human costs—the numbers of people mobilized, the scale of violence and destruction experienced--as well as their enduring political and social impact, no other previous conflicts are comparable, particularly over such short periods as four and ten years, respectively. All told, about 4,500,000 African soldiers and military laborers were mobilized during these wars and about 2,000,000 likely died.
Mobilization on this scale among African peasant societies was only sustainable because they were linked to the industrial economies of a handful of West Central European nation states at the core of the global commercial infrastructure, which invariably subordinated African interests to European imperial imperatives. Militarily, these were expressed in two ways: by the use of African soldiers and supporting military laborers to conquer or defend colonies on the continent, or by the export of African combat troops and laborers overseas—in numbers far exceeding comparable decades during the 18th-century peak of the transatlantic slave trade—to Europe and Asia to augment Allied armies there.
The destructive consequences of these wars were distributed unevenly across the continent. In some areas of Africa, human losses and physical devastation frequently approximated or surpassed the worst suffering experienced in Europe itself; yet, in other areas of the continent, Africans remained virtually untouched by these wars.
These conflicts contributed to an ever-growing assertiveness of African human rights in the face of European claims to racial supremacy that led after 1945 to the restoration of African sovereignty throughout most of the continent. On a personal level, however, most Africans received very little for their wartime sacrifices. Far more often, surviving veterans returned to their homes with an enhanced knowledge of the wider world, perhaps a modicum of newly acquired personal prestige within their respective societies, but little else.
Thomas Kwasi Tieku
The African Union (AU), an international organization comprising all 54 independent states in Africa and Western Sahara, was established in May 2001 to, among other things, promote regional integration, interstate solidarity, peace, good governance and to enhance the African voice in the global system. This article examines successes and failures of the AU. The central argument is that the pan-African organization is like the proverbial forest that has bad trees dotted around its many good trees. The AU has been very successful in addressing the needs of the African political class but it is yet to make a significant difference in the lives of many ordinary Africans. The importance of the pan-African organization to African political elite is such that they would have created it today if it did not already exist. The AU has socialized African leaders to accept liberal values as the foundation of international cooperation in Africa; enhanced the agency of African political class on the world stage; and established progressive and innovative rules and norms for the African continent. It has also created many useful decision-making structures that have contributed to the prevention, management, and resolution of conflicts in Africa.
The AU has, however, been less successful in connecting its activities and programs to many ordinary Africans; providing common public goods and services valued by commoners in Africa; giving voice to the majority of young people in Africa; promoting intra-Africa trade, good governance, and financial independence of the African continent as well as struggled to address the expressed material needs and quotidian concerns of ordinary Africans.
Jack Kuhns and Dayna R. Touron
The study of aging and cognitive skill learning is concerned with age-related changes and differences in how we gather, store, and use information and abilities. As life expectancy continues to rise, resulting in greater numbers and proportions of older individuals in the population, understanding the development and retention of skills across the lifespan is increasingly important. Older adults’ task performance in cognitive skill learning is often equal to that of young adults, albeit not as efficient, where older adults often require more time to complete training. Investigations of age differences in fundamental cognitive processes of attention, memory, or executive functioning generally reveal declines in older adults. These are related to a slowing of cognitive processing. Slowing in cognitive processing results in longer time necessary to complete tasks which can interfere with the fidelity of older adults’ cognitive processes in time-limited scenarios. Despite this, older adults maintain comparable rates of learning with young adults, albeit with some reduced efficiency in more complex tasks. The effectiveness of older adults’ learning is also impacted by a lesser tendency to recognize and adopt efficient learning strategies, as well as less flexibility in strategy use relative to younger adults. In learning tasks that involve a transition from using a complex initial strategy to relying on memory retrieval, older adults show a volitional avoidance of memory that is related to lower memory confidence and an impoverished mental model of the task. Declines in learning are not entirely problematic from a functional perspective, however, as older adults can often rely upon their extensive knowledge to compensate for certain deficiencies, particularly in everyday tasks. Indeed, domains where older adults have maintained expertise are somewhat insulated from other age-related declines.
American structuralism is a label attached to a heterogeneous but distinctive style of language scholarship practiced in the United States, the heyday of which extended from around 1920 until the late 1950s. There is certainly diversity in the interests and intellectual stances of American structuralists. Nevertheless, some minimum common denominators stand out. American structuralists valued synchronic linguistic analysis, independent of—but not to the exclusion of—study of a language’s development over time; they looked for, and tried to articulate, systematic patterns in language data, attending in particular to the sound properties of language and to morphophonology; they identified their work as part of a science of language, rather than as philology or as a facet of literary studies, anthropology, or the study of particular languages. Some American structuralists tried to establish the identity or difference of linguistic units by studying their distribution with respect to other units, rather than by relying on identity or difference of meaning. Some (but not all) American structuralists avoided cross-linguistic generalizations, perceiving them as a threat to the hard-won notion of the integrity of individual languages; some (but not all) avoided attributing patterns they discovered in particular languages to cultural or psychological proclivities of speakers. A considerable amount of American structuralist research focused on indigenous languages of the Americas. One outstanding shared achievement of the group was the institutionalization of linguistics as an autonomous discipline in the United States, materialized by the founding of the Linguistic Society of America in 1924.
This composite picture of American structuralists needs to be balanced by recognition of their diversity. One important distinction is between the goals and orientations of foundational figures: Franz Boas (1858–1942), Edward Sapir (1884–1939), and Leonard Bloomfield (1887–1949). The influence of Boas, Sapir, and Bloomfield was strongly felt by the next generation of language scholars, who went on to appropriate, expand, modify, or otherwise retouch their ideas to produce what is called post-Bloomfieldian linguistics. Post-Bloomfieldian linguistics displays its own internal diversity, but still has enough coherence to put into relief the work of other language scholars who were close contemporaries to the post-Bloomfieldians, but who in various ways and for various reasons departed from them. American structuralism has at least this much heterogeneity.
This article illustrates the character of American structuralism in the first half of the 20th century. Analysis of a corpus of presidential addresses presented to the Linguistic Society of America by key American structuralists grounds the discussion, and provides a microcosm within which to observe some of its most salient features: both the shared preoccupations of American structuralists and evidence of the contributions of individual scholars to a significant collaborative project in the history of linguistics.
Gizem Hülür and Elisa Weber
Lifespan development is embedded in multiple social systems and social relationships. Lifespan developmental and relationship researchers study individual codevelopment in various dyadic social relationships, such as dyads of parents and children or romantic partners. Dyadic data refers to types of data for which observations from both members of a dyad are available. The analysis of dyadic data requires the use of appropriate data-analytic methods that account for such interdependencies. The standard actor-partner interdependence model, the dyadic growth curve model, and the dyadic dual change score model can be used to analyze data from dyads. These models allow examination of questions related to dyadic associations such as whether individual differences in an outcome can be predicted by one’s own (actor effects) and the other dyad member’s (partner effects) level in another variable, correlated change between dyad members, and cross-lagged dyadic associations, that is, whether one dyad member’s change can be predicted by the previous levels of the other dyad member. The choice of a specific model should be guided by theoretical and conceptual considerations as well as by features of the data, such as the type of dyad, the number and spacing of observations, or distributional properties of variables.
Abraham P. DeLeon
What is anarchist theory and practice? What does it mean when anarchists engage with qualitative research? Anarchism has a long-standing history within radical political action that has been enacted at particular historical times and spaces. The Spanish Civil War, Paris 1968, and the so-called Battle of Seattle in 1999 saw the potential of anarchism as both a mode of critique and way(s) in which to think about direct political action. However, little has been done within the critical qualitative research project to engage with the ideas and critiques that anarchism offers researchers to think about and inform their own work.
Resisting hierarchies and their arrangements, challenging domination and relationships of power, rethinking praxis and direct action in qualitative research, and envisioning a utopian social and political imagination have been just a few of the political and epistemological projects that anarchists have undertaken that have direct implications for qualitative researchers. In thinking about future potentials, it has become imperative that critical qualitative researchers engage with anarchist theory and its critiques to better inform its own assumptions when thinking about the roles that qualitative research plays in resisting and altering oppressive social, political, and economic conditions.
Jón Gunnar Bernburg
Originating in the tradition of classical sociology (Durkheim, Merton), anomie theory posits how broad social conditions influence deviant behavior and crime. The French sociologist Émile Durkheim was the first to discuss the concept of anomie as an analytical tool in his 1890s seminal works of sociological theory and method. In these works, anomie, which refers to a widespread lack of commitment to shared values, standards, and rules needed to regulate the behaviors and aspirations of individuals, is an intermediate condition by which social (dis)organization impacts individual distress and deviant behavior. An observant of the massive social changes of 19th-century Europe, Durkheim argued that anomie resulted from rapid social change and the weakening of traditional institutions, in particular the reduced authority of such institutions in the economic sphere, as well as changes in the principles underlying social inequality. A few decades later, the American sociologist Robert Merton re-formulated anomie theory, arguing how a particular malintegration of the culture-structure constitution of modern society produces high rates of crime. Echoing selected themes in Durkheim’s work, and discussing the United States as a prime example, Merton argued how a shared overemphasis on monetary success goals undermines individual commitment to social rules, and generates a particularly acute strain on individuals in disadvantaged social positions. Thus having implications for research on crime rate differences between societies as well as between individuals and groups within the society, anomie theory has inspired a broad range of both macro- and micro-level applications and extensions. On the one hand, the theory has shaped studies of crime rates across large social units, such as countries and metropolitan areas. Such research, while often limited in terms of the types of crime that can reliably be compared across large social units, has linked crime with economic inequality, materialistic values, the institutional dominance of market-driven processes and values, and rapid social change. An important development in this tradition is the advent of multilevel research that links societal factors with individual normlessness, strain, and criminal behavior. On the other hand, micro-level implications of anomie theory, often referred to as classic strain theory, have shaped studies of individual and group differences in criminal behavior within societies. This type of work often studies youths, at times bringing in notions of gangs, subculture, and differential opportunities, focusing on the criminogenic effects of strain stemming from opportunity blockage and relative deprivation. Yet the work rarely examines individual normlessness as an intermediate process linking social structure and delinquency. Finally, anomie theory has been extended and applied to research on business/corporate and white-collar crime. While more research is needed in this area, the extant work suggests how anomie theory provides a particularly powerful explanation of national-level differences in business/corporate crime (e.g., bribery). The article concludes by noting that an increased emphasis on multilevel research may lead to an integration of the macro-level and micro-level extensions and applications of anomie theory in the future.