The Press for Technical Rationality & Dilemmas of Professional Practice: Managing Education in a Pluralistic Institutional Environment

Journalism’s Social Contract

Oxford Research Encyclopedia of Communication ◽

10.1093/acrefore/9780190228613.013.828 ◽

2018 ◽

Cited By ~ 1

Author(s):

Helle Sjøvaag

Keyword(s):

Social Contract ◽

Professional Practice ◽

Audience Participation ◽

Journalism Ethics ◽

The Public ◽

The Press ◽

Liberal Philosophy ◽

Informed Citizenry ◽

The Relationship

Journalism’s “social contract” refers to journalism’s role in democracy, primarily its obligations to inform the public and scrutinize government. The notion of a contract, however, entails the exchange of rights and obligations for mutual benefit. In this exchange, journalism enjoys the rights to free expression and publication, and it is obliged to cover the world fairly and accurately, providing citizens with the information they need to perform their roles as citizens. The notion of a social contract of the press is primarily rooted in liberal philosophy, though there is also a moral side to the contract that can be traced to republican theories of democracy. The question of reciprocity is central to the research on journalism’s social contract, primarily on the relationship between journalists and audiences, an area of research that is gaining traction as networked public spheres grow in importance as new venues of audience participation. Although the notion of a social contract is most visible in discussions of journalism ethics and professional practice, democratic media models also assume that journalism’s social contract constitutes an important conduit of democratic processes. As such, journalism’s social contract largely describes normative dimensions of journalism’s role in society, primarily embedded in notions related to the quality of information and an informed citizenry.

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Circles, Columns and Screenings: Mapping the Institutional, Discursive, Physical and Gendered Spaces of Film Criticism in 1940s London

Journal of British Cinema and Television ◽

10.3366/jbctv.2012.0107 ◽

2012 ◽

Vol 9 (4) ◽

pp. 588-611 ◽

Cited By ~ 2

Author(s):

Melanie Selfe

Keyword(s):

Professional Practice ◽

Physical Space ◽

The Other ◽

Royal Commission ◽

Film Criticism ◽

Gendered Spaces ◽

The Press ◽

Material Conditions ◽

The Aesthetic ◽

The Way

This article revisits the period considered within ‘The Quality Film Adventure: British Critics and the Cinema 1942–1948’ ( Ellis 1996 ), mapping the professional cultures, working contexts and industry relationships that underpinned the aesthetic judgements and collective directions which John Ellis observed within certain film critics’ published writings. Drawing on the records of the Critics’ Circle, Dilys Powell's papers and Kinematograph Weekly, it explores the evolution of increasingly organised professional cultures of film criticism and film publicity, arguing that the material conditions imposed by war caused tensions between them to escalate. In the context of two major challenges to critical integrity and practice – the evidence given by British producer R. J. Minney to the 1949 Royal Commission on the Press and an ongoing libel case between a BBC critic and MGM – the spaces of hospitality and film promotion became highly contested sites. This article focuses on the ways in which these spaces were characterised, used and policed. It finds that the value and purpose of press screenings were hotly disputed, and observes the way that the advancement of women within one sector (film criticism) but not the other (film publicity) created particular difficulties, as key female critics avoided the more compromised masculine spaces of publicity, making them harder for publicists to reach and fuelling trade resentment. More broadly, the article asserts the need to consider film critics as geographically and culturally located audiences who experience films as ‘professional’ viewers within extended and embodied cultures of habitual professional practice and physical space.

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Entre o Quinino e a Cloroquina: ecos da gripe espanhola na cobertura jornalística sobre a pandemia no Brasil

Pauta Geral - Estudos em Jornalismo ◽

10.5212/revistapautageral.v7.17061.026 ◽

2020 ◽

Vol 7 ◽

pp. 1-32

Author(s):

Adriana Santana

Keyword(s):

Professional Practice ◽

Research Group ◽

The Press ◽

Spanish Flu

This paper is the result of the analyses of 1918-1919 Brazilian newspapers and magazines, when the Spanish flu pandemic broke out. An analysis on how the press behave at the time, indicating permanency and divergences between both epochs. It may represent a possibility of increase in professional practice as well as a tool to analyse the role of the press nowadays. The results presented in this article are the result of both cataloging and analyzing published editions in Brazil between September 1918 and September 1919 by the Journalism and Humor Research Group, from the Federal University of Pernambuco.

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School-Based Speech-Language Pathologists' Adherence to Practice Guidelines for Assessment of English Learners

Language Speech and Hearing Services in Schools ◽

10.1044/2020_lshss-20-00037 ◽

2020 ◽

pp. 1-12

Author(s):

Virginia L. Dubasik ◽

Dubravka Svetina Valdivia

Keyword(s):

Professional Practice ◽

Practice Guidelines ◽

Case History ◽

English Learners ◽

Online Survey ◽

Dynamic Assessment ◽

Federal Legislation ◽

Assessment Practices ◽

Speech Language Pathologists ◽

School Based

Purpose The purpose of this study was to ascertain the extent to which school-based speech-language pathologists' (SLPs) assessment practices with individual English learners (ELs) align with federal legislation and professional practice guidelines. Specifically, we were interested in examining SLPs' use of multiple tools during individual EL assessments, as well as relationships between practices and number of types of training experiences. Method School-based SLPs in a Midwestern state were recruited in person or via e-mail to complete an online survey pertaining to assessment. Of the 562 respondents who completed the survey, 222 (39.5%) indicated past or present experience with ELs, and thus, their data were included in the analyses. The questionnaire solicited information about respondent's demographics, caseload composition, perceived knowledge and skills and training experiences pertaining to working with ELs (e.g., graduate school, self-teaching, professional conferences), and assessment practices used in schools. Results The majority of respondents reported using multiple tools rather than a single tool with each EL they assess. Case history and observation were tools used often or always by the largest number of participants. SLPs who used multiple tools reported using both direct (e.g., standardized tests, dynamic assessment) and indirect tools (e.g., case history, interviews). Analyses revealed low to moderate positive associations between tools, as well as the use of speech-language samples and number of types of training experiences. Conclusions School-based SLPs in the current study reported using EL assessment practices that comply with federal legislation and professional practice guidelines for EL assessment. These results enhance our understanding of school-based SLPs' assessment practices with ELs and may be indicative of a positive shift toward evidence-based practice.

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Scientifically Based Professional Practice

ASHA Leader ◽

10.1044/leader.ftp.13162008.26 ◽

2008 ◽

Vol 13 (16) ◽

pp. 26-27 ◽

Cited By ~ 1

Author(s):

Kate Gottfred

Keyword(s):

Professional Practice

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Practioner Reflection That Enhances Interprofessional Collaborative Practices for Serving Children Who Are Deaf/Hard-of-Hearing

Perspectives of the ASHA Special Interest Groups ◽

10.1044/persp2.sig9.3 ◽

2017 ◽

Vol 2 (9) ◽

pp. 3-9 ◽

Cited By ~ 3

Author(s):

Kristina M. Blaiser ◽

Mary Ellen Nevins

Keyword(s):

Young Children ◽

Professional Practice ◽

Hard Of Hearing ◽

Service Providers ◽

Interprofessional Collaboration ◽

The Self ◽

Self Awareness ◽

Collaborative Practices ◽

Interprofessional Teams ◽

Client Care

Interprofessional collaboration is essential to maximize outcomes of young children who are Deaf or Hard-of-Hearing (DHH). Speech-language pathologists, audiologists, educators, developmental therapists, and parents need to work together to ensure the child's hearing technology is fit appropriately to maximize performance in the various communication settings the child encounters. However, although interprofessional collaboration is a key concept in communication sciences and disorders, there is often a disconnect between what is regarded as best professional practice and the self-work needed to put true collaboration into practice. This paper offers practical tools, processes, and suggestions for service providers related to the self-awareness that is often required (yet seldom acknowledged) to create interprofessional teams with the dispositions and behaviors that enhance patient/client care.

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