Randall Sumpter questions the dominant notion that reporters entering the field in the late nineteenth century relied on an informal apprenticeship system to learn the rules of journalism. Drawing from the experiences of more than fifty reporters, he argues that cub reporters could and did access multiple sources of instruction, including autobiographies and memoirs of journalists, fiction, guidebooks, and trade magazines. Arguments for “professional journalism” did not resonate with the workaday journalists examined here. These news workers were more concerned with following a personal rather than a professional code of ethics, and implemented their own work rules. Some of those rules governed “delinquent” behavior. While scholars have traced some of the connections between beginning journalists and learning opportunities, Sumpter shows that much more can be discovered, with implications for understanding the development of journalistic professionalism and present-day instances of journalistic behavior.

This book is about two prominent issues: conflict prevention, and the media. Conflict prevention is a challenging concept for the media because journalists normally work on current affairs: reporting what is going on now, not trying to change the course of events in the medium or long term. However, the media can also play a determinant role in conflict prevention by providing swift and reliable information of emerging or potential conflicts to local and external actors. Governments, international organizations and public opinion alike need in-depth understanding of pre- and post-conflict social, economic, cultural and political environments in order to fully understand the benefits and feasibility of preventive policies.

This Handbook links the growing body of media and conflict research with the field of security studies. The academic sub-field of media and conflict has developed and expanded greatly over the past two decades. Operating across a diverse range of academic disciplines, academics are studying the impact the media has on governments pursuing war, responses to humanitarian crises and violent political struggles, and the role of the media as a facilitator of, and a threat to, both peace building and conflict prevention. This handbook seeks to consolidate existing knowledge by linking the body of conflict and media studies with work in security studies. The handbook is arranged into five parts: Theory and Principles. Media, the State and War Media and Human Security Media and Policymaking within the Security State New Issues in Security and Conflict and Future Directions For scholars of security studies, this handbook will provide a key point of reference for state of the art scholarship concerning the media-security nexus; for scholars of communication and media studies, the handbook will provide a comprehensive mapping of the media-conflict field.

1913/15 contains reports of chancellor and treasurer; 1919/24, reports of treasurer and comptroller; 1924- reports of treasurer, comptroller, departments, committees and the publications of the faculty.

Media and Information Literacy in Higher Education: Educating the Educators is written for librarians and educators working in universities and university colleges, providing them with the information they need to teach media and information literacy to students at levels ranging from bachelor to doctoral studies. In order to do so, they need to be familiar with students' strengths and weaknesses regarding MIL. This book investigates what university and college students need to know about searching for, and evaluating, information, and how teaching and learning can be planned and carried out to improve MIL skills. The discussions focus on the use of process-based inquiry approaches for developing media and information literacy competence, involving students in active learning and open-ended investigations and emphasizing their personal learning process. It embraces face-to-face teaching, and newer forms of online education. - Examines the intersecting roles of academic librarians, teacher educators, and library educators in preparing library students and teacher education students to use the library - Brings new perspectives from both teacher educator and library educator, and draws connections between higher and secondary education (K12) - Draws on a number of competences, skills, knowledge, experiences, and reflections from a variety of perspectives, and focuses on libraries as efficient tools in all kinds of education and learning activities - Written by an international group of authors with firsthand experience of teaching MIL - Looks at how libraries can contribute to the promotion of civic literacy within higher education institutions and in society more widely

Adam Smith's 'invisible hand' relied on the self-interest of individuals to produce good outcomes. Economists' belief in efficient markets took this idea further by assuming that all individuals are selfish. This belief underpinned financial deregulation, and the theories on incentives and performance which supported it. However, although Adam Smith argued that although individuals may be self-interested, he argued that they also have other-regarding motivations, including a desire for the approbation of others. This book argues that the trust-intensive nature of financial services makes it essential to cultivate such other-regarding motivations, and it provides proposals on how this might be done. Trustworthiness in the financial services industry was eroded by deregulation and by the changes to industry structure which followed. Incentive structures encouraged managers to disguise risky products as yielding high returns, and regulation failed to curb this risk-taking, rent-seeking behaviour. The book makes a number of proposals for reforms of governance, and of legal and regulatory arrangements, to address these issues. The proposals seek to harness values and norms that would reinforce 'other-regarding' behaviour, so that the firms and individuals in the financial services act in a more trustworthy manner. Four requirements are identified which together might secure more strongly trustworthy behaviour: the definition of obligations, the identification of responsibilities, the creation of mechanisms which encourage trustworthiness, and the holding to account of those involved in an appropriate manner. Financial reforms at present lack sufficient focus on these requirements, and the book proposes a range of further actions for specific parts of the financial industry.

This book looks at criticisms of the journalism profession and evaluates many of the changes in journalism--both positive and negative. In addition, it suggests what the many changes mean for this nation and indeed for the world at large, as American journalism--its methods and standards--has markedly influenced the way many millions overseas receive news and view their world. Based on author William Hachten's 50-year involvement with newspapers and journalism education, The Troubles of Journalism serves as a realistic examination of the profession, and is appropriate for upper-level un.