Democracy and the press: A comparative analysis of pluralism in the international print media

The relationship between democracy and press pluralism is assessed in seven countries: China, Colombia, Egypt, Germany, India, Lithuania, and Russia. The term “pluralism” is defined as the extent to which diverse and competing views appear in the content of the mainstream press on a given news topic. Content analysis of 2,172 articles from the 10 largest newspapers in each country, published in the first months after the September 11, 2001 terrorist attacks, is used to evaluate the level of press pluralism. The main indicator of democracy is based on data from the Freedom House organization, though other democracy indexes are considered. Previous studies have offered conflicting views on the relationship between democracy and press pluralism. Although this study finds mixed results, the general tendency, which is based on 10 major news issues surrounding the events of 9/11, supports the perspective that democracy is not always positively associated with press pluralism. Much of the debate over 9/11 in countries ranked as highly democratic was less pluralistic than in countries with weaker democratic institutions.     

Practice educators’ experiences of facilitating and assessing student values and ethics learning: constructing dialogue

This study explored the experiences of practice educators in facilitating and assessing student values and ethics learning. Three practice educators in the North of England were invited to explore their experiences through semi-structured, in-depth interviews. Responses were coded using Interpretative Phenomenological Analysis. Interventions to manage discontinuities between students’ personal and professional values were explored alongside the rationale for holding these two as separate entities. Using a pedagogically informed concept of professional self-location, findings that illustrate both difficulties and successes with these strategies are presented within two major themes, Conceptualisations of Personal and Professional Values, and Constructing Dialogue. The critical functions that dialogic learning serves in the practice educator repertoire are discussed, along with recommendations for the training, support and continuous professional development of practice educators.     

Motivations for Reading the Left Behind Book Series: A Uses and Gratifications Analysis

This uses and gratifications study investigates motivations for reading the Left Behind book series and their correlation to media use patterns; religious commitments; and the Conservative Protestant, Mainline, or Catholic Christian background of readers. The survey of 1,188 readers found that sanctified entertainment and “end times” teaching were the top reasons for reading the series. There was a significant positive relationship between religious media use and spiritual growth/development, content reaction, and accuracy. A significant positive relationship was found between religious commitment and content reaction, and religious commitment and biblical accuracy reading motivations. The study revealed different reading motivations among the various denominations, especially Catholics.     

The NOICC/SOICC Network: Policy,Programs, and Partners, 1976–2000

This historical and reflective account of the National Occupational Information Coordinating Committee's (NOICC) and the State Occupational Information Coordinating Committees’ (SOICCs) significant development of a national infrastructure that shaped career development policy, practice, and training from 1976 to 2000 offers key lessons for future development practice and potential in the United States and beyond. The establishment of the NOICC/SOICC network marked a turning point in the systematic development and delivery of standardized occupational information and supporting resources designed to meet the needs of career development, education and training program design, and employer information requirements. NOICC's core occupational information activities and national career development guidelines and programs are discussed. Public policy that supports career information and counseling services is suggested.