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The News Media Industry Defined
Spring 2006 Industry Study Final Report News Media Industry The Industrial College of the Armed Forces National Defense University Fort McNair, Washington, D.C. 20319-5062 i NEWS MEDIA 2006 ABSTRACT: The American news media industry is characterized by two competing dynamics – traditional journalistic values and market demands for profit. Most within the industry consider themselves to be journalists first. In that capacity, they fulfill two key roles: providing information that helps the public act as informed citizens, and serving as a watchdog that provides an important check on the power of the American government. At the same time, the news media is an extremely costly, market-driven, and profit-oriented industry. These sometimes conflicting interests compel the industry to weigh the public interest against what will sell. Moreover, several fast-paced trends have emerged within the industry in recent years, driven largely by changes in technology, demographics, and industry economics. They include: consolidation of news organizations, government deregulation, the emergence of new types of media, blurring of the distinction between news and entertainment, decline in international coverage, declining circulation and viewership for some of the oldest media institutions, and increased skepticism of the credibility of “mainstream media.” Looking ahead, technology will enable consumers to tailor their news and access it at their convenience – perhaps at the cost of reading the dull but important stories that make an informed citizenry. Changes in viewer preferences – combined with financial pressures and fast paced technological changes– are forcing the mainstream media to re-look their long-held business strategies. These changes will continue to impact the media’s approach to the news and the profitability of the news industry. -
Instructional Communication 8 the Emergence of a Field
Instructional Communication 8 The Emergence of a Field Scott A. Myers ince its inception, the field of instructional communication has Senjoyed a healthy existence. Unlike its related subareas of communi- cation education and developmental communication (Friedrich, 1989), instructional communication is considered to be a unique area of study rooted in the tripartite field of research conducted among educational psychology, pedagogy, and communication studies scholars (Mottet & Beebe, 2006). This tripartite field focuses on the learner (i.e., how students learn affectively, behaviorally, and cognitively), the instructor (i.e., the skills and strategies necessary for effective instruction), and the meaning exchanged in the verbal, nonverbal, and mediated messages between and among instructors and students. As such, the study of instructional com- munication centers on the study of the communicative factors in the teaching-learning process that occur across grade levels (e.g., K–12, post- secondary), instructional settings (e.g., the classroom, the organization), and subject matter (Friedrich, 1989; Staton, 1989). Although some debate exists as to the events that precipitated the emer- gence of instructional communication as a field of study (Rubin & Feezel, 1986; Sprague, 1992), McCroskey and McCroskey (2006) posited that the establishment of instructional communication as a legitimate area of scholarship originated in 1972, when the governing board of the Inter- national Communication Association created the Instructional Communi- cation Division. The purpose of the Division was to “focus attention on the role of communication in all teaching and training contexts, not just the teaching of communication” (p. 35), and provided instructional communication researchers with the opportunity to showcase their scholarship at the Association’s annual convention and to publish their research in Communication Yearbook, a yearly periodical sponsored by the Association. -
An Economic Analysis of Media Markets
An Economic Analysis of Media Markets Inaugural-Dissertation zur Erlangung des Grades Doctor oeconomiae publicae (Dr. oec. publ.) an der Ludwig-Maximilians-Universit¨atM¨unchen 2011 vorgelegt von Tanja Greiner Referent: Prof. Dr. Andreas Haufler Korreferent: Prof. Dr. Tobias Kretschmer Datum der m¨undlichen Pr¨ufung: 26. Januar 2012 Promotionsabschlussberatung: 8. Februar 2012 Acknowledgements My first and foremost thanks go to my advisors Andreas Haufler and Tobias Kretschmer for guiding my steps along this academic journey. I owe my deepest gratitude to Andreas Haufler for giving me the opportunity to pursue this dissertation. His outstanding support and continuous encouragement, as well as his helpful comments and suggestions were invaluable to me. This thesis benefited a lot from Tobias Kretschmer's experience and knowledge. He always took the time to give me advice on my research projects and provided me with many valuable comments. I am also very grateful to Monika Schnitzer who kindly agreed to join my thesis committee. I also want to acknowledge Marco Sahm, my co-author of Chapter 3 of this thesis, from whom I learned a lot during our joint project. Special thanks go to my friends and colleagues at the Seminar for Economic Policy and the Munich Graduate School of Economics who made my time as a graduate student a very enjoyable experience. I am very much indebted to Maximilian von Ehrlich, not only for his helpful proofreading, but for always supporting and encouraging me. Last but not least, I want to thank my parents for their unequivocal support throughout all the years of my studies. -
Social Scientific Theories for Media and Communication JMC:6210:0001/ 019:231:001 Spring 2014
Social Scientific Theories for Media and Communication JMC:6210:0001/ 019:231:001 Spring 2014 Professor: Sujatha Sosale Room: E254 AJB Office: W331 AJB Time: M 11:30-2:15 Phone: 319-335-0663 Office hours: Wed. 11:30 – 2:30 E-mail: [email protected] and by appointment Course description and objectives This course explores the ways in which media impact society and how individuals relate to the media by examining social scientific-based theories that relate to media effects, learning, and public opinion. Discussion includes the elements necessary for theory development from a social science perspective, plus historical and current contexts for understanding the major theories of the field. The objectives of this course are: • To learn and critique a variety of social science-based theories • To review mass communication literature in terms of its theoretical relevance • To study the process of theory building Textbook: Bryant, J. & Oliver M.B. (2009). Media Effects: Advances in Theory and Research. 3rd Ed. New York: Routledge. [Available at the University Bookstore] Additional readings will be posted on the course ICON. Teaching Policies & Resources — CLAS Syllabus Insert (instructor additions in this font) Administrative Home The College of Liberal Arts and Sciences is the administrative home of this course and governs matters such as the add/drop deadlines, the second-grade-only option, and other related issues. Different colleges may have different policies. Questions may be addressed to 120 Schaeffer Hall, or see the CLAS Academic Policies Handbook at http://clas.uiowa.edu/students/handbook. Electronic Communication University policy specifies that students are responsible for all official correspondences sent to their University of Iowa e-mail address (@uiowa.edu). -
COMMUNICATION STUDIES 20223: Communication Theory TR 11:00-12:20 AM, Moudy South 320, Class #70959
This copy of Andrew Ledbetter’s syllabus for Communication Theory is posted on www.afirstlook.com, the resource website for A First Look at Communication Theory, for which he is one of the co-authors. COMMUNICATION STUDIES 20223: Communication Theory TR 11:00-12:20 AM, Moudy South 320, Class #70959 Syllabus Addendum, Fall Semester 2014 Instructor: Dr. Andrew Ledbetter Office: Moudy South 355 Office Phone: 817-257-4524 (terrible way to reach me) E-mail: [email protected] (best way to reach me) Twitter: @dr_ledbetter (also a good way to reach me more publicly) IM screen name (GoogleTalk): DrAndrewLedbetter (this works too) Office Hours: TR 10:00-10:50 AM & 12:30 PM-2:00 PM; W 11:00 AM-12:00 PM (but check with me first); other times by appointment. When possible, please e-mail me in advance of your desired meeting time. Course Text: Em Griffin, Andrew Ledbetter, & Glenn Sparks (2015), A First Look at Communication Theory (9th ed.). New York: McGraw-Hill. Course Description From TCU’s course catalog: Applies communication theory and practice to a broad range of communication phenomena in intrapersonal, interpersonal and public communication settings. You are about to embark on an exciting adventure through the world of communication theory. In some sense, you already inhabit this “world”—you communicate every day, and you may even be very good at it. But, if you’re like me, sometimes you might find yourself wondering: Why did she say that? Why did I say that in response? What there something that I could have said that would have been better? How could I communicate better with my friends? My parents? At school? At work? If you’ve ever asked any of these questions—and it would be hard for me to believe that there is anyone who hasn’t!—then this course is for you! By the end of our time together, I hope you will come to a deeper, fuller understanding of the power and mystery of human communication. -
Introduction to Communication Theory ❖ ❖ ❖
01-Dainton.qxd 9/16/2004 12:26 PM Page 1 1 Introduction to Communication Theory ❖ ❖ ❖ recent advertisement for the AT&T cellular service has a bold A headline that asserts, “If only communication plans were as simple as communicating.” We respectfully disagree with their assess- ment. Cellular communication plans may indeed be intricate, but the process of communicating is infinitely more so. Unfortunately, much of popular culture tends to minimize the challenges associated with the communication process. We all do it, all of the time. Yet one need only peruse the content of talk shows, classified ads, advice columns, and organizational performance reviews to recognize that communication skill can make or break an individual’s personal and professional lives. Companies want to hire and promote people with excellent communi- cation skills. Divorces occur because spouses believe that they “no longer communicate.” Communication is perceived as a magical elixir, one that can ensure a happy long-term relationship and can guarantee organizational success. Clearly, popular culture holds paradoxical views about communication: It is easy to do yet powerful in its effects, simultaneously simple and magical. 1 01-Dainton.qxd 9/16/2004 12:26 PM Page 2 2 APPLYING COMMUNICATION THEORY FOR PROFESSIONAL LIFE The reality is even more complex. “Good” communication means different things to different people in different situations. Accordingly, simply adopting a set of particular skills is not going to guarantee success. Those who are genuinely good communicators are those who under- stand the underlying principles behind communication and are able to enact, appropriately and effectively, particular communication skills as the situation warrants. -
Media Influence: Communication Theories
MEDIA INFLUENCE: COMMUNICATION THEORIES Hypodermic Needle Agenda Setting Reinforcement Theory Uses & Gratification Encoding/Decoding Theory Function Theory Theory YEAR 1920 - 1940 1972 1960 1974 1980 THEORIST Various Maxwell McCombs Joseph Klapper Jay Blumler Stuart Hall Donald Shaw Elihu Katz OVERVIEW A linear communication theory This theory suggests that the Klapper argued that the The Uses and Gratification Stuart Hall’s which suggests that the media media can’t tell you what to media has little power to Theory looks at how people Encoding/Decoding Theory has a direct and powerful think but it can tell you what influence people and it just use the media to gratify a suggests that audience influence on audiences, like being to think about. Through a reinforces our pre-existing range of needs – including derive their own meaning injected with a hypodermic process of selection, omission attitudes and beliefs, which the need for information, from media texts. These needle. and framing, the media have been developed by personal identity, meanings can be focuses public discussion on more powerful social integration, social dominant, negotiated or particular issues. institutions like families, interaction and oppositional. schools and religion entertainment. organisations. AUDIENCE Audiences are passive and Audiences are active but, Audiences are active and Audiences are active and Audiences are active in homogenous, this theory does not when it comes to making exist in a society where they can have power over the decoding media account for individual differences. important decisions like who are influenced by important media. If people don’t messages. They can to vote for, they draw on social institutions. -
Communication Theory and the Disciplines JEFFERSON D
Communication Theory and the Disciplines JEFFERSON D. POOLEY Muhlenberg College, USA Communication theory, like the communication discipline itself, has a long history but a short past. “Communication” as an organized, self-conscious discipline dates to the 1950s in its earliest, US-based incarnation (though cognate fields like the German Zeitungswissenschaft (newspaper science) began decades earlier). The US field’s first readers and textbooks make frequent and weighty reference to “communication theory”—intellectual putty for a would-be discipline that was, at the time, a collage of media-related work from the existing social sciences. Soon the “communication theory” phrase was claimed by US speech and rhetoric scholars too, who in the 1960s started using the same disciplinary label (“communication”) as the social scientists across campus. “Communication theory” was already, in the organized field’s infancy, an unruly subject. By the time Wilbur Schramm (1954) mapped out the theory domain of the new dis- cipline he was trying to forge, however, other traditions had long grappled with the same fundamental questions—notably the entwined, millennia-old “fields” of philos- ophy, religion, and rhetoric (Peters, 1999). Even if mid-century US communication scholars imagined themselves as breaking with the past—and even if “communica- tion theory” is an anachronistic label for, say, Plato’s Phaedrus—no account of thinking about communication could honor the postwar discipline’s borders. Even those half- forgotten fields dismembered in the Western university’s late 19th-century discipline- building project (Philology, for example, or Political Economy)haddevelopedtheir own bodies of thought on the key communication questions. The same is true for the mainline disciplines—the ones we take as unquestionably legitimate,thoughmostwereformedjustafewdecadesbeforeSchramm’smarch through US journalism schools. -
Media+Economics.Pdf
Third Media Edition Economics Theory and Practice Edited by Alison Alexander James Owers Rod Carveth C. Ann Hollifield Albert N. Greco Media Economics Theory and Practice LEA’S COMMUNICATION SERIES Jennings Bryant / Dolf Zillmann, General Editors Selected titles in Mass Communication (Alan Rubin, Advisory Editor) include: Albarran/Arrese • Time and Media Markets Compaine/Gomery • Who Owns the Media? Competition and Concentration in the Mass Media Industry, Third Edition Harris • A Cognitive Psychology of Mass Communication, Third Edition Moore • Mass Communication Law and Ethics, Second Edition Perse • Media Effects and Society Price • The V-Chip Debate: Content Filtering From Television to the Internet For a complete list of titles in LEA’s Communication Series, please contact Lawrence Erlbaum Associates, Publishers at www.erlbaum.com Media Economics Theory and Practice Third Edition Edited by Alison Alexander University of Georgia James Owers Georgia State University Rod Carveth Rochester Institute of Technology C. Ann Hollifield University of Georgia Albert N. Greco Fordham University LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS 2004 Mahwah, New Jersey London Copyright © 2004 by Lawrence Erlbaum Associates, Inc. All rights reserved. No part of this book may be reproduced in any form, by photostat, microform, retrieval system, or any other means, without prior written permission of the publisher. Lawrence Erlbaum Associates, Inc., Publishers 10 Industrial Avenue Mahwah, New Jersey 07430 Cover design by Sean Sciarrone Library of Congress Cataloging-in-Publication Data Media economics : theory and practice / edited by Alison Alexander … [et al.].—3rd ed. p. cm. Includes bibliographical references and index. ISBN 0-8058-4580-1 (pbk. : alk. paper) 1. Mass media—Economic aspects. -
Information Theory and Communication - Tibor Nemetz
PROBABILITY AND STATISTICS – Vol. II - Information Theory and Communication - Tibor Nemetz INFORMATION THEORY AND COMMUNICATION Tibor Nemetz Rényi Mathematical Institute, Hungarian Academy of Sciences, Budapest, Hungary Keywords: Shannon theory, alphabet, capacity, (transmission) channel, channel coding, cryptology, data processing, data compression, digital signature, discrete memoryless source, entropy, error-correcting codes, error-detecting codes, fidelity criterion, hashing, Internet, measures of information, memoryless channel, modulation, multi-user communication, multi-port systems, networks, noise, public key cryptography, quantization, rate-distortion theory, redundancy, reliable communication, (information) source, source coding, (information) transmission, white Gaussian noise. Contents 1. Introduction 1.1. The Origins 1.2. Shannon Theory 1.3. Future in Present 2. Information source 3. Source coding 3.1. Uniquely Decodable Codes 3.2. Entropy 3.3. Source Coding with Small Decoding Error Probability 3.4. Universal Codes 3.5. Facsimile Coding 3.6. Electronic Correspondence 4. Measures of information 5. Transmission channel 5.1. Classification of Channels 5.2. The Noisy Channel Coding Problem 5.3. Error Detecting and Correcting Codes 6. The practice of classical telecommunication 6.1. Analog-to-Digital Conversion 6.2. Quantization 6.3 ModulationUNESCO – EOLSS 6.4. Multiplexing 6.5. Multiple Access 7. Mobile communicationSAMPLE CHAPTERS 8. Cryptology 8.1. Classical Cryptography 8.1.1 Simple Substitution 8.1.2. Transposition 8.1.3. Polyalphabetic Methods 8.1.4. One Time Pad 8.1.5. DES: Data Encryption Standard. AES: Advanced Encryption Standard 8.1.6. Vocoders 8.2. Public Key Cryptography ©Encyclopedia of Life Support Systems (EOLSS) PROBABILITY AND STATISTICS – Vol. II - Information Theory and Communication - Tibor Nemetz 8.2.1. -
Communication Studies 1
Communication Studies 1 • Must participate in the online graduate student development program COMMUNICATION STUDIES run through the graduate school. (Note: this training must be completed while the student is still an undergraduate student.) Undergraduate Program Information Eligible courses for the MAP Program in Communication Studies Communication Studies focuses on the complex role that human communication plays in everyday life. • Students may take any COMM course numbered 500 or higher. If students want to enroll in COMM 505 Research Methods, COMM 506 The undergraduate program in Communication Studies is designed to Qualitative Research Methods in Communication, or COMM 583 enhance students’ interpersonal skills, presentation skills, and critical Seminar in Theories of Communication, then they must receive thinking skills. Thus the successful graduate should be able to work permission from the Department Head. effectively with people, assimilate, organize and analyze information, • Students may elect to take all 12 credits numbered 500 or higher. solve problems, make effective presentations and show potential • Students have the option to take the following: for leadership. The program prepares students for careers in several professions, such as training and development, public relations, law, • Any two courses (6 credits) numbered 450 or above in the advertising and sales, government service, mediation, customer relations, Department of Communication Studies. human resources, international service, fundraising, and the ministry. • Students will not be allowed to use more than two courses (6 credits) for credit toward a graduate degree in Communication Studies. If a student Graduate Program Information uses courses numbered 450 or greater in the MAP program (up to 6 credits), then that student will not be able to use any other course below The Master of Arts in Communication Studies provides students with 500 to count toward the M.A. -
Theories of Media Evolution W
Media, Technology, and Society: Theories of Media Evolution W. Russell Neuman, Editor http://press.umich.edu/titleDetailDesc.do?id=293114 The University of Michigan Press, 2010 Theories of Media Evolution w. russell neuman Those who ignore history are doomed to repeat it. —George Santayana History does not repeat, but it does rhyme. —Mark Twain Our muse for this volume might well be the two-faced god Janus of the Roman pantheon who famously looked both forward and back- ward, the patron of beginnings, transitions, and new plantings. His name is the linguistic root for the month we call January. We will make the case here that the ongoing digital revolution in present-day media technology represents an important new beginning in public life and is likely to have a fundamental influence on how individuals, social groups, and societ- ies define themselves, how individuals come to know the world around them, and whether further generations succeed in sustaining an ener- getic public sphere and open marketplace of ideas. If these technical transitions offer us an opportunity to collectively construct institutions and digital systems that best serve our shared (although frequently con- tested) ideals of the public good, how might we proceed most thought- fully, realistically, and successfully? Our muse suggests a very careful look at the recent past. If we want to understand how the Internet is likely to evolve, perhaps we should take a long, hard look at the bizarre evolution of the infrastructures and institutions of the past century—newspapers, telephony, movies, radio, television, satellite-based cable TV, early digital networks.