Nellie Bly: the Girl Who Cried “Muckraker”
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Steering Committee
Steering Committee Steven Aftergood Federation of American Scientists Coalition Activities 21 July 2010 – 20 October 2010 Bill Allison Sunlight Foundation OTG engages in a variety of campaigns initiated by coalition staff, and by other partners Mary Alice Baish American Association themselves. Most of what the staff does is in coordination with partners and with others of Law Libraries outside the coalition. We are regularly asked to coordinate other groups and to identify Gary Bass* OMB Watch possible partners for campaigns. Tom Blanton* Advance the right-to-know at the federal and state levels through legislative National Security Archive and other vehicles/ Strengthen coordination and engagement of organizations Danielle Brian currently working on right to know and anti-secrecy issues Project on Government Oversight Promote and Sustain Openness and Transparency/ Promote a Culture of Openness in Government Lucy Dalglish Reporters Committee for Freedom of the Open Government Directive/Open Government Plans Press The coalition has continued monitoring and measuring federal agencies' progress Charles Davis National Freedom of toward fulfilling President Obama’s commitment to “creating an unprecedented level of Information Coalition openness in Government." Results of re-evaluations of open government plans that Leslie Harris were updated between their initial release and June 25, and updated audit results were Center for Democracy & Technology posted to the coalition’s Open Government Plans Audit site Robert Leger (http://sites.google.com/site/opengovtplans/) in July. Society of Professional Journalists Conrad Martin The updated results also include evaluations of plans produced by entities that were not Fund for Constitutional Government required to produce plans, but did so anyway. -
Realism, Photography and Journalistic Objectivity in 19Th Century America
Studies in Visual Communication Volume 4 Issue 2 Winter 1977 Article 5 1977 Realism, Photography and Journalistic Objectivity in 19th Century America Dan Schiller Recommended Citation Schiller, D. (1977). Realism, Photography and Journalistic Objectivity in 19th Century America. 4 (2), 86-98. Retrieved from https://repository.upenn.edu/svc/vol4/iss2/5 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/svc/vol4/iss2/5 For more information, please contact [email protected]. Realism, Photography and Journalistic Objectivity in 19th Century America This contents is available in Studies in Visual Communication: https://repository.upenn.edu/svc/vol4/iss2/5 the whole field of 19th century painterly and literary art. The key assumption of photographic realism-that precisely accurate and complete copies of reality could be produced from symbolic materials-was rather freely translated across numerous visual and verbal codes, and not only within the REALISM, PHOTOGRAPHY accepted realm of art. After first explicating the general sig AND JOURNALISTIC OBJECTIVITY nificance of this increasingly ubiquitous assumption, I will IN 19th CENTURY AMERICA tentatively explore some of its consequences for literature and for journalism. DAN SCHILLER A JOUST WITH "REALISM" When we commend a work of art as being "realistic," we Hostile critics often choose to equate realism per se with commonly mean that it succeeds at faithfully copying events the demonstration of a few apparently basic qualities in or conditions in the "real" world. How can we believe that works of art. Foremost among these is "objectivity." Wellek pictures and writings can be made so as to copy, truly and (1963 :253), for example, defines realism as "the objective accurately, a "natural" reality? The search for an answer to representation of contemporary social reality." Hemmings this deceptively simple question motivates the present essay. -
Defamation Bill [HL], 127 of 1995-96: Law and Procedure
Defamation Bill [HL], Bill 127 of 1995-96: Law and Procedure Research Paper 96/60 16 May 1996 This paper seeks to give a brief outline of the law of defamation and to explain the main provisions of the Defamation Bill [HL] which is due to have its Second Reading on 21 May 1996. Although the paper deals mainly with the changes proposed to law and procedure in England and Wales it is pointed out where the changes affect Scotland and Northern Ireland. This paper should be read in conjuction with Research Paper 96/61 which discusses parliamentary privilege in the context of the law of defamation and the interpretation of 'proceedings in Parliament'. Helena Jeffs Home Affairs Section House of Commons Library Summary The Defamation Bill [HL] is intended to "simplify this complex area of law and procedure, and fit well with current developments in the conduct of civil litigation generally".1 In brief the Bill seeks to introduce the following amendments to the law and procedure in actions for defamation: a new statutory defence to supersede the common law defence of innocent dissemination and to concentrate on the concept of responsibility for publication a new and more streamlined defence of unintentional defamation which would be available to a defendant who is willing to make an 'offer of amends' (ie to pay compensation assessed by a judge and to publish an appropriate correction and apology) a one-year limitation period for actions for libel, slander or malicious falsehood a new fast-track offer of amends procedure intended to provide a prompt and inexpensive remedy in less serious defamation cases new powers for judges enabling them to dispose of a claim summarily and to grant damages of up to £10,000 There has long been consensus on the need for reform of defamation law and procedure, particularly in view of certain high awards of damages by juries and the high costs of proceedings. -
The Discursive Construction of the Gamification of Journalism
Archived version from NCDOCKS Institutional Repository http://libres.uncg.edu/ir/asu/ The Discursive Construction Of The Gamification Of Journalism By: Tim P. Vos and Gregory P. Perreault Abstract This study explores the discursive, normative construction of gamification within journalism. Rooted in a theory of discursive institutionalism and by analyzing a significant corpus of metajournalistic discourse from 2006 to 2019, the study demonstrates how journalists have negotiated gamification’s place within journalism’s boundaries. The discourse addresses criticism that gamified news is a move toward infotainment and makes the case for gamification as serious journalism anchored in norms of audience engagement. Thus, gamification does not constitute institutional change since it is construed as an extension of existing institutional norms and beliefs. Vos TP, Perreault GP. The discursive construction of the gamification of journalism. Convergence. 2020;26(3):470-485. doi:10.1177/1354856520909542. Publisher version of record available at: https://journals.sagepub.com/doi/full/10.1177/1354856520909542 Special Issue: Article Convergence: The International Journal of Research into The discursive construction New Media Technologies 2020, Vol. 26(3) 470–485 ª The Author(s) 2020 of the gamification of journalism Article reuse guidelines: sagepub.com/journals-permissions DOI: 10.1177/1354856520909542 journals.sagepub.com/home/con Tim P Vos Michigan State University, USA Gregory P Perreault Appalachian State University, USA Abstract This study explores the discursive, normative construction of gamification within journalism. Rooted in a theory of discursive institutionalism and by analyzing a significant corpus of meta- journalistic discourse from 2006 to 2019, the study demonstrates how journalists have negotiated gamification’s place within journalism’s boundaries. -
Women by County
WOMEN BY COUNTY Albany County Maria Van Rensselaer, 1645-1688 (Colonial and Revolutionary Eras) “Mother” Ann Lee, 1736-1784 (Faith Leaders) Harriet Myers, 1807-1865 (Abolition and Suffrage) Columbia County Margaret Beekman Livingston, 1724-1800 (Entrepreneurs) “Mother” Ann Lee, 1736-1784 (Faith Leaders) Elizabeth Freeman, “Mumbet,” 1742-1829 (Abolition and Suffrage) Janet Livingston Montgomery, 1743-1828 (Colonial & Revolutionary War Eras) Flavia Marinda Bristol, 1824-1918 (Entrepreneurs) Ida Helen Ogilvie, 1874-1963 (STEM) Edna St. Vincent Millay, 1892-1950 (The Arts) Ella Fitzgerald, 1917-1996 (The Arts) Lillian “Pete” Campbell, 1929-2017 (Reformers, Activists, and Trailblazers) Dutchess County Cathryna Rombout Brett, 1687-1763 (Entrepreneurs) Janet Livingston Montgomery, 1743-1828 (Colonial & Revolutionary War Eras) Sybil Ludington, 1761-1839 (Colonial & Revolutionary War Eras) Lucretia Mott, 1793-1880 (Abolition and Suffrage) Maria Mitchell, 1818-1889 (STEM) Antonia Maury, 1866-1952 (STEM) Beatrix Farrand, 1872-1959 (STEM) Eleanor Roosevelt, 1884-1962 (Reformers, Activists, and Trailblazers) Inez Milholland, 1886-1916 (Abolition and Suffrage) Edna St. Vincent Millay, 1892-1950 (The Arts) Dorothy Day, 1897-1980 (Faith Leaders) Elizabeth “Lee” Miller, 1907-1977 (Reformers, Activists, and Trailblazers) Jane Bolin, 1908-2007 (Reformers, Activists, and Trailblazers) Katharine Graham, 1917-2001(Entrepreneurs) Frances “Franny” Reese, 1917-2003 (Reformers, Activists, and Trailblazers) Raquel Rabinovich, b. 1929 (The Arts) Greene County Sybil Ludington, 1761-1839 (Colonial and Revolutionary War Eras) Candace Wheeler, 1827-1923 (The Arts) Margaret Newton Van Cott, 1830-1914 (Faith Leaders) Elizabeth Cochrane Seaman “Nellie Bly,” 1864-1922 (Reformers, Activists…) Ruth Franckling Reynolds, 1918-2007 (Reformers, Activists, and Trailblazers) Orange County Jane Colden, 1724-1760 (STEM) Margaret “Capt. -
Annotated Bibliography
Annotated Bibliography Primary Sources Ang, Tom. Photography: the Definitive Visual History. DK Publishing, 2014. This primary source provides me with information on Lewis Hine. Lewis Hine had skills of a great photographer. His photography made an impact on child labor laws. Hine was a muckraker, for he went undercover having people take photographic surveys of child labor from 1908 to 1918. “A Photograph of a Settlement House Kindergarten in Chicago, Illinois, 1901.” A Photograph of a Settlement House Kindergarten in Chicago, Illinois, 1901. | DPLA, dp.la/primary-source-sets/settlement-houses-in-the-progressive-era/sources/1168. This picture was used for a title background. It is a picture of a settlement house. Augustine, Jackie. “The Original Kodak Moment: Snapshots Taken from the Camera That Changed Photography in 1888.” The Imaging Alliance, The Imaging Alliance, 1 Oct. 2013, www.theimagingalliance.com/the-original-kodak-moment-snapshots-taken-from-the-camer a-that-changed-photography-in-1888/. I used the photo of a Kodak camera from this site for a title background. Bellis, Mary. “The History of Kodak: How Rolled Film Made Everyone a Photographer.” ThoughtCo, ThoughtCo, 5 Oct. 2019, www.thoughtco.com/george-eastman-history-of-kodak-1991619. The Kodak camera had different settings. This website includes information from the original Kodak Manual. There were certain ways to use the camera, as for a camera nowadays. Just like a professional camera now, the kodak had settings for exposure. Durkin, Erin. “Women's March 2019: Thousands to Protest across US.” The Guardian, Guardian News and Media, 19 Jan. 2019, www.theguardian.com/us-news/2019/jan/19/womens-march-2019-protests-latest-event. -
Pdf Study Guide
BRIGHT STAR TOURING THEATRE STUDY GUIDE We Can Do It! American Women in History Hellen Keller was the first deaf-blind person to earn a bachelor of arts degree! Wilma Rudolph overcame polio and became an Olympic champion! About the show: Hillary and Sarah are on a class field trip to the National Women’s Hall of Fame Museum in Seneca Falls, New York. They take a wrong turn and end up in an attic - an attic that’s filled with pictures, clothing, books, and more! When they start to Sacajawea investigate, they realize that they’re surrounded by important traveled thousands of miles as an interpreter objects from throughout history! The biggest surprise is yet to for the Lewis and come - the two girls actually get to meet many American women Clark Expedition, from from throughout history, and also hear stories about others! North Dakota to the ! Pacific Ocean! Classroom Activities Questions for Discussion: 1. In 1848, Elizabeth Cady Stanton wrote that “all men and women are created equal.” What do you think she meant by that? What are some of the things that women were not allowed to do at that time? 2. Women have been brave, smart, and creative to achieve their goals. What did Deborah Sampson do that was brave? Smart? Creative? What about Sacajawea? What about Nelly Bly? 3. Though the play talked about many American Women, who are others that the play didn’t cover who have been important in our history? 4. What new information did you learn from watching the play that you didn’t know before? Map it! Scene Study! This activity incorporates social This activity incorporates creative thinking, research, studies and geography!! writing, and performance! 1. -
N Ieman Reports
NIEMAN REPORTS Nieman Reports One Francis Avenue Cambridge, Massachusetts 02138 Nieman Reports THE NIEMAN FOUNDATION FOR JOURNALISM AT HARVARD UNIVERSITY VOL. 62 NO. 1 SPRING 2008 VOL. 62 NO. 1 SPRING 2008 21 ST CENTURY MUCKRAKERS THE NIEMAN FOUNDATION HARVARDAT UNIVERSITY 21st Century Muckrakers Who Are They? How Do They Do Their Work? Words & Reflections: Secrets, Sources and Silencing Watchdogs Journalism 2.0 End Note went to the Carnegie Endowment in New York but of the Oakland Tribune, and Maynard was throw- found times to return to Cambridge—like many, ing out questions fast and furiously about my civil I had “withdrawal symptoms” after my Harvard rights coverage. I realized my interview was lasting ‘to promote and elevate the year—and would meet with Tenney. She came to longer than most, and I wondered, “Is he trying to my wedding in Toronto in 1984, and we tried to knock me out of competition?” Then I happened to keep in touch regularly. Several of our class, Peggy glance over at Tenney and got the only smile from standards of journalism’ Simpson, Peggy Engel, Kat Harting, and Nancy the group—and a warm, welcoming one it was. I Day visited Tenney in her assisted living facility felt calmer. Finally, when the interview ended, I in Cambridge some years ago, during a Nieman am happy to say, Maynard leaped out of his chair reunion. She cared little about her own problems and hugged me. Agnes Wahl Nieman and was always interested in others. Curator Jim Tenney was a unique woman, and I thoroughly Thomson was the public and intellectual face of enjoyed her friendship. -
Modern Womanhood
MODERNIZING AMERICA, 1889-1920 Modern Womanhood Resource: Life Story: Elizabeth Cochrane, aka Nellie Bly (1864-1922) Nellie Bly Nellie Bly, c. 1890. Library of Congress Prints & Photographs Division Washington, D.C. © Women and the American Story 2021 Page 1 of 8 MODERNIZING AMERICA, 1889-1920 Modern Womanhood Round the World with Nellie Bly McLoughlin Bros., Round the World with Nellie Bly, 1890. Collection of the New-York Historical Society. © Women and the American Story 2021 Page 2 of 8 MODERNIZING AMERICA, 1889-1920 Modern Womanhood Elizabeth Cochran was born on May 5, 1864 in Cochran’s Mills, Pennsylvania. The town was founded by her father, Judge Michael Cochran. Elizabeth had fourteen siblings. Her father had ten children from his first marriage and five children from his second marriage to Elizabeth’s mother, Mary Jane Kennedy. Michael Cochran’s rise from mill worker to mill owner to judge meant his family lived very comfortably. Unfortunately, he died when Elizabeth was only six years old and his fortune was divided among his many children, leaving Elizabeth’s mother and her children with a small fraction of the wealth they once enjoyed. Elizabeth’s mother soon remarried, but quickly divorced her second husband because of abuse, and relocated the family to Pittsburgh. Elizabeth knew that she would need to support herself financially. At the age of 15, she enrolled in the State Normal School in Indiana, Pennsylvania, and an added an “e” to her last name to sound more distinguished. Her plan was to graduate and find a position as a teacher. However, after only a year and a half, Elizabeth ran out of money and could no longer afford the tuition. -
Timeline of Contents
Timeline of Contents Roots of Feminist Movement 1970 p.1 1866 Convention in Albany 1866 42 Women’s 1868 Boston Meeting 1868 1970 Artist Georgia O’Keeffe 1869 1869 Equal Rights Association 2 43 Gain for Women’s Job Rights 1971 3 Elizabeth Cady Stanton at 80 1895 44 Harriet Beecher Stowe, Author 1896 1972 Signs of Change in Media 1906 Susan B. Anthony Tribute 4 45 Equal Rights Amendment OK’d 1972 5 Women at Odds Over Suffrage 1907 46 1972 Shift From People to Politics 1908 Hopes of the Suffragette 6 47 High Court Rules on Abortion 1973 7 400,000 Cheer Suffrage March 1912 48 1973 Billie Jean King vs. Bobby Riggs 1912 Clara Barton, Red Cross Founder 8 49 1913 Harriet Tubman, Abolitionist Schools’ Sex Bias Outlawed 1974 9 Women at the Suffrage Convention 1913 50 1975 First International Women’s Day 1914 Women Making Their Mark 10 51 Margaret Mead, Anthropologist 1978 11 The Woman Sufferage Parade 1915 52 1979 Artist Louise Nevelson 1916-1917 Margaret Sanger on Trial 12 54 Philanthropist Brooke Astor 1980 13 Obstacles to Nationwide Vote 1918 55 1981 Justice Sandra Day O’Connor 1919 Suffrage Wins in House, Senate 14 56 Cosmo’s Helen Gurley Brown 1982 15 Women Gain the Right to Vote 1920 57 1984 Sally Ride and Final Frontier 1921 Birth Control Clinic Opens 16 58 Geraldine Ferraro Runs for VP 1984 17 Nellie Bly, Journalist 1922 60 Annie Oakley, Sharpshooter 1926 NOW: 20 Years Later 1928 Amelia Earhart Over Atlantic 18 Victoria Woodhull’s Legacy 1927 1986 61 Helen Keller’s New York 1932 62 Job Rights in Pregnancy Case 1987 19 1987 Facing the Subtler -
Teacher's Guide
in partnership with TEACHER’S GUIDE pghhistory.org A GALLERY OF HEROES MUSICAL Book, Music and Lyrics written by JASON COLL Major support for the Gallery of Heroes is provided by Massey Charitable Trust, PNC Charitable Trust SCHOOL PROGRAMS AND TOURS Many exciting school programs are available at the History Self-Guided Tours are for teachers who facilitate their Center. Four types of student tours are described below. Please own museum experience. We encourage teachers to tour visit the History Center website at www.heinzhistorycenter.org our building in preparation for their visit. Worksheets or – click on “Education” – to learn more about each tour. For scavenger hunts designed by the teacher are highly each tour theme, you will find a tour overview sheet with a recommended. Self-guided tours are for a maximum of description, objectives, essential questions and a sample of 200 students, pre-kindergarten students through 12th what you might see on the tour. grade. They are one to two hours in length, plus a half hour for lunch, available Monday through Friday, July through February and on Mondays only during March through June. Guided Tours for pre-kindergarten students through 12th These tours feature a museum overview and an introduction grade are one to two hours in length, plus a half hour for by a museum educator and include a map of the History lunch, available Monday through Friday, year-round. Students Center and exhibit directory. will explore many aspects of life in Western Pennsylvania through docent-guided museum learning, investigative questioning, and hands-on discovery. Discussions of daily life Experience Classes provide an opportunity for a class and major events like the British, French, and Indian War, of up to 30 students, pre-kindergarten through 12th grade, Lewis and Clark Expedition, the Civil War, Gilded Age, and to study in-depth with museum experts. -
Outline for Introduction
Introduction Twentieth-century American journalism was born in a little-remembered burst of inspired self-promotion. It was born in a paroxysm of yellow journalism. Ten seconds into the century, the first issue of the New York Journal of 1 January 1901 fell from the newspaper’s complex of fourteen high- speed presses. The first issue was rushed by automobile across pave- ments slippery with mud and rain to a waiting express train, reserved especially for the occasion. The newspaper was folded into an engraved silver case and carried aboard by Langdon Smith, a young reporter known for his vivid prose style. At speeds that reached eighty miles an hour, the special train raced through the darkness to Washington, D.C., and Smith’s rendezvous with the president, William McKinley. The president’s personal secretary made no mention in his diary of the special delivery of the Journal that day, noting instead that the New Year’s reception at the executive mansion had attracted 5,500 well- wishers and was said to have been “the most successful for many years.”1 But the Journal exulted: A banner headline spilled across the front page of the 2 January 1901 issue, asserting the Journal’s distinction of having published “the first Twentieth Century newspaper . in this country,” and that the first issue had been delivered at considerable ex- pense and effort directly to McKinley.2 There was a lot of yellow journalism in Smith’s turn-of-the-century run to Washington. The occasion illuminated the qualities that made the genre—of which the New York Journal was an archetype—both so irritat- ing and so irresistible: Yellow journalism could be imaginative yet frivo- lous, aggressive yet self-indulgent.