A History of Mass Communication
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Communication & Implementation for Social Change
Communication & Implementation for Social Change: Mobilizing knowledge across geographic and academic borders Krystle van Hoof Communication for Development One-year master 15 Credits Spring/2016 Supervisor: Helen Hambly Odame ABSTRACT In many academic disciplines, there are promising discoveries and valuable information, which have the potential to improve lives but have not been transferred to or taken up in ‘real world’ practice. There are multiple, complex reasons for this divide between theory and practice—sometimes referred to as the ‘know-do’ gap— and there are a number of disciplines and research fields that have grown out of the perceived need to close these gaps. In the field of health, Knowledge Translation (KT) and its related research field, Implementation Science (IS) aim to shorten the time between discovery and implementation to save and improve lives. In the field of humanitarian development, the discipline of Communication for Development (ComDev) arose from a belief that communication methods could help close the perceived gap in development between high- and low-income societies. While Implementation Science and Communication for Development share some historical roots and key characteristics and IS is being increasingly applied in development contexts, there has been limited knowledge exchange between these fields. The aim of this paper is to provide an overview of the characteristics of IS and ComDev, analyze some key similarities and differences between them and discuss how knowledge from each could help inform the other to more effectively achieve their common goals. Keywords: Communication for development and social change, Diffusion of Innovations, Implementation Science, Knowledge Translation 1 TABLE OF CONTENTS 1. -
Rhetoric and Media Studies 1
Rhetoric and Media Studies 1 cocurricular activity; credit is available to qualified students through the RHETORIC AND MEDIA practicum program. STUDIES Facilities Radio. Located in Templeton Campus Center, KLC Radio includes two fully Chair: Mitch Reyes equipped stereo studios, a newsroom, and offices. The station webcasts Administrative Coordinator: TBD on and off-campus. From its humanistic roots in ancient Greece to current investigations of the impact of digital technology, rhetoric and media studies is both one of Video. Lewis & Clark’s video production facility includes digital editing the oldest and one of the newest disciplines. Our department addresses capabilities, computer graphics, portable cameras and recording contemporary concerns about how we use messages (both verbal and equipment, and a multiple-camera production studio. Additional video visual) to construct meaning and coordinate action in various domains, recording systems are available on campus. including the processes of persuasion in politics and civic life, the effects of media on beliefs and behavior, the power of film and image to frame The Major Program reality, and the development of identities and relationships in everyday The major in rhetoric and media studies combines core requirements life. While these processes touch us daily and are part of every human with the flexibility of electives. Required courses involve an introductory interaction, no other discipline takes messages and their consequences overview to the field, a course on the design of media or interpersonal as its unique focus. messages, core courses on the theories and methods of rhetoric and media studies, and satisfactory completion of a capstone course. The Department of Rhetoric and Media Studies offers a challenging and Elective courses enable students to explore theory and practice in a wide integrated study of theory and practice. -
HISTORYOF COMMUNICATION in MALAYSIA (1940-2008) Sevia Mahdaliza Khairil Amree Zainol
1 HISTORYOF COMMUNICATION IN MALAYSIA (1940-2008) Sevia Mahdaliza Khairil Amree Zainol 1.1 INTRODUCTION The Second World War was, in some ways, one of the lowest points in Malaysia's history. Japanese forces landed on the north- east border of Malaya on 8 December 194 1 and, in one month, succeeded in establishing their control of both Peninsula Malaya and Sabah and Sarawak. On 15 March 1942, Singapore surrendered. Singapore was renamed Shonan and became the centre of a regional administrative headquarters that incorporated the Straits Settlements, and the Federated Malay States and Sumatra. Much like the British who had installed residents in the Malay ruling houses fifty years earlier, the Japanese appointed local governors to each state. The only difference was that this time, it was the Sultans who were placed in the positions of advisors. The Unfederated Malay States, Perlis, Kedah, Kelantan and Terengganu found themselves back under the sovereignty of Thailand in 1942, when Thailand declared war on Britain and the USA. Most large scale economic activities grounded to a halt during the period of the War. The production of tin which was already falling before the War stopped almost completely. People turned their occupation away from the cultivation of commercial crops, concentrating instead on planting rice and vegetables to ensure they did not go hungry. [1] 2 Wireless Communication Technology in Malaysia 1.2 HISTORY BEGAN For the telecommunication industry, all activity not specifically related to the war effort came to a stand still. A young telegraph operator identified only as E.R. joined what was then the Post and Telecoms Department in 1941. -
Coms 200 | History of Communication Syllabus
COMS 200 | HISTORY OF COMMUNICATION SYLLABUS Department of Art History and Communication Studies, McGill University Instructors: Farah Atoui & Liza Tom Wednesdays and Fridays 4:05 - 5:25PM EST Winter 2021 Land acknowledgment: McGill University is situated on the traditional territory of the Kanien’kehà:ka, a place which has long served as a site of meeting and exchange amongst nations. We recognize and respect the Kanien’kehà:ka as the traditional custodians of the lands and waters on which we meet today. Contact Details Instructor: Instructor: Teaching Assistant: Farah Atoui (she/her/hers) Liza Tom (she/her/hers) Ann Brody [email protected] [email protected] [email protected] Office hours: Office hours: Office hours: Monday 2-3pm Thursday 10-11am TBC COURSE DESCRIPTION This course is a critical overview of the sociopolitical histories of modern communication technologies that shaped the 19th and 20th centuries. The focus is on the conditions that produced these modern tools of communication as well as on their social and political ramifications. The course examines an array of technologies, media forms and institutions—from railway and telegraph networks, to early film, photography, radio and the museum—through a postcolonial lens, and maintains a comparative approach to communication that reads against the idea of Western modernity and technological progress. By focusing on the relation between culture and power, the course aims to shed light on the role played by these technologies and media in re/producing and expanding (colonial) power relations, structures, and ideologies, as well as on their emancipatory potential for various historical contexts. -
Four-Year Pathway Plan
FOUR-YEAR PATHWAY PLAN North Carolina Community College to Chowan University A.A. or A.S. to B.A. or B.S. Mass Communication, Communication Studies, B.A. NCCCS FIRST YEAR CU THIRD YEAR Fall Semester SHC Fall Semester SHC ACA 122 – College Transfer Success 1 LS 201 – LitSphere 1 ENG 111 – Writing & Inquiry 3 REL 101 – Understanding the Bible 3 Social/Behavioral Sciences (Any) 3 Global Learning Core 3 CIS 110 – Introduction to Computers 3 COMM 135 – Media Writing 3 Elective 3 COMM 225 – Digital and Online Media 3 Elective 3 Communication Studies Concentration* 3 Total SHC 16 Total SHC 16 Spring Semester SHC Spring Semester SHC ENG 112 – Writing/Research in the Disciplines 3 LS 202 – LitSphere 1 Communications/Humanities/Fine Arts (Any) 3 Global Learning Core 3 Social/Behavioral Sciences (Any) 3 COMM 230 – Mass Media and Society 3 COMM 231 – Public Speaking 3 COMM 335 – Grammar for Media COMM 110 – Introduction to Communication 3 Professionals 3 Communication Studies Concentration* 3 Elective 1 Total SHC 15 Total SHC 14 NCCCS SECOND YEAR CU FOURTH YEAR Fall Semester SHC Fall Semester SHC Communications/Humanities/Fine Arts (Any) 3 Global Learning Core 3 Social/Behavioral Sciences (Any) 3 COMM 340 – Research Methods in Mass Natural Sciences (Any) 4 Communication 3 Elective 3 COMM 435 – Theories of Mass Elective 3 Communication 3 Communication Studies Concentration* 3 Communication Studies Elective** 3 Total SHC 16 Total SHC 15 Spring Semester SHC Spring Semester SHC Math (Any) 3‐4 Global Learning Core 3 Communications/Humanities/Fine Arts -
The Great Telecom Meltdown for a Listing of Recent Titles in the Artech House Telecommunications Library, Turn to the Back of This Book
The Great Telecom Meltdown For a listing of recent titles in the Artech House Telecommunications Library, turn to the back of this book. The Great Telecom Meltdown Fred R. Goldstein a r techhouse. com Library of Congress Cataloging-in-Publication Data A catalog record for this book is available from the U.S. Library of Congress. British Library Cataloguing in Publication Data Goldstein, Fred R. The great telecom meltdown.—(Artech House telecommunications Library) 1. Telecommunication—History 2. Telecommunciation—Technological innovations— History 3. Telecommunication—Finance—History I. Title 384’.09 ISBN 1-58053-939-4 Cover design by Leslie Genser © 2005 ARTECH HOUSE, INC. 685 Canton Street Norwood, MA 02062 All rights reserved. Printed and bound in the United States of America. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher. All terms mentioned in this book that are known to be trademarks or service marks have been appropriately capitalized. Artech House cannot attest to the accuracy of this information. Use of a term in this book should not be regarded as affecting the validity of any trademark or service mark. International Standard Book Number: 1-58053-939-4 10987654321 Contents ix Hybrid Fiber-Coax (HFC) Gave Cable Providers an Advantage on “Triple Play” 122 RBOCs Took the Threat Seriously 123 Hybrid Fiber-Coax Is Developed 123 Cable Modems -
J366E HISTORY of JOURNALISM University of Texas School of Journalism Spring 2012
J366E HISTORY OF JOURNALISM University of Texas School of Journalism Spring 2012 Instructor: Dr. Tom Johnson Office: CMA 5.155 Phone: 232-3831 email: [email protected] Office Hours: W, Th 1:30-3 by appointment and when you least expect it Class Time: 11-12:15 Tuesday and Thursday, CMA 3.120 REQUIRED READINGS Wm David Sloan, The Media in America: A History (8th Edition). Reading packet: available on Blackboard. COURSE DESCRIPTION Development of the mass media; social, economic, and political factors that have contributed to changes in the press. Three lecture hours a week for one semester. Prerequisite: Upper-division standing and a major in journalism, or consent of instructor. OBJECTIVES J 366E will trace the development of American media with an emphasis on cultural, technological and economic backgrounds of press development. To put it more simply, this course will examine the historic relationship between American society and the media. An underlying assumption of this class is that the content and values of the media have been greatly influenced by changes in society over the last 300 years. Conversely, the media have helped shape our society. More specifically, this course will: 1. Examine how journalistic values such as objectivity have evolved. 2. Explain how the media influenced society and how society influenced the media during different periods of our nation's history. 3. Examine who controlled the media at different periods of time, how that control was exercised and how that control influenced media content. 4. Investigate the relationship between the public and the media during different periods of time. -
The Roles of George Perkins and Frank Munsey in the Progressive
“A Progressive Conservative”: The Roles of George Perkins and Frank Munsey in the Progressive Party Campaign of 1912 A thesis submitted by Marena Cole in partial fulfillment of the requirements for the degree of Master of Arts in History Tufts University May 2017 Adviser: Reed Ueda Abstract The election of 1912 was a contest between four parties. Among them was the Progressive Party, a movement begun by former president Theodore Roosevelt. George Perkins and Frank Munsey, two wealthy businessmen with interests in business policy and reform, provided the bulk of the Progressive Party’s funding and proved crucial to its operations. This stirred up considerable controversy, particularly amongst the party’s radical wing. One Progressive, Amos Pinchot, would later say that the two corrupted and destroyed the movement. While Pinchot’s charge is too severe, particularly given the support Perkins and Munsey had from Roosevelt, the two did push the Progressive Party to adopt a softer program on antitrust regulation and enforcement of the Sherman Antitrust Act. The Progressive Party’s official position on antitrust and the Sherman Act, as shaped by Munsey and Perkins, would cause internal ideological schisms within the party that would ultimately contribute to the party’s dissolution. ii Acknowledgements This thesis finalizes my time at the Tufts University Graduate School of Arts and Sciences, which has been a tremendously challenging and fulfilling place to study. I would first like to thank those faculty at Boston College who helped me find my way to Tufts. I have tremendous gratitude to Lori Harrison-Kahan, who patiently guided me through my first experiences with archival research. -
J366E HISTORY of JOURNALISM University of Texas School of Journalism Fall Semester 2010
J366E HISTORY OF JOURNALISM University of Texas School of Journalism Fall Semester 2010 Instructor: Dr. Tom Johnson Office: CMA 5.155 Phone: 232-3831 email: [email protected] Office Hours: TTH 1-3:30, by appointment and when you least expect it Class Time: 3:30-5 Tuesday and Thursday, CMA 5.136 REQUIRED READINGS Wm David Sloan, The Media in America: A History (7th Edition). Reading packet: available on library reserve website (see separate sheet for instructions) COURSE DESCRIPTION Development of the mass media; social, economic, and political factors that have contributed to changes in the press. Three lecture hours a week for one semester. Prerequisite: Upper-division standing and a major in journalism, or consent of instructor. OBJECTIVES J 366E will trace the development of American media with an emphasis on cultural, technological and economic backgrounds of press development. To put it more simply, this course will examine the historic relationship between American society and the media. An underlying assumption of this class is that the content and values of the media have been greatly influenced by changes in society over the last 300 years. Conversely, the media have helped shape our society. More specifically, this course will: 1. Examine how journalistic values such as objectivity have evolved. 2. Explain how the media influenced society and how society influenced the media during different periods of our nation's history. 3. Examine who controlled the media at different periods of time, how that control was exercised and how that control influenced media content. 4. Investigate the relationship between the public and the media during different periods of time. -
University Microfiims 300 North Zeeb Road Ann Artwr
INFORMATION TO USERS This dissertation was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1. The sign or “target" for pages apparently lacking from the document photographed is "Missing Page(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of the material being photographed the photographer followed a definite method in "sectioning" the material. It is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap. If necessary, sectioning is continued again — beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs" if essential to the understanding of the dissertation. -
Daily Eastern News: January 27, 1989 Eastern Illinois University
Eastern Illinois University The Keep January 1989 1-27-1989 Daily Eastern News: January 27, 1989 Eastern Illinois University Follow this and additional works at: http://thekeep.eiu.edu/den_1989_jan Recommended Citation Eastern Illinois University, "Daily Eastern News: January 27, 1989" (1989). January. 14. http://thekeep.eiu.edu/den_1989_jan/14 This is brought to you for free and open access by the 1989 at The Keep. It has been accepted for inclusion in January by an authorized administrator of The Keep. For more information, please contact [email protected]. .. ' ..... WadD Check out the Friday will be sunny and warmer, high It's been one of.ihe-warmest Party Houses. around 50: Januar9' s in 50 years. Page3 Section B l L.=::~G~ non-union workers may take case to court r~~(l- By CRAIG EDWARDS a little more than half of that Administration editor number belong to UPI. Ron Perkovich, executive Academic employees at the director of the Illinois Education five Board of Governors universi Labor Review Board, said more ties who do not belong to the than 150 non-union employees University Professionals of have filed complaints against UPI Illinois Local 4100 but are being .and the fair share provision of the forced to pay a portion of union contract. He said all of the com dues may eventually take their plaints will be consolidated and objections to the U.S. Supreme hearings on the issue will b<' Court. scheduled this spring. John Scully, a represenative He added that until the hear from the National Right to Work ings can be scheduled, the fair · Foundation in Falls Church, Va., share will be deducted from non said numerous cases like this one union employees' paychecks and have gone all the way to the placed in an escrow account until Supreme Court. -
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.