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Explores the role of communication in framing and contributing to issues of social justice. This work investigates the theoretical and practical ways in which communication scholarship can enable inclusive and equitable communities within American society. It is useful for undergraduate and graduate courses in communication, journalism, and more.

This volume examines the convergence of biotechnology and communication systems and explores how this convergence directly influences our understanding of the nature of communication. Editor Sandra Braman brings together scholars to examine this convergence in three areas: genetic information and "facticity"; social issues and implications; and the economic and legal issues raised by the production and ownership of information. The work highlights the sophisticated processes taking place as biotechnology and information technology systems continue to evolve. The chapters in this book approach the complex history of this topic and the issues it raises from a number of directions. It begins by examining the shared features and spaces of biotechnology and digital information technologies as meta-technologies--qualitatively distinct from both the tools first used in the premodern era and the industrial technologies that characterized modernity. Next, the book explores what is and is not useful in treating the types of information processed by the two meta-technologies through a shared conceptual lens and looks at issues raised by the ownership of genetic and digital information. The final chapters are concerned with relationships between information and power. Defining a future research agenda for communication scholarship, this work is beneficial to scholars and students in science communication, cultural studies, information technologies, and sociology.

This volume presents a new view of argumentation in which the structure and creation of an argument are explored more so than the argument's effects. An unparalleled tool for anyone wishing to better understand the art of arguing.

Making Media Content addresses the development of media content and the various factors and constituencies that influence content, such as advertisers, corporate interests, owners, and advocacy groups. It examines the strategic decision-making of

First Published in 1990. Routledge is an imprint of Taylor & Francis, an informa company.

Managing Interpersonal Conflict is a systematic review of conflict research in legal, institutional and relational contexts. Each chapter represents a summary of the existing quantitative social science research using meta-analysis, with contexts ranging from jury selection to peer mediation to homophobia reduction. The contributors provide connections between cutting-edge scholarship about abstract theoretical arguments, the needs of instructional and training pedagogy, and practical applications of information. The meta-analysis approach produces a unique informational resource, offering answers to key research questions addressing conflict.This volume serves as an invaluable resource for studying conflict, mediation, negotiation and facilitation in coursework; implementing and planning training programs; designing interventions; creating workshops; and conducting studies of conflict.

Self Versus Others explores the third-person effect and its role in media as a means of persuasion. This scholarly work synthesizes more than two decades of research on the third-person effect, the process in which individuals do not perceive themselves to be impacted by particular messages¿such as persuaded to engage in risky behaviors or encouraged to be violent¿but they believe others will be.

In light of the ever-increasing abundance of media channels and messages, selective exposure has become more important than ever for media impacts. This monograph provides a comprehensive review of the research on selective exposure to media messages, which is at the heart of communication science and media effects. It is required reading for media scholars and researchers, and promises to influence and inspire future research.

This collection provides current research in language & social interaction (LSI), including historical & cutting-edge examples. The volume is dedicated to and highlights themes in the work of the late Robert Hopper, an outstanding scholar in communication who pioneered research in Language and Social Interaction (LSI).

A remote island in the South Atlantic, St. Helena, was introduced to live TV for the first time in 1995. Before this, the resident's only televisual experience had been through video. The community is a small homogeneous one which has made it possible fo

Public Relations As Relationship Management takes an advanced look at organization-public relationships and the strategies that can be used to cultivate and maintain them.

Starting from their 1972 study of women's status in journalism and mass communication education, editors Ramona R. Rush, Carol E. Oukrop, and Pamela J. Creedon examine women's struggles for equity since the early 1970s and identify what issues still lie ahead.

This book addresses competition between and within media industries, looking at what is at stake and how the competition is structured. It will be of interest to media researchers, economists, and others in the media industries.

The "talk show" has become a ubiquitous feature of American and European television. The various examples have been frequently discussed by academic commentators, as well as journalists in an attempt to place them in a cultural setting.

This volume, arising from the Time and Media Markets conference, offers perspectives on time and its relationship to and impact upon media industries. For libraries, scholars, comm. research centers, and grad-level seminars in media mgmt. & economics.

This collection focuses on communication as a research, education, policy and practice issue for the development and evaluation of health services for older adults. It is intended for those studying communication, geriatrics, life span devel, cog psych.

This collection presents current research and theory in media promotion and explores future directions. For students, scholars and researchers in media promotion, media marketing, media advertising theory, and broadcasting.

This volume moves through the steps of developing an assessment plan, establishing student learning outcomes in the various areas of the curriculum, and measuring these outcomes. For faculty and administrators preparing for accreditation.

This volume is an innovative and potentially controversial consideration of the communication discipline and an examination of its future. Its primary readers will be scholars and students in organizational communication, public relations, and theory.

This text offers an integrated approach to communication law. It is intended for practitioners and students in the areas of mass communication, journalism, broadcasting, telecommunications, public relations, and mass media.

The Global Journalist in the 21st Century systematically assesses the demographics, education, socialization, professional attitudes and working conditions of journalists in 33 countries around the world. As the most comprehensive and reliable source on journalists around the world, it will serve as the primary source for eva

Statistical Methods for Communication Science is the only statistical methods volume currently available that focuses exclusively on statistics in communication research.

A comprehensive volume of research & applications in communication & disability study, exploring how disability is socially constructed, conceptualized, and enacted through communicative processes. For scholars and students of communication & disabilitie

First Published in 1992. Routledge is an imprint of Taylor & Francis, an informa company.

This volume explores how a number of developing countries -- including India, Malaysia, Columbia, Brazil, and Saudi Arabia -- are responding to the pressures of the information society. Infrastructural development, policies, and social systems are investigated, and models of information technologies and society are proposed in order to better reference the differences and similarities among the nations profiled. The authors identify the social technology perspective via the assimilation of technology in lifestyles and social systems. From this perspective, the diffusion of technologies is analyzed with a critical eye for theories of culture lag, diffusion and innovation, and technological determinism and liberalism. The social perspective is a new addition to development studies, and the reader may see how, as the global information society comes into focus, the social dimensions are more important than some theorists originally envisioned.

Assessing media education is a formidable task because both assessment and media education are complex and controversial concepts. Assessment, which can take place at the individual student, class, sequence, program, department or unit, and university levels, is questioned in terms of reliability, validity, relevance, and cost. Media education, which has been challenged at a number of schools, finds faculty and administrators in the midst of soul-searching about how to clearly articulate its missions and purposes to a broader audience. Departments are under increasing national, state, and institutional pressure to get assessment procedures carried out quickly, but there is an obvious danger in rushing to implement assessment strategies before establishing what is essential in media education. In communication education in general, the "what" of assessment is often discussed in terms of skills, attitudes, affect, values, and knowledge. People assess students to determine what they know, think, feel, value, and can do. Here it is suggested that one of the places to start defining what students should learn from their media education is by identifying outcomes. Outcomes can be assessed in a variety of ways, but first they need to be developed and clearly articulated.

The designers of educational or training programs that employ electronic technology might have many questions about a project while it is still in the early stages of development. For instance: Is the program''s presentation too simple, or too complex for its target audience? Does the pacing of the program help or hinder comprehension? Which aspects of the program are the most appealing, and why? Formative evaluation can answer these, or similar questions. It can help guide designers of television programs, microcomputer software, interactive videodiscs, or virtually any other educational item, in making modifications that can lead to the development of a final product that fully achieves its stated goals. Until very recently, however, the person interested in avoiding potential problems through the use of formative evaluation would have been faced with difficulties of a different kind. Comprehensive treatment of formative evaluation has been scarce, and published discussion on formative evaluation of computer-based materials has been virtually nonexistent. Until now, that is. Barbara Flagg''s Formative Evaluation for Educational Technologies provides comprehensive treatment of formative evaluation. The book offers: * extensive coverage of all the methods evaluators might use to assess the user friendliness, the appeal, and the outcome effectiveness of an educational program. * extensive focus on new technologies * coverage of all phases of program development, from initial idea to final product * discussion of formative evaluation as part of the broader field of curriculum evaluation * numerous case studies. This volume will appeal to a wide variety of people engaged in formative evaluation. It is an excellent guide for newcomers to the field; it is a state-of-the art document for established practitioners of instructional design and curriculum evaluation.