Mediatization,Legal Logic and the Coverage of Israeli Politicians on Trial

This paper investigates the characteristics that point to the mediatization of legal coverage in Israel, and the adoption of media rather than legal logic in the coverage of five trials of key political figures between 1961 and 2012 in two leading Israeli newspapers. Using insights from the literature on the mediatization of political coverage, our analysis focused on the changes over time in the type of dramatization of trial news; in the nature of criticism expressed in the press; in the forms of journalists' interventions and judgments; in the context of the meta-coverage of media advisors and media initiatives by legal actors; and the media's own reflections about these interventions. We found that the mediatization of the legal sphere resulted in a “trial by media” where journalists pass judgments on defendants and present media alternatives to legal procedures. Moreover, meta-coverage of the media strategies of legal actors was accompanied by “counter-interventionism”, i.e., journalistic criticism of their own role in cooperating with the media interventions of legal actors. We suggest that this “counter-interventionism” is tied to the defense of the legal sphere by legal journalists.     

Experimenting with global governance: understanding the potential for generational change

The appropriate role for the United Nations in international dispute resolution is a matter of high profile discussion and controversy. This paper begins with this ambivalence about the appropriate role for the United Nations in the world and examines several sets of issues that relate to the future of support for the UN within the US and the prospects for global governance more generally. First, we briefly review two thematic strands in previous and contemporary scholarship:(1) arguments for increased global governance in contemporary world affairs, driven by perceptions of the changing nature of the political, social, economic and military challenges in the contemporary world system. This debate is also put in the context of the relevance of public support for global governance institutions; and (2) why it is valuable to study how the current generation of adolescents perceive issues of global governance and the impact that their views may have on that nexus in the coming years. We then move to an analysis of data generated from an experimental study of American adolescents and their attitudes toward global governance.     

Does interest have an expiration date? An analysis of students’ questions as resources for context-based learning

ABSTRACT

Context-based approaches can bridge the gap between abstract, difficult science concepts and the world students live in. However, the relevance of specific contexts to different groups of learners, and its stability over time, have not been extensively explored. This study used four datasets, collected in different formal and informal settings, to examine which types of contexts could capture the interest of many students and remain so for many years. In the formal setting, responses to closed-ended questionnaires in which 4–12th graders indicated their interest in studying the answers to science questions were compared. Over 700 questionnaires collected in 2007 were compared to over 1600 questionnaires collected in 2016. To document the stability of children’s interest in informal science learning settings we compared over 1600 science questions sent to a TV science show in 2004 with over 7000 science questions submitted to a commercial exhibition in 2014. Although there were some differences across ages, students’ interest in science remained relatively stable over the 10 years. In the formal setting, this similarity was reflected in the significant linear relationship between the two databases (r?=?0.917) with regard to the questions students found interesting. In the informal setting, there was a striking similarity in the proportions of spontaneous questions in biology, astrophysics, Earth Science and chemistry. Based on the findings of this study and the literature we recommended, frequently asked questions are a valuable resource for context-based teaching which can serve to identify contexts that enhance the relevance of science in students’ lives.