Journalism

Marvin Barrett, Rich News, Poor News: The Sixth Alfred I. duPont-Columbia University Survey of Broadcast Journalism (New York: Crowell, 1978—$12.95/6.95)

Dan Nimmo and Robert L. Savage, Candidates and Their Images: Concepts, Methods, and Findings (Santa Monica, Calif.: Goodyear Publishing, 1976—price not given, paper)

David Bother's How to Appraise and Improve Your Daily Newspaper: A Manual for Readers (Disability Rights Center, P.O. Box 19367, Washington D.C. 20036—$10.00 institutions/$5.00 individuals, paper)

David Shaw's Journalism Today: A Changing Press for a Changing America (New York: Harper's College Press (Harper & Row), 1977—$9.95/5.95)

Richard Weiner's Professional's Guide to Publicity (Richard Weiner Inc., 888 Seventh Ave., N.Y. 10019—$7.95/6.50)     

International Communication

U.S. TELECOMMUNICATIONS SERVICES IN EUROPEAN MARKETS (Washington: Office of Technology Assessment, August 1993—$14.00, paper, S/N 052–003–01334–7, 220 pp.)

MEDIA INDUSTRY IN EUROPE edited by Antonio Pilati (London: John Libbey, 1993—$48.00, paper, ISBN 0–86196–398–9, 246 pp.)

BEYOND NATIONAL SOVEREIGNTY: INTERNATIONAL COMMUNICATION IN THE 1990s edited by Kaarle Nordenstreng and Herbert I. Schiller (Norwood, NJ: Ablex, 1993—price not provided, paper, ISBN 0–89391–960–8, 483 pp.)     

Learning support assistants can deliver effective reading interventions for ‘at-risk’ children

Evidence suggests that phonic interventions delivered by trained researchers improve early reading and spelling. This study sought to explore whether school Learning Support Assistants (LSAs) can also improve performance using these methods. Four groups (each of n?=?27) of the poorest reading 6-year-old children in nine schools were screened and selected for this study. LSAs were briefly trained to administer phonic programmes as small group interventions for nine weeks. Rhyme- and phoneme-based programmes were also contrasted with controls receiving the National Literacy Strategy. At post-test, all intervention group children were better decoders, and had better phonological awareness and letter?–?sound knowledge than controls. The phoneme-based group had better letter?–?sound knowledge than the other intervention groups. It is concluded that trained Learning Support Assistants can deliver effective early preventive programmes for literacy difficulties.     

Life Narratives and Personal Identity: The End of Linear Social Mobility?

ABSTRACT

This paper uses visualisations of life trajectories drawn from the 1958 National Child Development Survey to show how this generation refused linear narratives of mobility in favour of jags and turning points. We argue that these visualisations demonstrate the limitations of conventional class-based interpretations of social mobility. . We show how these jags represent moments of switching between public and private lives, demonstrating the interruptions which this generation display. We argue that these visualisations are consistent with the distinctive historical conditions ofthis generation, especially its female members, We conclude that more studiesof popular identities of social mobility are needed.     

A randomised efficacy study of Web‐based synthetic and analytic programmes among disadvantaged urban Kindergarten children

This study explores whether two computer‐based literacy interventions – a ‘synthetic phonics’ and an ‘analytic phonics’ approach produce qualitatively distinct effects on the early phonological abilities and reading skills of disadvantaged urban Kindergarten (Reception) children. Participants (n=53) were assigned by random allocation to one of the two interventions. Each intervention was generally delivered three times per week for 13 weeks as part of a reading centre approach in Kindergarten classrooms with small groups of children. In the synthetic programme children showed, as predicted, significant (p<.05) improvement in CV and VC word blending and the articulation of final consonants. The children in the analytic phonics programme showed, as predicted, significant (p<.05) improvements in articulating shared rimes in words. These results suggest that synthetic and analytic programmes have qualitatively different effects on children's phonological development. These phonological differences are not however immediately reflected in any qualitative differences in the way children undertook word reading or nonword decoding.     

Discrete analogues of Green's identities through the graph—theoretic field model

In this paper, we derive discrete versions of Green's identities (which appear in the study of potential field theory) as direct consequences of applying Tellegen's Theorem to the Graph—Theoretic Field Model (GTFM) of a field. The procedure herein is in marked contrast to the existing procedures where Green's Identities are derived from the Divergence Theorem by using some strictly mathematical operations. In particular, Green's third identity, which is the starting point formulation for the Boundary Integral Method, is singled out for special attention in terms of its discrete counterpart in the Graph—Theoretic Field Model. The first discrete identity is used to establish certain properties of solutions for the GTFM and a limiting process is applied to the three discrete identities to derive the traditional vector-calculus forms of Green's identities.     

Promoting Research as a Core Value in Master's‐Level Counselor Education

Theory, practice, and research are all espoused to be core values within counselor education. The authors assert that research needs to become directly associated with theory and practice for it to be a concurrent core value. Action research is most simply defined as a form of research that is practitioner based. The authors propose infusing action research throughout master's‐level curricula as a means of promoting research as a core value concurrent with theory and practice. A case illustration of an action research investigation in a Professional and Ethical Issues in Mental Health Counseling course is described.