Senior Seminar--> Mid-Term

Front 1

3 goals of research

Back 1

1. to predict
2. to interpret
3. to transform (change)

Front 2

to predict (explanatory)

Back 2

o statistics/quantitative
• example: the way someone will react to something you will say.

Front 3

to interpret (sense)

Back 3

o Qualitative
o learn about the meaning making

Front 4

to transform (emancipatory) "change"

Back 4

o Participatory research
- critical thinking/ critical research

Front 5

Inductive vs. Deductive

Back 5

• Inductive: start w/ details and then find out what is the pattern that is going on → generalization
• Deductive: make a statement and go out and test it
o Hypothesis→ go out and test it

Front 6

Survey’s

Back 6

o Questionnaires to gain information
o People/population
o What do people…know…do…think…own
o What have people done? What do they plan to do?
• Attitudes, beliefs, values, prejudices,

Front 7

Data Man/Woman

Back 7

Quantitative researcher

Front 8

Data-Free Man/Woman

Back 8

Qualitative researcher

Front 9

Certainty

Back 9

firm understanding and belief

Front 10

Uncertainty

Back 10

room to argue

Front 11

Metaphor

Back 11

refers to communicating by analogy. Thus, one might say, “My love is a red rose.” A great deal of our thinking, as I shortly point out, is metaphoric. according to some linguists, are the fundamental way in which we make sense of things and find meaning in the world

Front 12

Examples of Metaphor:

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“he drowned in a sea of grief”; “she is fishing in troubled waters, “success is a bastard as it has many fathers, and failure is an orphan, with no takers.”

Front 13

Everyday Research:

Back 13

Everyday research is simple research that can be done quickly and by using websites such Google, Bing, and Yahoo.

Front 14

Scholarly Research:

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Scholarly research is a more extensive research where you use databases, textbooks, and books for reference, articles, and scholarly journals. Scholarly research involves using creditable sources and it is peer reviewed.

Front 15

Binary Oppositions:

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According to linguist Roman Jakobson, seeing things according to binary oppositions (e.g., hot/ cold, on/ off) is the fundamental way humans find meaning in the world. Oppositions are different from negations. Healthy/ well is an opposition; healthy/ unhealthy is a negation.

Front 16

Name 10 areas within the discipline of Communication:
be able to create compelling research questions for each area:

Back 16

• Media
o How does media affect parent-children relationships?
o Does media play a role in romantic relationships?
o Can media be used to help students relate with other students?
• Culture and Communication
o Is male and female communication cross-cultural?
o Can your culture define your communication pattern?
o How can you be more aware of your communication patterns with when around those of a different culture?
• Friendship communication
o Do you communicate differently with friends versus parents?
o Do you have friends that you are more open with? Why?
o Can friendships hinder your communication style?
• Gender communication
o Do males and females communication different?
o How does gender communication influence our relationships with those around us?
o Do you communicate differently in your place of work?
• Non-verbal communication
o How does non-verbal communication affect intimate relationships?
o Does non-verbal communication play a role in the workplace?
o Can non-verbal influence opinion of those around you?
• Group communication
o Do you communicate differently in a group setting?
o What non-verbal cues stand out when communicating in a group environment?
o Can communicating in a group setting influence your decisions?
• Public Relations
o Can hearing about something on the radio versus watching it on tv change your opinion about what is being discussed?
o Does good PR affect where you shop?
o Can public relations influence you to change your mind about an issue?

Front 17

Quantitative:

Back 17

relates to measuring something by the quantity not quality

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Qualitative:

Back 18

relates to quality of something not the quantity

Front 19

ICA: international communication Association

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NCA: National Communication Association

Front 20

What is an interview?:

Back 20

Interviews are one of the most widely used and most fundamental research techniques— and for very good reason. They enable researchers to obtain information they cannot gain by observation alone. Perhaps the simplest way to describe an interview is as a conversation between a researcher and an informant.

Front 21

Detail 4 kinds of interviews:

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• Informal
• Unstructured
• Semi-Structured
• Structured

Front 22

Goal of interviewing:

Back 22

to get to know more about the interviewee

Front 23

Informal interviews:

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There are few controls in these interviews; they just take place, are not organized or focused, and are generally used to introduce researchers to those being studied. Informal interviews are, in essence, conversations to help the researcher gain the confidence of his or her informant. Informants are looked to by the interviewer in the hope of obtaining important knowledge.

Front 24

Unstructured interviews:

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In these interviews, the researcher is focused and is trying to gain information, but he or she exercises relatively little control over the responses of the informant.

Front 25

Semi structured interviews:

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Here, the interviewer usually has a written list of questions to ask the informant but tries, to the extent possible, to maintain the casual quality found in unstructured interviews.

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Structured Interview:

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Here the researcher uses an interview schedule— a specific set of instructions that guide those who ask respondents questions. For example, the instructions might tell what follow-up questions to ask if a question is answered in a certain way. Self-administered questionnaires are also classified as structured interviews.

Front 27

Focus group:

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involve relatively small numbers of people, usually around 8 or 10 people, who are selected to participate in group discussions on topics of interest to marketers. They have been criticized for not getting at people’s deepest thoughts
and feelings and for providing ideas that offer little value to the companies paying for the focus groups.

Front 28

Why do we use interviews?:

Back 28

to find out information about people

Front 29

How to interview people?:

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• Obtain basic information
• Guarantee anonymity.

• Make sure you’re accurate.

• Avoid leading questions.

• Stay focused.

• Make sure your questions are clear.

• Ask for amplifications and examples.

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Anonymity:

Back 30

can’t connect the subject to the data
• Can’t call someone if its their data

Front 31

Confidentiality:

Back 31

you can connect the data to the subject, but there’s a trust between interviewer and interviewee that it won’t get voiced

Front 32

What is transcript:

Back 32

a written, typewritten, or printed copy; something transcribed or made by transcribing

Front 33

What is important in transcribing?:

Back 33

it is important to transcribe because it allows you to look at the information differently and better understand the information in front of you

Front 34

Discuss what is important in transcription in terms of the data and analysis of the data?:

Back 34

• What “facts” did you learn?
• What information about people, practices, ideas, beliefs, and so on did you get?

• You also must classify and categorize the material in the transcripts. I have already suggested one way of classifying this material— using the functions in the Labov and Waletzky chart and determining whether a given passage functions as an abstract, an orientation, a sequence of action, an evaluation, or a resolution.

Front 35

What questions do Investigative Reporters ask?

Back 35

• Who
• What
• When
• Where
• Why
• How

Front 36

What are problems with interview material?

Back 36

• People don’t always tell the truth.

• People don’t always remember things accurately.

• People don’t always have useful information.

• People sometimes tell you what they think you want to hear.

• People use language in different ways.

Front 37

Leading question:

Back 37

more or less push your respondent toward an answer. For example, let’s imagine you are interviewing a student about a class she’s taking, and she says her teacher is unfair. You can respond to this statement several ways: Leading question: “Is that because your teacher favors men over women?” Asking for definitions: “What do you mean by unfair?”

Front 38

Participant observation:

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Participant observation is a qualitative form of research in which a researcher becomes a member (to varying degrees) in some group or entity being studied. Being a participant enables a researcher to gain a better sense of the views and objectives of the group being studied.

Front 39

Setting:

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Where are you doing your observation, and what impact does the setting have on the behavior of the people being observed? Does the setting facilitate certain kinds of behavior and retard other kinds of behavior? For example, at a bar, you’d expect some flirting might go on and wouldn’t expect people to be praying.

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Participants:

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The participants. Who are you observing? How many people are involved? How are they related to one another? What is their function in the group being studied? What is the nature of the group being studied? Record pertinent demographic data, if you can obtain this information, about each of the participants:
• Age
• Gender
• Occupation, etc

Front 41

Problems with Participant Observation:

Back 41

• The Problem of Focus: When you do participant observation, you have to be looking for something. You don’t just observe everything that everyone does in the group you are studying.
• The Problem of Observers Affecting Behavior
• The Problem of Unrecognized Selectivity: There is a problem of maintaining your objectivity in choosing where to focus your attention, what to record in your notes, and what to omit.

• The Problem of Mind Reading Mind reading: as I use the term, involves observers going beyond recording what people do and assuming they can read people’s minds and figure out why people are doing something. As researchers, we are always looking for meaning, but we must be careful that we don’t assume that our interpretations of some person’s behavior is what the person meant by that behavior.

Front 42

Benefits of Participant Observation:

Back 42

• First, it helps you understand what’s going on in a setting you are studying.

• Second, participant observation helps you determine which questions to ask informants.

• Third, participant observation is, relatively speaking, an unobtrusive way of getting information about groups and their behavior.

Front 43

Ethical Dilemma:

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An ethical dilemma participant observers face is whether to pretend to join the group they are observing in order to associate with the people in it or whether to tell people in the group they are doing research on them.

Front 44

Ethics and Research involving human beings:

Back 44

• 1. You shouldn’t deceive people.

• 2. You should not use people as a means toward other ends, even if you think those ends are positive.

• 3. You should not do anything that will have negative effects on those you study.

• 4. You must be honest in designing your research and reporting your findings about those you study.

Front 45

Operational Definitions:

Back 45

which use operations and indicators to define concepts. tells how you will measure something and forces you to explain how you understand or interpret a concept. Thus, if you are dealing with media violence, you will have to describe what kind of actions or behaviors constitute violence. Is threatening talk violence?

Front 46

Coding:

Back 46

are systems of symbols, letters, words, sounds, whatever … that generate meaning. Language, for example, is a code. It uses combinations of letters that we call words to mean certain things. The relation between the word and the thing the word stands for is arbitrary, based on convention. In some cases, the term code is used to describe hidden meanings and disguised communication.

Front 47

Manifest Content:

Back 47

what is explicitly stated— rather
than what is hidden “latent”

Front 48

Content Analysis

Back 48

is one of the most commonly used research methodologies by scholars dealing with media and communication.
• tells us, broadly, what the methodology does: it analyzes the content of something.
• a research technique for the systematic classification and description of communication content according to certain usually predetermined categories.
- This is a methodology for obtaining statistical data from a collection of texts that are similar in some respect. Content analysis is a nonintrusive way of conducting research

Front 49

Advantages of content analysis as a research method:

Back 49

Advantages of content analysis as a research method:
• It is unobtrusive.
• It is relatively inexpensive.
• It can deal with current events, topics of present-day interest.
• It uses material that is relatively easy to obtain and work with.
• It yields data that can be quantified.

Front 50

Challenges with content analysis as a research method:

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Challenges with content analysis as a research method:
• Finding a representative sample
• Determining measurable units

• Obtaining reliability in coding
• Defining terms operationally
• Ensuring validity and utility in your findings

Front 51

Detail the process of doing content analysis (11 points)

Back 51

• 1. Decide what you want to find out and offer a hypothesis— that is, an educated guess— about what you expect to find. (For example, it is reasonable to hypothesize that as a result of the
growth of feminism and the increased power of women in the government and other aspects of society, the number of words spoken by women in comic strips will increase as we move from 1960 to 2010. Whether that hypothesis is correct or not has to be tested by making a content analysis.)

• 2. Explain what you’ll be investigating and tell why this research is worth doing.
• 3. Offer an operational definition of the topic you’ll be studying. If you’re studying violence, tell how you define it.
• 4. Explain your basis for selecting the sample you’ll be analyzing. How did you determine which examples to investigate?
• 5. Explain your unit of analysis.
• 6. Describe your classification system or system of categories for coding your material. Remember that the categories must be mutually exclusive and that you must cover every example of what you’re analyzing.
• 7. Determine your coding system.
• 8. Test for intercoding reliability and make any necessary adjustments, such as increased training and practice for the coders or an adjustment of the operational definition and code guides. 9. Using your coding system, analyze the sample you have selected.
• 10. Present your findings using quantified data you’ve obtained from your content analysis.
• 11. Interpret your results using your numerical data and other material relevant to your research.

Front 52

How do you evaluate the accuracy of surveys?

Back 52

• 1. Sample size
• 2. Margin of error
• 3. Confidence level
Generally speaking, the larger the sample, the more confidence you can have that your findings will be accurate; but this works only up to a point. The most famous sampling error occurred in the 1936 presidential campaign between the Democratic candidate, Franklin Delano Roosevelt, and the Republican candidate, Alf Landon. The Literary Digest surveyed some 2,300,000 people. This sample was based on responses to questionnaires sent to readers of the magazine and to some 10 million people who had telephones. This sample, however, was not representative of the entire voting population; it was composed, to a large degree, of the wealthier elements in American society, essentially wealthy Republicans, so the results were all wrong.

Front 53

How do you obtain a random sample?

Back 53

There are many ways of obtaining accurate samples, but— especially for students and others without great financial resources— random sampling is the most convenient method to obtain a representative sample of the population being studied.
• 1. Simple random samples: is one in which each member of a population being studied has an equal chance of being selected.
2. Stratified random samples: This technique enables us to obtain greater precision in our sampling by using other information we have about the population being studied to obtain representative samples.

• 3. Clustered samples: involves sampling members of groups or categories. You divide your population into naturally occurring groups, such as people in particular ZIP codes or areas of a city or state, and sample from within each group. It is not as accurate as random sampling, but it saves a great deal of time and money.

Front 54

Define sampling

Back 54

In general terms, a sample is a part that is representative of some larger whole.

Front 55

What should a researcher consider when conducting online survey’s?

Back 55

• Is the site easy to use? Are the instructions clear? • Does the site offer the question formats most suitable for your needs? • Can the survey be conducted on the web, or do people taking it have to print out questionnaires? • Is there a limit on how many questions you can ask? • Can the data you collected be downloaded to Excel or other statistical programs? • Can you make good visual presentations (charts, graphs) with the program? • Can the results be viewed on Windows and Macintosh computers?

What do you want to find out? • What questions should you ask to obtain this information? • How do you avoid ambiguous or unclear questions? • What kinds or types of questions will you use in the survey? • What kind of answers are you looking for? • Who will you ask?

Front 56

Why do researchers use pilot studies or pretests?

Back 56

People use pilot studies/pretests to test your surveys and questionnaires on a small group of people to see what problems arise.

• Can people easily understand all your questions?
• Do your questions enable you to obtain the information you want?
• Are there questions you didn’t ask that you should ask?
• Are there questions you asked that you shouldn’t ask?

Front 57

Likert Scale:

Back 57

Likert scales enable respondents to indicate degrees or strength of attitude by using (most commonly) a numerical 5- or 7-point scale.

• Example: The most important aspect of local news is accuracy.
o 1. Strongly agree
o 2. Agree
o 3. Neutral
o 4. Disagree
o 5. Strongly disagree

Front 58

Open-ended questions

Back 58

asks for an answer that the respondent should construct by himself or herself, writing it down in the space provided.

Front 59

Closed-ended questions

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Closed-ended questions ask respondents to select from lists of answers provided by the survey designer— lists such as multiple-choice questions or Likert scales.

Front 60

Advantages of survey research:

Back 60

• Surveys are inexpensive.
• Surveys can obtain current information.
• Surveys enable you to obtain a great deal of information at one time.
• Surveys provide quantitative or numeric data.
• Surveys are very common, and some of the information you seek may have already been discovered in a survey.

Front 61

What are some problems with using survey’s?

Back 61

• People often don’t tell the truth, especially about personal matters.
• People make mistakes about what they’ve done, even if they are trying to tell the truth.
• Obtaining representative samples is frequently quite difficult.
• People often refuse to participate in surveys.
• Relatively small percentages of people answer and return questionnaires.
• Writing good survey questions is difficult to do.

Front 62

State advantages and disadvantages of self administered questionnaires:

Back 62

There is no perfect data collection method. However, self-administered questionnaires are preferable to personal interviews when three conditions are met:
• (a) You are dealing with literate respondents;
• b) you are confident of getting a high response rate (which I put at 70%, minimum); and
• (c) the nature of the questions you want to ask does not require a face-to-face interview and the use of visual aids such as cue cards, charts, and the like.
Under these circumstances, you get much more information for your time and money than from the other methods of questionnaire administration. If you are working in a highly industrialized country, and if a very high proportion (at least 80%) of the population you are studying has its own telephone, then consider doing a phone survey whenever a self-administered questionnaire would otherwise not be appropriate.

Front 63

Descriptive surveys:

Back 63

as the name suggests, describes the population being studied. These surveys seek to obtain information about demographic factors such as age, gender, marital status, occupation, race or ethnicity, income, and religion and to relate this information to opinions,
beliefs, values, and behaviors of some group of people.
• For example, broadcasters use surveys to find out how popular their programs are, and manufacturers use surveys to determine who uses their products. The focus of descriptive surveys is on present-day behavior.

Front 64

Analytic surveys:

Back 64

seeks to find out why people behave the way they do. Researchers often use data from descriptive surveys to develop hypotheses and use analytic surveys to test their hypotheses about what causes certain kinds of behavior. Analytic surveys attempt to determine whether there are causal relationships between certain kinds of behavior and social and demographic characteristics of people.

Front 65

Define survey:

Back 65

Surveys generally take the form of lists of questions (technically known as “instruments”) addressed to representative samples of some population to obtain valid numerical data about the larger population as a whole.

Front 66

Define experiment:

Back 66

a procedure or kind of test that
1. demonstrates something is true,
2. examines the validity of an hypothesis or theory, or
3. attempts to discover new information

Front 67

How is an experiment structured?

Back 67

• Experimental Group: gets the variable
• Control Group: does not get the variable
• Random: keeps the experiment reliable; randomly select they people involved
• Pre-Test: small trial run;
o Makes sure your experiment will provide accurate results;
o Troubleshooting
• Post-Test: debrief; work through unexpected things that might have occurred throughout the experiment

Front 68

State advantages and disadvantages of experiments:

Back 68

Advantage:
• environments
• Provides strong data (evidence)
• New information
• Can be replicated
Disadvantages:
• Unnatural→ conducted in a control environment→ lab; it’s not how they behave in everyday life
• tends to overemphasize cause-and-effect relationships between matters being studied.
• ethical aspects:
o “Is it ethical to deny people a drug that may affect their health— or even save their lives in some cases?”

Front 69

Descriptive statistics:

Back 69

(to predict): refers to methods used to obtain, from raw data, information that characterizes or summarizes the whole set of data. That is, descriptive statistics allow us to make sense of the data more easily.

Front 70

mean/median/mode

Back 70

Mean: average of a certain group of numbers or statics
Median: is the point in the distribution that divides it into two halves.
mid-point
Mode: most frequent number

Front 71

What are important points/questions to consider when evaluating statistics?

Back 71

• Who collected the data?
• How accurate are the data?
• How timely are the data?
• How complete are the data? (Did the researchers
fail, for one reason or another, to obtain important data?)
• Are there other data that raise questions about the accuracy of (or that contradict) the data being dealt with?
• Are useful comparisons of data made?
• Are the methods used in the analysis appropriate for this kind of data?
• How have the data been interpreted?

Front 72

What is Ethnomethodology?:

Back 72

A branch of sociology that studies the everyday activities of people, seeing these activities as phenomena worth investigating in their own right. The focus is on how people make sense of the world, and on commonsense attitudes, as revealed in conversation and behavior.

• The focus of ethnomethodology is on people’s “commonsense” knowledge of society.
• There is an interest among ethnomethodologists in people’s “adequate grounds of inference.”
• There is a concern among ethnomethodologists for actions people undertake in the company of others like themselves.
• Ethnomethodologists are interested in studying everyday life, which is generally neglected by sociologists.
• The ethnomethodologist’s concern with people’s understanding of things suggests that ethnomethodologists do not offer their interpretations of the meanings of people’s activities but search for the way they make sense of things and find meaning in things— especially conversations people have and things people do.

Thus, ethnomethodology is interested in how people think and act in everyday-life situations, in contrast to, for example, laboratory experiments or focus groups or other situations in which people recognize that they are, one way or another, being studied..

Front 73

Sensemaking:

Back 73

When you have the interviews transcribed and have checked them for accuracy, the next step is to make sense of it as best you can. One thing you must do is look for information that will be useful to you. What “facts” did you learn? What information about people, practices, ideas, beliefs, and so on did you get? (And how reliable is it?)

Front 74

Grounds of inference:

Back 74

• There is an interest among ethnomethodologists in people’s “adequate grounds of inference.”

Front 75

Conversation:

Back 75

the informal exchange of ideas by spoken words.

Front 76

Conversation analysis:

Back 76

was pioneered in the 1960s in the work of Harvey Sacks and his colleagues, and is closely aligned with the microsociological analysis known as ethnomethodology.… It is in view of this alignment that conversation analysis can be said most generally to be concerned with meaningful conduct in routine social settings. More specifically, its focus is on how talk operates to enable interactions between people.

Front 77

What are the 3 tasks of ethnomethodogical research?

Back 77

• To define the commonsense world of everyday life
• To show the relevance of everyday activities to sociological theory
• To rediscover the significance of the commonsense world of people

Front 78

45 techniques of humor (p184):

Back 78

• 1. Absurdity 2. Accident 3. Allusion 4. Analogy 5. Before/ after 6. Bombast
7. Burlesque 8. Caricature 9. Catalogue 10. Chase scene 11. Coincidence 12. Comparison 13. Definition 14. Disappointment 15. Eccentricity 16. Embarrassment 17. Exaggeration 18. Exposure 19. Facetiousness 20. Grotesque 21. Ignorance 22. Imitation 23. Impersonation 24. Infantilism
25. Insults 26. Irony 27. Literalness 28. Mimicry 29. Mistakes 30. Misunderstanding 31. Parody 32. Puns 33. Repartee 34. Repetition 35. Reversal 36. Ridicule 37. Rigidity 38. Sarcasm 39. Satire 40. Scale, size 41. Slapstick 42. Speed
43. Stereotypes 44. Theme and variation 45. Unmasking

Front 79

define 4 specific aspects for jokes

Back 79

jokes are conventionally defined as short narratives, meant to amuse and create laughter, that have a punch line.

Front 80

communication abstracts:

Back 80

a bimonthly publication that provides approximately 1,500 abstracts of articles each year.

Front 81

How did your text Communicating for Social Impact get created?

Back 81

• Social impact is a forum for communication scholars whose efforts are directed toward social change. It originated from theme sessions at the 2008 convention of the ICA

Front 82

How does media affect how the public understands homelessness?

Back 82

• The media portray “homeless people” as someone living on the streets, dirty, with no place to stay. What the media doesn’t show is that there are millions of people whom suffer from homelessness because they lack a fixed income and go from one person’s couch to another, not having a fixed place to stay and call there own.
• Media has the power to frame social issues and influence perceptions by “creating an illusion of popular consensus that leads individuals to reassess their personal views. Media reports feature individuals with out homes; however the accuracy of what is being reported varies. Print media coverage of the homeless steadily increased in the 80’s but has decreased ever since.

Front 83

From reading barker, Cornwell, & Neff, what do you understand to be the causes of homelessness?

Back 83

• A homeless person is typically defined as someone who lacks a fixed, regular, and adequate nighttime residence or who has a primary nighttime residence that us a supervised shelter or institution designed to provide temporary living accommodations.
• Majority of the homeless population is “hidden”, in that they sleep on friends couches, in spare rooms, and in cars. It is argued that youth w/out homes often choose to remain invisible to avoid stigmatization.

Front 84

What do you understand to be good practices and key in solving homelessness?

Back 84

House and income are key solutions.
• 1. Awareness
• 2. Public support
• 3. Health care
• 4. Counseling
• 5. transportation,
• 6. skills training,
• 7. case management, and
• 8. treatment for mental health.
It is important to avoid generalizations when trying to understand why individuals have trouble transitioning from homelessness

Front 85

Experiential Learning:

Back 85

is a process whereby individuals engage in experience, begin to process the experience, and gain understanding in new areas. It is involves 4 different phases:
• 1. Concrete experience
• 2. Observation and reflection
• 3. Forming abstract concepts
• 4. Testing new situations
and 2 modes: apprehension/comprehension and observation/action.

Front 86

Service learning:

Back 86

an active learning experience associated with a community service application. Service learning is occasionally linked to social advocacy, internships, volunteerism, and citizenship training.

Front 87

3 themes in media reform:

Back 87

• 1. Persuade individuals of the urgency of media policy issues (individuals need to understand, engage, and participate)
• 2. Work within the political structure so as to make policymaking more democratic (no more closed-door deliberations)
• 3. Media reform targets communication laws and policies, as well as the political cultures from which these derive.

Front 88

Distinguish between media reform and media justice:

Back 88

• Media reform: 2 aspects
o 1. Persuade individuals of the urgency of media policy issues
o 2. Work within the political structure so as to make policymaking more democratic
• Media reform activists enjoy a significant presence in debates and decision-making on structural policies for both new and old media.

Front 89

Distinguish between media reform and media justice:

Back 89

• Media Justice:
o Goes beyond creating greater access to the old media structure
o Takes into account history, culture, privilege and power.
o Seeks new relationships with media and a new vision for it’s control, access, and structure.

Front 90

Define Social Movement:

Back 90

• Refers to the set of goal-oriented actions taken by a group involved in controversial claims making or disputation.

Front 91

In building a case for change, what does Gangadharan consider?

Back 91

• Understanding movements/recognizing knowledge: IE →Social Movements
• Media reform/media justice
• Knowledge for reform
• Knowledge of movement building

Front 92

what are knowledge practices of media activists?

Back 92

• 1. Control over agenda-setting
• 2. Goal of research project
• 3. Standards of knowledge-making activities

Front 93

What do they imply for communication research?

Back 93

• In the fight to transform media institutions, practices, and policies, and in an environment that welcomes multiple methods and motivations for knowledge productions, responsibility of producing knowledge for social change may be better understood as shared across domains of thinking and doing. Both the scholar and activist should question what they accomplish, as well as when, how and why they accomplish what they seek.

Front 94

In exploring social justice issues, what sources were used to create the round table narrative?

Back 94

A. e-mails seeking participation
B. original conference submission
C. pre-session meeting
D. actual round-table discussion
E. 1 to 23 years of educating experience in Jesuit institutions
F. post-conference blogging

Front 95

In preparing graduates as citizens grounded/engaged in social justice, how does the communication department at Loyola use the capstone course?

Back 95

Combining community service and classroom instruction to explore the nature, function, and power of narrative, particularly with young children. By doing so this refines their critical understanding.

Front 96

Discuss how doubtable participants consider "infusing social justice into communication"

Back 96

They discuss various ways social justice can be used incorporation to communication such as community service and classroom instruction and ar

Front 97

How can social justice be encouraged in communication assignments?

Back 97

Social justice can be encouraged in communication assignments by incorporating community service into the assignment. For example at Marquette they have an after school center to teach students about family interaction. by making it a requirement for students to participate we are encouraging the bond between social justice as a communication assignment.

Front 98

What did round table participants share/discuss in "structuring social justice into individual interactions?"

Back 98

Discernment: asks us to think about how we individually make choices that directly impacts ourselves and the community. It is our responsibility as individuals to make accurate choices that will directly effect ourselves and the community in a positive way.

Front 99

Define mass media

Back 99

originally the press or journalists, but now broadly defined to include electronic media and the internet

Front 100

In what ways is the 1st amendment essential to well being of the public? A free press? A free free or democratic society?

Back 100

the 1st amendment gives us the freedom of speech, press and to petition, without this freedom we wouldn't be a democratic country. The 1st amendment is essential to the well being of the public because it allows us to be unique and without it we would be in a "communist" country.

Front 101

What are ownership limits for broadcast licenses? (Local and/or national)

Back 101

Local: in 1998; it was decided that a single entity can hold two licenses in a city if there were more than 8 media voices in the city. before this re-examination of the law in 1998 you could only own 1 entity.

National: 2 rules:
1. limits the audience that a single network owner can reach.&
2. the dual network rule precluded a single entity from owning more than one of the national TV networks.

Front 102

What is he role of research in policy making

Back 102

?

Front 103

Can research influence policy? If so! How?

Back 103

?

Front 104

Discuss the interconnection/relationship between advocacy and academic research?

Back 104

?

Front 105

How do regulatory deadlines and legislative calendars affect advocacy efforts?

Back 105

?

Front 106

In Zollverein, how does critical (or transformative) research consider power? And voice?
Explain in terms of public participation and various interests.

Back 106

from critical perspective, power and voice are central to understanding whose interests are served by various participatory mechanisms.

based on public participation it is a challenge to gain over the public because we as the public tend to rule out non-experts as decision makers.

Traditional risk management involves one-way communication from experts to citizens.

Front 107

How is narrative/storytelling used to engage corporate environmental health decision making? Consider both the corporate and citizens approach

Back 107

?

Front 108

What narrative do you think is effective in terms of making changes in that environmental health cause

Back 108

The ethnographic narrative was effective in terms of making changes to the environmental health cause. Because direct engagement was working. They relied on government agencies and benefitted from the task force.

Front 109

• What would be central in understanding the interests that are severed by various participatory mechanisms?

Back 109

?

Front 110

Framing

Back 110

mass media will persuade our perceptions on certain things, mainly the society.
o Affordable care act→ “Obama care”