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1. Media, Global Mobilization, and the War on Terrorism: Comparing Bush’s Speech Frames in US, Canada, and European News Reports.

Author

Frensley, Nathalie and Michaud, Nelson

Subjects
*INTERNATIONAL relations, *COUNTERTERRORISM, *NATIONAL security, *CHI-squared test
Abstract

Constructivist theories of securitization are built on a foundation of communicative action tenets. While this represents an important and innovative advance in international relations theory, securitization ignores some of the components involved in a successful communicative act. Williams (2003) calls for securitization theory to incorporate the hitherto ignored effects of mass media and in this paper we answer this call. We first show that securitization's specification of leaders' speech acts and audiences' legitimative discourse presumes mass media actors are indifferent in how they convey leader representations and justifications of crises. We take this presumption as an empirical question and execute a study of whether the national presses of ally countries differently emphasized the frames Bush invoked in their news coverage of key September 11th speeches. We show from comparisons of chi-square distributions and regression analyses that, far from being passive conveyers of speech frames, the national presses of the US, Canada, France, Britain and Ireland (1) did not convey all of Bush's securitizing problem representations and response justifications proportionate to the extent Bush invoked them in his speeches, and (2) that for each national press factors based on professional norms and/or organizational routines increased the likelihood that a speech sentence would be conveyed in a news story. We discuss the implications of our findings for how securitization theory should conceptualize media actors when redressing this gap in its explanatory models. [ABSTRACT FROM AUTHOR]

Published
2004
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2. An exploratory international study into occupational therapy students' perceptions of professional identity.

Author

Ashby, Samantha E., Adler, Jessica, and Herbert, Lisa

Subjects
*CHI-squared test, *CONFIDENCE intervals, *CURRICULUM, *FIELDWORK (Educational method), *SENSORY perception, *PROBABILITY theory, *QUESTIONNAIRES, *RESEARCH, *SOCIALIZATION, *SURVEYS, *CLINICAL competence, *JUDGMENT sampling, *PROFESSIONAL identity, *CROSS-sectional method, *DATA analysis software, *DESCRIPTIVE statistics, *KRUSKAL-Wallis Test, *OCCUPATIONAL therapy students, *EDUCATION
Abstract

Background/aim The successful development and maintenance of professional identity is associated with professional development and retention in the health workforce. This paper explores students' perspectives on the ways pre-entry experiences and curricula content shape professional identity. Methods An online cross-sectional survey was sent to students enrolled in the final year of entry-level programmes in five countries. Descriptive statistical analyses of data were completed. Results The results reflect the perceptions of 319 respondents from five countries. Respondents identified professional education (98%) and professional socialisation during placement (92%) as curricula components with the greatest influence on professional identity formation. Discipline-specific knowledge such as, occupation-focussed models and occupational science were ranked lower than these aspects of practice. The students' length of programme and level of entry-level programme did not impact on these results. Conclusion When designing curricula educators need to be mindful that students perceive practice education and professional socialisation have the greatest affect on professional identity formation. The findings reinforce the need for curricula to provide students with a range of practice experiences, which allow the observation and application of occupation-based practices. It highlights a need for educators to provide university-based curricula activities, which better prepare students for a potential dissonance between explicit occupation-based curricula and observed practice education experiences. The study indicates the need for further research into the role curricula content, and in particular practice education, plays in the multidimensional formation of professional development within entry-level programmes. [ABSTRACT FROM AUTHOR]

Published
2016
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