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A longitudinal study of U.K. journalism undergraduates records how their attitudes on societal roles of the news media changed during university education. Students became more likely to endorse an adversarial approach toward public officials and businesses as extremely important. Yet students did not support these roles as strongly as an older generation of U.K. journalists did. Students also became less likely to support the role of giving "ordinary people" a chance to express views. This may indicate a "generation gap" in attitudes that journalism educators need to understand. The authors also are concerned that the U.K. journalism workforce--now including many students from such programs--has become more socially elite. (Contains 33 notes and 5 tables.)

Purpose: The purpose of this paper is to detail research into experiential learning and journalistic practice in the Department of Journalism Studies at the University of Sheffield. Design/methodology/approach: This paper explores a range of themes and issues stemming from the application of an experiential learning approach to postgraduate journalism education at the University of Sheffield. Following the experiential learning exercise, a number of semi-structured interviews were conducted with students and teaching staff in order to get an insight into their perceptions and experiences of the learning exercise. Findings: The development of experiential learning programmes within journalism education provides valuable experiences that simulate the real world of journalism practice. Further reflective research work would be required to embed such learning approaches within journalism practice modules across the UK. Practical implications: Embedding experiential learning exercises within vocationally orientated MA programmes requires reflective and ongoing curriculum development. Moreover, the establishment of more reflective elements within programmes will aid the research process in future explorations of this type. Originality/value: Research on experiential learning on postgraduate journalism programmes within a British context is minimal. The research hopes to stimulate further work in this area. (Contains 1 table.)

Provides revisions of the American Council on the Teaching of Foreign Languages (ACTFL) writing guidelines. The proficiency guidelines are presented in a top-down fashion, rather than in a bottom-up order, thereby allowing for more positive descriptive statements for each level and sublevel, stressing what language users can do with the language rather than what they cannot do. (Author/VWL)

Discusses the revision of the 1986 American Council on the Teaching of Foreign Languages guidelines for evaluating speaking proficiency. (Author/VWL)

A survey of 567 medical school faculty found women were less likely to be tenured or at the professor level, spent more time in clinical activities, had less time for scholarly activity, and reported slower career progress. Significant differences were also found between female physician and non-physical faculty with female physicians reporting the poorest understanding of promotion and tenure criteria. (Author/DB)

Summary The legal status of euthanasia is frequently deliberated. It remains unlawful in Britain and advocates for a change in the law are vigorously opposed by those who argue that [...]

Summary Euthanasia is a highly emotive and contentious subject, giving rise to a great deal of debate. However, despite its frequent exposure in public and professional media, there appears to [...]

This paper was prepared for presentation at the 47th Annual Conference of the International Society for the Systems Sciences in Crete, Greece. It explores the problem of sustainability from a systems point of view within the context of the Safe Schools/Healthy Students Initiative--an initiative launched by the US Congress in 1999 to fund a multifaceted response to the difficult challenge of youth violence. A grounded theory of sustainability is proposed, based on the design of social systems, as an alternative to the current political emphasis on classical reductionist science-based approaches to school reform. Further, insight into transformational leadership opportunities through evidence-based social systems design strategies is offered. This paper represents an initial attempt to apply these principles within the context of school-community partnerships and sustainability. Subsequent work will provide further exploration and development. Keywords sustainability; participatory design; transformational leadership, INTRODUCTION In the spring of 1999, professionals from education, law enforcement, and mental health joined with other concerned citizens in communities across the United States to create comprehensive plans to [...]