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Global representation of AIDS-HIV news in media
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Recommended: Global representation of AIDS-HIV news in media
This study used content analysis to identify dominant AIDS-HIV themes in the manifest news content of AP, Reuters, AFP, ITAR-TASS, and IPS. A systematic random sample of AIDS-HIV stories disseminated by the five wire services between May 1991 and May 1997 (both months included) was obtained. This decade was selected because several empirical studies of coverage in the 1980s have been conducted; however, few studies examine the 1990s.
The decision to examine the print news media was driven by the nature of the issue being explored. Previous research indicated (Nelkin, 1991; Stroman & Seltzer, 1989) that when it comes to complex and ambiguous issues (e.g., AIDS-HIV), print news provides more in-depth information than broadcast news. News consumers tend to consult print news for the details, whereas broadcast news provides the broad strokes. For instance, the Princeton Survey Research Associates (1996) study of AIDS coverage by the U.S. media found that the print media accorded more analytical coverage when compared to broadcast offerings.
Full texts of all the stories in the sample were downloaded from the online LEXIS-NEXIS news and information database service.(n7) With a random starting point, every fifth story in the universe was selected to obtain a 20% sample. The story was the unit of analysis.
The sample comprised a total of 635 stories. Following is the breakdown of these stories according to wire services: Reuters = 287, AFP = 155, AP = 78, ITAR-TASS = 34, and IPS = 81 (N = 635).
Detailed coding categories were developed. The Princeton Survey Research Associates (1996) content analysis of AIDS-HIV coverage by the U.S. news media guided the formation of some of the categories. The world region category was guided by the Mayo and Pasadeos (1991) study of the international focus of U.S. business magazines. Following are the main categories that were used to code each story. Detailed operational definitions were developed for each category. Straightforward categories such as date, length of story, wire, and so forth are not included:
1. Dateline-world region: The choices available were: North America (United States and Canada), Central America and the Caribbean, Latin America, Western Europe (including Turkey and Greece), Eastern Europe, Russia and former Soviet republics, China, the Middle East, North Africa, sub-Saharan Africa (including South Africa), developing Asia (mostly South and some Southeast Asia), developed Asia (mostly East and Southeast Asia), Oceania (Australia, New Zealand, and other Pacific Islands), global, the United Nations and other similar global organizations, and other/none.
Though the film mentioned the impact that residential schools had and still has on the aboriginal people, I felt that this issue needed to be stressed further because the legacy of the schools is still extremely prominent in aboriginal communities today. The film refers to the fact that residential schools harmed the aboriginal people because they were not able to learn their culture, which has resulted in the formation of internalized oppression within in the group. “The...
In “Reporting the News” by George C. Edwards III, Martin P. Wattenberg, and Robert L. Lineberry, the main idea is how the media determines what to air, where to get said stories that will air, how the media presents the news, and the medias effect on the general public. “Reporting The News” is a very strong and detailed article. The authors’ purpose is to inform the readers of what goes on in the news media. This can be inferred by the authors’ tone. The authors’ overall tone is critical of the topics that are covered. The tone can be determined by the authors’ strong use of transitions, specific examples, and phrases or words that indicate analysis. To summarize, first, the authors’ indicate that the media chooses its stories that will air
This again shows the traumatic effects of residential schools and of cultural, psychological, and emotional upheaval caused by the intolerance and mistreatment of Aboriginals in Canada. Settlers not only displaced Aboriginal people from their land and their homes, but they also experienced emotional trauma and cultural displacement.
...in more than 230 articles in national and international newspapers and on the major cable news networks.”
In the 1950s and 1960s, the government began abolishing the compulsory residential school education among Aboriginal people. The government believed that Aboriginal children could receive a better education if they were integrated into the public school system (Hanson). However, residential schools were later deemed inappropriate because not only were the children taken away from their culture, their families and their people, but the majority of students were abus...
All human beings are born with genes that are unique to them and make us the individuals we become. The right to exist as an individual in society achieving the best possible potential of one’s existence irrespective of any bias is expected by most humans. In the essay, ‘The new Civil Rights’ Kenji Yoshino discusses how the experience of discovering and revealing his sexual preference as a gay individual has led to him proposing a new civil rights by exploring various paradigms of the rights of a human being to exist in today’s diverse society. In exploring the vast demands of rights ranging from political or basic human rights we have differentiated ourselves into various groups with a common thread weaving through all the demands which
Providing True Reparation: Changes the Government of Canada Must Make in its Current Policies Towards the Addressing Legacy of Residential School Abuse
“To kill the Indian in the child,” was the prime objective of residential schools (“About the Commission”). With the establishment of residential schools in the 1880s, attending these educational facilities used to be an option (Miller, “Residential Schools”). However, it was not until the government’s time consuming attempts of annihilating the Aboriginal Canadians that, in 1920, residential schools became the new solution to the “Indian problem.” (PMC) From 1920 to 1996, around one hundred fifty thousand Aboriginal Canadians were forcibly removed from their homes to attend residential schools (CBC News). Aboriginal children were isolated from their parents and their communities to rid them of any cultural influence (Miller, “Residential Schools”). Parents who refrained from sending their children to these educational facilities faced the consequence of being arrested (Miller, “Residential Schools”). Upon the Aboriginal children’s arrival into the residential schools, they were stripped of their culture in the government’s attempt to assimilate these children into the predominately white religion, Christianity, and to transition them into the moderating society (Miller, “Residential Schools”). With the closing of residential schools in 1996, these educational facilities left Aboriginal Canadians with lasting negative intergenerational impacts (Miller, “Residential Schools”). The Aboriginals lost their identity, are affected economically, and suffer socially from their experiences.
The Canadian and American governments designed a residential school system to assimilate Indigenous children into Western society by stripping them of their language, cultural practices as well as their traditions. By breaking these children’s ties to their families and communities, as well as forcing them to assimilate into Western society; residential schools were a root cause of many social problems, which even persist within Aboriginal communities today.
Residential schools undoubtedly created detrimental inter-generational consequences. The dark legacy of residential schools has had enduring impact, reaching into each new generation, and has led to countless problems within Aboriginal families including: chemical dependence, a cycle of abuse in families, dysfunctional families, crime and incarceration, depression, grief, suicide, and cultural identity issues (McFarlan, 2000, p. 13). Therefore, the inter-generational consequence...
The end result, rather horrifying as these children were dumped back to their tribes, when they became too old, without a clue of how to survive. Furthermore, children whom returned were discouraged from completing further education due to the fact that they were barely educated in these schools. Most children returned home without semblance of how to raise their own children or show affection. The generational difference also further segregated these children from their parents because most of them failed to understand the culture that they were pruned to deny from childhood. According to the Manitoba Justice institute, the creation of Residential Schools was what created the high rise of abuse and violence among Aboriginal families because the time spent in these facilities isolated the children from nurturing families and taught them abuse. The trauma felt by the children of Residential schools would transcend their behavior to the next generation leading to a vicious
For generations prior to the European arrival, aboriginal people practiced a strict culture in their native land now known as Canada. However, the early settlers conveyed the notion that their lifestyle was upon the highest accomplishment of mankind. Aboriginal people were seen as savages and incompetent of surviving in modern society. In resolution, the Canadian government issued an aggressive school system in the 1880’s that would “culture” the Aboriginal children. This system was managed by churches, whose purpose was to educate the child by adapting them into the mainstream Canadian society. This nonetheless, became a very serious issue that questioned Canada’s democracy and the basic civil rights that came along with it. In addition, this destructive system left a long range of impacts. Residential schools undermined Aboriginal culture causing a profound displacement of aboriginal people even to this day.
I am a procrastinator and I have been ever since I was a child, which I am sure many others have been as well. As a child, I would put off my work mainly because I did not want to do and wanted to occupy myself with something else, rather than to sit there and actually do the work. When this happened, of course, the work would either be done in the morning, at night, or it would not be done at all. In his article, “The 5 Most Common Reasons We Procrastinate,” written for Psychology Today, Shahram Heshmat (2016), “The lack of imposed direction that’s become common in the workplace might contribute to the increase in procrastination” (para. 4). This is something that was more prevalent in my freshmen year of high
Mass Media. Ed. William Dudley. Farmington Hills, MI: Thompson Gale, 2005. 121-130.
Dr. Donald Francis, in the movie And the Band Played On, was portrayed as an easily angered man whose communication style was ineffective in persuading. An important example was during the CDC and blood agency workshop, with the CDC trying to convince the agencies to spend money to screen for hepatitis B as a proxy for AIDS (Pillsbury, Sanford, & Spottiswoode, 1993). After hearing reasons to why the agencies are hesitant to do this, Dr. Francis begins to angrily yell about cost efficiency required to save lives. In the eyes of these agencies, transfusion complications occur, and AIDS may not even be relevant. Screaming closes the door to discussion, as seen when the blood agencies representatives turn their head and refuse to