Still not getting a fair deal : the under-representation of female athletes in television news coverage of the 2006 Commonwealth Games : a thesis presented in partial fulfillment of the requirements for the degree of Master of Management in Communication Management at Massey University

This research investigates gender equity in New Zealand television news coverage of the 2006 Commonwealth Games. Using content and frame analyses, the study evaluates the prime-time news coverage of the two largest free-to-air broadcasters, TVNZ and TV3. The results demonstrate that the hegemonic masculinity of sport is still reflected and supported by New Zealand's television news media. Women athletes received just 25% of the time spent reporting on the Games with male athletes receiving 43%. This was despite women making up 46% of the New Zealand Commonwealth Games team and winning 53% of the medals, indicating that participation and success had little correlation with the media's decisions about which athletes to report on. This study also highlights differences in the framing techniques used by the media in reporting on sportsmen and sportswomen. The research found the presence of gender-marking, preferential positioning, reliance on male sources and other framing devices. The ways these were used provided further evidence of the dominant presence sportsmen have over sportswomen in the New Zealand Commonwealth Games television coverage. On a positive note, the research found no sexualisation and very little stereotyping of female athletes, techniques which have been prevalent in international studies. This thesis outlines the need for New Zealand's television news media, particularly the public service broadcaster TVNZ, to reflect on the inequality they continue to demonstrate in their coverage of sportsmen and sportswomen and to put in place active measures to increase the levels of coverage given to sportswomen by New Zealand's mainstream media

See No Fiduciary, Hear No Fiduciary: A Lawyer’s Knowledge Within Aiding and Abetting Fiduciary Breach Claims

Fiduciary liability for attorney conduct generally extends only to direct clients of legal services. Over the last few decades, however, the lawyer’s role has expanded. Following this trend, fiduciary liability also has expanded to allow third-party claims in certain limited circumstances. One example is the attorney aiding and abetting a client’s fiduciary breach claim. One of the key requirements for liability under this claim is the attorney’s knowledge of his client’s fiduciary relationship with the third party alleging the breach. Within those jurisdictions that have accepted the claim, there are two approaches to the knowledge element. The first is the constructive knowledge standard that permits liability if the attorney knew or reasonably should have known of the fiduciary relationship. The second approach is the actual knowledge standard that requires overt and obvious evidence of fiduciary knowledge. In addition to these standards, a third approach ignores the knowledge element entirely: the qualified immunity standard that protects attorneys against third-party liability as long as the conduct falls within an attorney-client relationship. This Note argues for the rejection of constructive knowledge and adoption of either the qualified immunity or actual knowledge standard for numerous doctrinal and policy reasons while maintaining the claim’s original policy goals

Signal Processing Spreads a Voxel’s Temporal Frequency Task-Activated Peak and Induces Spatial Correlations in Dual-Task Complex-Valued fMRI

Roll 213. Barth's Counsel Schedule / Bannon's History Copies. Image 7 of 21. (13 October, 1955) [PHO 1.213.7]The Boleslaus Lukaszewski (Father Luke) Photographs contain more than 28,000 images of Saint Louis University people, activities, and events between 1951 and 1970. The photographs were taken by Boleslaus Lukaszewski (Father Luke), a Jesuit priest and member of the University's Philosophy Department faculty

The Use of Dramatic Demonstrations to Enhance the Motivation and Learning of Chemistry Students

As part of the Virginia Collaborative for Excellence in the Preparation of Teachers (VCEPT) project, a series of demonstrations was incorporated into Chemistry 100: Man and Environment, a science course taken by non-science majors including many prospective K-12 teachers. Dramatic chemical demonstrations were first presented to the undergraduate students by the instructor, and then they used demonstration activities to teach each other during the semester. Finally, these undergraduates presented to the K-6 students in the Norfolk Statue University (NSU) Summer Children’s College. The perceptions of science by the undergraduates at the beginning and end of the course were assessed using a questionnaire. The responses of the K-6 students in the Children’s College were assessed through informal interviews and audience response. The use of these demonstrations seemed to change the perception of science held by the undergraduate students. In addition, this limited assessment indicated that these demonstrations may have helped more of the undergraduates consider teaching as a career option