Ecology and Environment: They\u27ve Been Integrated into J-Education Thinking

The article focuses on the impact of ecology and the environment on journalism education. Environmental concerns have measurably affected curricula, internships, public service programs and professional liaisons in journalism education. Environmentally-related breadth courses are required or primarily, optional in 28 percent of the programs, with about 68 percent of those programs requiring or recommending traditional, natural science-oriented environmental courses, and 45 percent including those with social science orientation, perhaps reflecting the social overtones of environmental problems made salient by the environmental era

Constructing a Social Problem: The Press and the Environment

The U. S. daily press might seem to be in a strategic position to function as a claims-maker in the early construction of a social problem. But in the case of the manufacture of environmentalism as a social reality in the 1960\u27s and 70\u27s, the press was fairly slow to adopt a holistic environmental lexicon. Its reporting of environmental news even now only partially reflects concepts promoted by positive environmental claims-makers, such as planet-wide interdependence, and the threats to it by destructive technologies. The movement of environmental claims seems to have started with interest-group entrepreneurship using interpersonal communication and independent publication, gone on to attention in government, then finally--and incompletely--been put on the agenda of the daily press. Once on the press agenda, coverage of environmental issues may have improved. But there are some constraints, possibly inherent in the press as an institution, that limit its role in the incipient construction of some social problems

Interpreting Public Issues

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The Knowledge and Skills that Mathematics Teachers Need for ICT Integration: The Issue of Standards

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