LEADER 03719nam 22006254a 450 001 9910959022403321 005 20251116215842.0 010 $a9780231508568 010 $a0231508565 035 $a(CKB)1000000000474436 035 $a(EBL)3027851 035 $a(SSID)ssj0000131612 035 $a(PQKBManifestationID)11135626 035 $a(PQKBTitleCode)TC0000131612 035 $a(PQKBWorkID)10041714 035 $a(PQKB)10840334 035 $a(MiAaPQ)EBC3027851 035 $a(MiFhGG)9780231508568 035 $a(BIP)14208936 035 $a(BIP)13308679 035 $a(EXLCZ)991000000000474436 100 $a20051123d2006 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aCovering violence $ea guide to ethical reporting about victims and trauma /$fRoger Simpson and William Cote ; journalist profiles by John Harris and Migael Scherer 205 $a2nd ed. 210 $aNew York $cColumbia University Press$dc2006 215 $a1 online resource (313 p.) 300 $aIn the original ed., Cote's name appeared first on the title page. 311 08$a9780231133920 311 08$a0231133928 320 $aIncludes bibliographical references (p. [281]-291) and index. 327 $aTrauma: assault on an essential human system -- The journalist: at risk for trauma -- 9/11: lessons from a sunny morning -- Reporting at the scene -- The interview: assault or catharsis? -- Writing the trauma story -- Pictures and sounds of trauma -- Reporting about children -- Columbine: a story that won't let go -- Reporting on rape trauma -- Using the searchlight with precision and sensitivity -- Oklahoma city: "terror in the heartland" -- Conclusions. 330 $aReporting on violence is one of the most problematic features of journalistic practice-the area most frequently criticized by the public and those on the receiving end of that coverage. Now in its second edition, Covering Violence remains a crucial guide for becoming a sensitive and responsible reporter. Discussing such topics as rape and the ethics of interviewing children, the book gives students and journalists a detailed understanding of what is happening "on the scene" of a violent event, including where a reporter can go safely and legally, how to obtain the most useful information, and how best to interview and photograph victims and witnesses. This second edition takes our turbulent postmillennium history into account and emphasizes the consequences of frequent exposure to traumatic events. It offers new chapters on 9/11 and terrorism, the Columbine school shootings, and the photographing of violent events, as well as additional profiles of Vietnamese American, Native American, and African American journalists. More essential than ever, Covering Violence connects journalistic practices to the rapidly expanding body of literature on trauma, post-traumatic stress disorder, and secondary traumatic stress, and pays close attention to current medical and political debates concerning victims' rights. 606 $aDisasters$xPress coverage 606 $aViolence$xPress coverage 606 $aVictims$xPress coverage 606 $aJournalistic ethics 615 0$aDisasters$xPress coverage. 615 0$aViolence$xPress coverage. 615 0$aVictims$xPress coverage. 615 0$aJournalistic ethics. 676 $a070.4/33 700 $aSimpson$b Roger$f1937-$01864566 701 $aCote$b William E$g(William Edward)$01864567 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910959022403321 996 $aCovering violence$94471414 997 $aUNINA LEADER 04485oam 2200709I 450 001 9910975301203321 005 20251116221001.0 010 $a1-136-86063-0 010 $a1-136-86064-9 010 $a1-283-04248-7 010 $a9786613042484 010 $a0-203-83602-2 024 7 $a10.4324/9780203836026 035 $a(CKB)2560000000058959 035 $a(EBL)667927 035 $a(OCoLC)701718115 035 $a(SSID)ssj0000473764 035 $a(PQKBManifestationID)12187555 035 $a(PQKBTitleCode)TC0000473764 035 $a(PQKBWorkID)10437148 035 $a(PQKB)10859051 035 $a(Au-PeEL)EBL667927 035 $a(CaPaEBR)ebr10447769 035 $a(CaONFJC)MIL304248 035 $a(MiAaPQ)EBC667927 035 $a(EXLCZ)992560000000058959 100 $a20180706d2011 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 04$aThe textbook as discourse $esociocultural dimensions of American schoolbooks /$fedited by Eugene F. Provenzo, Jr., Annis N. Shaver, Manuel Bello 205 $a1st ed. 210 1$aNew York :$cRoutledge,$d2011. 215 $a1 online resource (356 p.) 300 $aDescription based upon print version of record. 311 08$a0-415-88647-3 311 08$a0-415-88646-5 320 $aIncludes bibliographical references and index. 327 $aBook Cover; Title; Copyright; Contents; Preface; Acknowledgments; Chapter 1 Introduction; Part 1 Studies of American Textbooks and Their Content from the Late Eighteenth, Nineteenth, and Early Twentieth Centuries; Chapter 2 Education and the Iconography of the Republic: Patriotic Symbolism in the Frontispieces of Eighteenth- and Nineteenth- Century American Textbooks; Chapter 3 Values Expressed in American Children's Readers: 1800-1950; Chapter 4 Images of Women in Textbooks 1880-1920; Chapter 5 Catholic Textbooks and Cultural Legitimacy, 1840-1935 327 $aChapter 6 The Discourse of Americanization Textbooks: 1914-1924Chapter 7 Textbooks and Reconstruction; Chapter 8 The Lingering Impact of the Scopes Trial on High School Biology Textbooks; Part 2 Ideology, Race, Ethnicity, Socio- Economic Status, Gender, Disability, and Religion in Twentieth- Century American Textbooks; Chapter 9 Ideology and United States History Textbooks; Chapter 10 The Representation of Christopher Columbus in High School History Textbooks: A Content Analysis; Chapter 11 Don Juan and Rebels under Palm Trees: Depictions of Latin Americans in US History Textbooks 327 $aChapter 12 Race, Class, Gender, and Disability in Current TextbooksChapter 13 Brown-ing the American Textbook: History, Psychology, and the Origins of Modern Multiculturalism; Chapter 14 Making Dick and Jane: Historical Genesis of the Modern Basal Reader; Chapter 15 Harold Rugg vs. Horatio Alger: Social Class and Economic Opportunity, 1930-1960; Chapter 16 Textbook Content and Religious Fundamentalism; Bibliography; Index 330 $a"The central assumption of The Textbook as Discourse is this: Interpreted in the flow of history, textbooks can provide important insights into the nature and meaning of a culture and the social and political discourses in which it is engaged. This book is about the social, political and cultural content of elementary and secondary textbooks in American education. It focuses on the nature of the discourses--the content and context--that represent what is included in textbooks. The term "discourse" provides the conceptual framework for the book, drawing on the work of the French social theorist Michel Foucault. The volume includes classic articles and book chapters as well as three original chapters written by the editors. To enhance its usefulness as a course text, each chapter includes an Overview, Key Concepts, and Questions for Reflection"--$cProvided by publisher. 606 $aTextbooks$zUnited States 606 $aTextbooks$xSocial aspects$zUnited States 607 $aUnited States$2fast 607 $aUSA$2gnd 615 0$aTextbooks 615 0$aTextbooks$xSocial aspects 676 $a371.3/20973 676 $a371.320973 701 $aBello$b Manuel$01877056 701 $aProvenzo$b Eugene F$0917517 701 $aShaver$b Annis N$01877057 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910975301203321 996 $aThe textbook as discourse$94489061 997 $aUNINA