A Matter of Language or Culture: Coverage of the 2004 U.S. Elections on Spanish- and English-Language Television

This article fills a gap in the communication and political science literature by comparing how Spanish- and English-language television stations cover U.S. elections. A content analysis of more than 400 national network news stories and nearly 3,000 local news stories reveals that local and network Spanish-language stations provide less election coverage than their English-language counterparts. Although Spanish-language stations are more likely to focus election coverage on “Latino” issues or interests, the results indicate only moderate differences in how stations in each language frame their election stories, with stations in both languages concentrating more coverage around campaign strategy and the horse race than substantive issues.     

International Communications

Julian Hale's Radio Power: Propaganda and International Broadcasting (Philadelphia: Temple University Press, 1975—$12.50)

Jay W. Baird's The Mythical World of Nazi War Propaganda, 1939-1945 (Minneapolis: University of Minnesota Press, 1975—$15.00)

Unesco Statistical Yearbook (Paris: Unesco (New York: Unipub)

New Media in Education in the Commonwealth (Commonwealth Secretariat Publications, Marlborough House, London SW1Y SHX, England—E3.00, or about $7.00, paper)

World Guide to Technical Information and Documentation Services (Paris: Unesco (New York: Unipub), 1975— $19.80, paper)

May Katzen's Mass Communication: Teachin and Studies at Universities (Paris: Unesco (New York: Unipub), 1975—$14.85, paper)     

Perceived relational intimacy and relational message content

This study provides further validation of the relational message scales (Burgoon & Hale, 1987). The “preferred” relational message schema presented by Burgoon and Hale is shown to be internally consistent, reliable, and to reflect changes in communication as relationships increase in intimacy.     

Community College Students With Criminal Justice Histories and Human Services Education: Glass Ceiling,Brick Wall,or a Pathway to Success

In spite of open access to community college education, specifically human service associate degree programs, students with criminal justice histories do not necessarily have an unobstructed pathway to obtaining the degree and admission to the baccalaureate programs in human services and social work that are almost always selective. The first obstacle may arise when a student must be placed in the field internship. This may mark the first time in a student’s educational career where he or she must disclose his or her ex-offender status. While higher education plays a well-documented role against recidivism, students who are ex-offenders who are enrolled in community college programs and also have their sights set on transfer, professional credentialing, and professional employment, may face similar barriers. There is a paucity of research related to students in community college with criminal justice histories and a clear need for qualitative and quantitative study in the area. The author calls for more active advocacy and community education roles for community college professionals in this arena as well.     

Extending pre‐school experience as preventive intervention: Relationships with later reading achievement

This study investigated the predictive validity of decisions made by a pre‐school teacher concerning the cognitive and social maturity of her pupils to enter formal schooling, based on their performance on the Neale Scales of Early Childhood Development.Thirty‐five children selected from the rolls of a Melbourne pre‐school which had maintained records over a ten‐year period were followed up in primary school and their reading ability assessed. Findings showed that subjects who had undertaken an additional pre‐school year following advice based on their Neale Scales’ performance were reading significantly better than those who had displayed similar developmental anomalies but who bad not been exposed to further pre‐school experience; moreover, the former were reading as well as or better than children selected on the basis of their pre‐school profiles as being ready for school.     

Problem-solving analysis: A piagetian study

Fifty-nine second-year medical students were asked to solve 12 Piagetian formal operational tasks. The purpose was to describe the formal logical characteristics of this medical student sample (59 of a total 65 possible) in terms of their abilities to solve problems in four formal logical schemata-combinatorial logic, probabilistic reasoning, propositional logic, and proportional reasoning. These tasks were presented as videotape demonstrations or in written form, depending on whether or not equipment manipulation was required, and were scored using conventional, prespecified scoring criteria. The results of this study show approximately 96% of the sample function at the transitional (Piaget's 3A level) stage of formal operations on all tasks and approximately 4% function at the full formal (Piaget's 3B level) stage of formal operations on all tasks. This sample demonstrates formal level thinking to a much greater degree than other samples reported in the literature to date and suggests these students are adequately prepared and developed to meet the challenge of their training (i.e., medical problem solving).     

E-disclosure laws and electronic campaign finance reform: Lessons from the diffusion of e-government policies in the States

This study presents a first look at the diffusion of electronic campaign finance laws, or e-disclosure policies, across the 50 states. Fifty state data and multivariate regression analysis test the influence of state professional networks and interest groups on the extent of e-disclosure implementation across the states. Findings demonstrate that certian types of interest groups are influential in expanding or retarding the growth of e-disclosure policies when controlling for other factors. Findings also demonstrate that greater levels of legislative professionalism, education, and state resources support greater levels of implementation of e-disclosure policies. Greater levels of state infrastructure capacity for e-government are also significant predictor of more extensive e-disclosure implementation. Findings have implications for emerging research at the intersection of technology and democracy.