I blogged earlier in the year about my reluctance to let John King fill my weekly date with CNN's early Sunday morning talk shows, when he replaced Wolf Blitzer as host. This morning, there was an exchange between King and Howard Kurtz, host of "Reliable Sources," a segment of King's "State of the Union" show that analyzes media coverage each week, that won me over.
Kurtz commented on Fox's Sean Hannity's rant about a segment that Kurtz had done the prior week on his show. Hannity's remarks were taking Kurtz to task, basically, about doing his job.
The exchange between King and Kurtz that followed allowed King to remark about the difference between a reporter and a commentator, he being the former, and Hannity being the latter.
King's comments were pointed, and self-effacing, and well, the guy was just elegant. He said something like "Call me a dinosaur, but I'm still a reporter," drawing reference to the dying breed of journalists carrying prime TV slots who are still practicing unbiased, balanced reporting "the old fashioned way."
It was great! He put Hannity in his place, without being rude--he gave Hannity more grace than he deserves, IMHO, calling him a commentator.
Kurtz's part in the exchange was also good-tempered. The two were professional and commanding. I loved it...I say, "let the dinosaur stay"!
I'll try to find a clip of the exchange, and share it here.
Sunday, March 1, 2009
Thursday, February 12, 2009
Journalism Jobs are plentiful...
...just not in traditional journalism (i.e. daily newspapers) so much anymore.
Take a look at journalismjobs.com and note the variety of open positions:
Take a look at journalismjobs.com and note the variety of open positions:
Friday, January 30, 2009
Obama Signs Fair Pay Act
Today President Obama continued to create the change he promised by signing the Lilly Ledbetter Fair Pay Act, which assures women receive equal pay to men. The bill cancels out last year’s disgraceful Ledbetter v. Goodyear Tire & Rubber Co. Supreme Court decision which gave plaintiffs only 180 days to sue employers for not paying them the same amount as other employees doing the same work.
Lilly Ledbetter worked for Goodyear for 19 years before learning she had been denied promotions and paid lower wages due to her gender. I don’t know about your job, but I’ve never worked in a place where employees went around comparing paychecks. It takes time to discover when pay discrimination is being practiced. You can’t just ask your boss about it.
For more on this historic act, I’ll let the President tell you himself:
“Lilly Ledbetter did not set out to be a trailblazer or a household name. She was just a good hard worker who did her job — and she did it well — for nearly two decades before discovering that for years, she was paid less than her male colleagues for doing the very same work. Over the course of her career, she lost more than $200,000 in salary, and even more in pension and Social Security benefits — losses that she still feels today.
“Now, Lilly could have accepted her lot and moved on. She could have decided that it wasn’t worth the hassle and the harassment that would inevitably come with speaking up for what she deserved. But instead, she decided that there was a principle at stake, something worth fighting for. So she set out on a journey that would take more than 10 years, take her all the way to the Supreme Court of the United States, and lead to this day and this bill which will help others get the justice she was denied. …
“I intend to send a clear message: That making our economy work means making sure it works for everyone. That there are no second class citizens in our workplaces, and that it’s not just unfair and illegal — it’s bad for business — to pay someone less because of their gender, or their age, race, ethnicity, religion or disability.”
Lilly Ledbetter worked for Goodyear for 19 years before learning she had been denied promotions and paid lower wages due to her gender. I don’t know about your job, but I’ve never worked in a place where employees went around comparing paychecks. It takes time to discover when pay discrimination is being practiced. You can’t just ask your boss about it.
For more on this historic act, I’ll let the President tell you himself:
“Lilly Ledbetter did not set out to be a trailblazer or a household name. She was just a good hard worker who did her job — and she did it well — for nearly two decades before discovering that for years, she was paid less than her male colleagues for doing the very same work. Over the course of her career, she lost more than $200,000 in salary, and even more in pension and Social Security benefits — losses that she still feels today.
“Now, Lilly could have accepted her lot and moved on. She could have decided that it wasn’t worth the hassle and the harassment that would inevitably come with speaking up for what she deserved. But instead, she decided that there was a principle at stake, something worth fighting for. So she set out on a journey that would take more than 10 years, take her all the way to the Supreme Court of the United States, and lead to this day and this bill which will help others get the justice she was denied. …
“I intend to send a clear message: That making our economy work means making sure it works for everyone. That there are no second class citizens in our workplaces, and that it’s not just unfair and illegal — it’s bad for business — to pay someone less because of their gender, or their age, race, ethnicity, religion or disability.”
Thursday, January 29, 2009
CBU student hosts Financial Aid Q&A segment
Financial Aid Q&A from Jeremy Zimmerman on Vimeo.
Rochelle Guillen, a senior at California Baptist University, recently took the leap to try out her on-camera talk show skills by serving as host for a videotaped Q&A segment on the topic of financing a college education. Rebecca (Becki) Sanchez, CBU's director of Financial Aid, was the guest host. The video is posted on CBU's institutional website as a way to assist parents and students with the complexities of navigating Financial Aid - we produced the video in conjunction with Riverside County Office of Education in support of a "February is Financial Aid month" promotion, because the federal aid filings for "FAFSA" and the state aid applications for "CalGrant" funds are due by March 2 this year. Students and parents all over the nation are cramming to file their paperwork--it can be an overwhelming or arduous process, and every student who receives aid of any kind has to re-file each spring (new students AND continuing students). The bottomline, according to Becki, is "do it early," and get it over with--if you miss the deadline, you will still be eligible to receive aid, but not all funding products are available after the deadline so you reduce your options.
Sunday, January 18, 2009
Sunday, January 11, 2009
Sunday talk show transition
My week usually allows me scant time to heed daily news, allowing only a cursory scan of print and electronic headlines, mostly. However, I relish the Sunday morning talk shows, apart from church attendance, to catch up on the headliner news and enjoy Wolf Blitzer putting the week's news through its paces for latecomers like me.
Today, Blitzer, who has led the Sunday lineup on CNN for eleven (11) years, moves from his slot to make room for John King, who is launching a new format that includes the high-tech wizadry and "We The People" democratic type input from citizen viewers that dominated the network news coverage during the recent U.S. Presidential campaign.
As cool, professional and detached as Blitzer usually comes across, I will rather miss him. He says he will still be putting in time in The Situation Room, which is CNN's weekday political news program, but I doubt I will catch up with him there. I believe one personality trait I've detected about Blitzer that probably drew me to him is his lack of an apparent "celebrity ego" that tended to dominate the network news anchor scene the past thirty years. He was somewhat self-effacing, and at times, actually generous.
So that leaves me with John King, whom I am going to have to learn to enjoy. King will host a show called "State of the Union," which begins airing next Sunday before the Obama inaugural events, January 18, 2009. King has not developed detectable personality traits that make him appealing to me--wonder how my over-45 demographic will respond. It's not that the technology isn't appealing (I'm still in awe over the holograms used during the elections), but the anchor's appeal is still central to such a show's success. Maybe CNN is going for the younger set.
Time will tell.
The Daily Show's John Oliver had a good time with a parody of King and CNN's use of the "magic wall" during the elections in November with this skit.
Today, Blitzer, who has led the Sunday lineup on CNN for eleven (11) years, moves from his slot to make room for John King, who is launching a new format that includes the high-tech wizadry and "We The People" democratic type input from citizen viewers that dominated the network news coverage during the recent U.S. Presidential campaign.
As cool, professional and detached as Blitzer usually comes across, I will rather miss him. He says he will still be putting in time in The Situation Room, which is CNN's weekday political news program, but I doubt I will catch up with him there. I believe one personality trait I've detected about Blitzer that probably drew me to him is his lack of an apparent "celebrity ego" that tended to dominate the network news anchor scene the past thirty years. He was somewhat self-effacing, and at times, actually generous.
So that leaves me with John King, whom I am going to have to learn to enjoy. King will host a show called "State of the Union," which begins airing next Sunday before the Obama inaugural events, January 18, 2009. King has not developed detectable personality traits that make him appealing to me--wonder how my over-45 demographic will respond. It's not that the technology isn't appealing (I'm still in awe over the holograms used during the elections), but the anchor's appeal is still central to such a show's success. Maybe CNN is going for the younger set.
Time will tell.
The Daily Show's John Oliver had a good time with a parody of King and CNN's use of the "magic wall" during the elections in November with this skit.
Tuesday, January 6, 2009
Course Syllabus
COURSE DESCRIPTION:
This class examines the dynamics of communications between people. Students will learn the development of self-concept, perception, listening skills, and feedback as they affect the communication process. Non-verbal communication, attitudes, beliefs, and values will also be explored.
PURPOSE OF THE COURSE:
This course is an introduction to the theoretical and practical aspects of interpersonal communication. Students will gain practical insights into how to become better communicators, with an emphasis on the spoken exchange (and non-verbal cues) rather than the written word. Coursework includes opportunity to test comprehension, apply learning in real-world situations, analyze communication challenges and suggest solutions, and interact with peers and others throughout the learning process.
OBJECTIVES/OUTCOMES:
1) Students will understand the role of interpersonal communications in relationships and in personal growth and development.
2) Students will be able to explain communication influences within family dynamics, in social and work situations, in friendships, and within committed romantic relationships.
3) Students will demonstrate conflict management techniques.
4) Students will analyze real-world, personal communication styles and opportunities.
5) Students will apply sociological, psychological, political and ethical concepts to their study of interpersonal communication.
6) Students will collaborate with peers during class, actively practicing and observing skills; students will also participate in self-directed activity using online tools to collaborate with peers.
7) Students will practice active listening and other feedback techniques designed to improve communication and understanding.
8) Students will practice facilitation skills that are designed to enhance workplace communications, including improving team interaction and business meetings.
Outcomes/Assessments:
1) Cognitive: Students will assess and set goals for personal change.
2) Performance: Students will improve communication, listening, feedback, facilitation and conflict resolution skills .
3) Affective: Students should strive to improve relationships, social stature and self-confidence through improved interpersonal communication.
TEXT:
Julia T. Wood, “Interpersonal Communication: Everyday Encounters” 5th Edition
ASSIGNMENTS/Points Breakdown:
Late work must be discussed with the professor prior to the due date.
1 PERSONAL COMMUNICATION PLAN (200 points)
2 JOURNAL ENTRIES -- You will prepare five (5) sets of journal entries based on reading assignments between class meeting dates. (5 x 20 points ea. = 100) These will be shared and discussed with peers using Blackboard interaction (discussion board format).
Each student will need to submit his or her own entry to that week’s journal prompts (from instructor, per the reading assignments), as well as offer feedback to at least two peers’ postings each week. That’s a total of three postings, minimum. Rubric for scoring includes: quality of thought/reflection, value of contribution to peer’s self-exploration process, and evidence of the care taken to prepare the communications.
3 FILM analysis applying key concepts from text. (200 points)
4 MIDTERM (online) - 100 points
5 FINAL EXAM – Students will need to complete the Final Exam available on the Blackboard site, due on June 23 at 6 p.m. (200 points). Instructor may require printed version of final exam be brought to final class meeting as well (so don't wait to the last minute to complete the exam!). For the final class meeting, come prepared to report on the progress of the Personal Communication Plan you developed at the beginning of the course.
6 PARTICIPATION/ATTENDANCE - 200 points
Total Possible Points = 1,000
SCORING
The following scale will be used when calculating final grades:
A 93-100%
A- 90-92%
B+ 87-89%
B 83-86%
B- 80-82%
C+ 77-79%
C 73-76%
C- 70-72%
D 63-66%
D- 60-62%
F 0-59%
This class examines the dynamics of communications between people. Students will learn the development of self-concept, perception, listening skills, and feedback as they affect the communication process. Non-verbal communication, attitudes, beliefs, and values will also be explored.
PURPOSE OF THE COURSE:
This course is an introduction to the theoretical and practical aspects of interpersonal communication. Students will gain practical insights into how to become better communicators, with an emphasis on the spoken exchange (and non-verbal cues) rather than the written word. Coursework includes opportunity to test comprehension, apply learning in real-world situations, analyze communication challenges and suggest solutions, and interact with peers and others throughout the learning process.
OBJECTIVES/OUTCOMES:
1) Students will understand the role of interpersonal communications in relationships and in personal growth and development.
2) Students will be able to explain communication influences within family dynamics, in social and work situations, in friendships, and within committed romantic relationships.
3) Students will demonstrate conflict management techniques.
4) Students will analyze real-world, personal communication styles and opportunities.
5) Students will apply sociological, psychological, political and ethical concepts to their study of interpersonal communication.
6) Students will collaborate with peers during class, actively practicing and observing skills; students will also participate in self-directed activity using online tools to collaborate with peers.
7) Students will practice active listening and other feedback techniques designed to improve communication and understanding.
8) Students will practice facilitation skills that are designed to enhance workplace communications, including improving team interaction and business meetings.
Outcomes/Assessments:
1) Cognitive: Students will assess and set goals for personal change.
2) Performance: Students will improve communication, listening, feedback, facilitation and conflict resolution skills .
3) Affective: Students should strive to improve relationships, social stature and self-confidence through improved interpersonal communication.
TEXT:
Julia T. Wood, “Interpersonal Communication: Everyday Encounters” 5th Edition
ASSIGNMENTS/Points Breakdown:
Late work must be discussed with the professor prior to the due date.
1 PERSONAL COMMUNICATION PLAN (200 points)
2 JOURNAL ENTRIES -- You will prepare five (5) sets of journal entries based on reading assignments between class meeting dates. (5 x 20 points ea. = 100) These will be shared and discussed with peers using Blackboard interaction (discussion board format).
Each student will need to submit his or her own entry to that week’s journal prompts (from instructor, per the reading assignments), as well as offer feedback to at least two peers’ postings each week. That’s a total of three postings, minimum. Rubric for scoring includes: quality of thought/reflection, value of contribution to peer’s self-exploration process, and evidence of the care taken to prepare the communications.
3 FILM analysis applying key concepts from text. (200 points)
4 MIDTERM (online) - 100 points
5 FINAL EXAM – Students will need to complete the Final Exam available on the Blackboard site, due on June 23 at 6 p.m. (200 points). Instructor may require printed version of final exam be brought to final class meeting as well (so don't wait to the last minute to complete the exam!). For the final class meeting, come prepared to report on the progress of the Personal Communication Plan you developed at the beginning of the course.
6 PARTICIPATION/ATTENDANCE - 200 points
Total Possible Points = 1,000
SCORING
The following scale will be used when calculating final grades:
A 93-100%
A- 90-92%
B+ 87-89%
B 83-86%
B- 80-82%
C+ 77-79%
C 73-76%
C- 70-72%
D 63-66%
D- 60-62%
F 0-59%
Tuesday, December 16, 2008
Change.gov invitation to "join the conversation"
Aaron Smith, Research Specialist for the Pew Report, is one media industry watcher who is monitoring the Obama transition team's continued use of online tools to include the voting public in its conversations and plans. To read Smith's thoughtful review, click on the headline link above.
Friday, December 5, 2008
Journalism education today
I was asked not so long ago "What areas do you believe journalism educators need to focus on when teaching students to be effective journalists?"
Here was my answer:
With the democratization of the media where anyone and everyone is suddenly a "journalist," what sets a trained journalist apart are the traditional disciplines that once gave these professionals their credibility and status as “trusted authorities:” double sourcing, impartiality, fact checking, objectivity, balanced representation of an issue, codes of conduct, ethics and so on. Traditional journalism schools taught about the role of the news gatherer and publisher in a democracy.
Today's student, however, often enters the Journalism program expecting to be a critic, columnist, celebrity watcher, blogger, or red carpet commentator more than a “news reporter.” We are teaching young people today who want to be “content creators” or “stars” without some narrow, prescribed version from us about what that career should look like.
In an age of overflowing information and proliferating media, students need to be able to distinguish between what's reliable and what isn't. It is still (or perhaps more) important that students know how to manage information, interpret it, validate it, and act on it.
Moreover, our journalism students need to be able to not only participate in knowledge and social communities, but make valuable, thoughtful contributions to them!
I see this, for example, as the difference between listening to a podcast, and making one that people want to listen to. Or, the difference between subscribing to RSS feeds from your favorite blogs, and becoming one of those bloggers that others subscribe to. Or, the difference between following a YouTube phenom and BEING one!
In any event, as I'm preparing to welcome another class of journalism and communication arts students at California Baptist University this Spring semester, the skill sets needed for young writers (journalists, corporate communicators, PR types, what-have-you) remain:
• Proficiency in the English language
• Competency in writing the “summary lead” and inverted pyramid
• Being observant of people, cultural nuances
• Being naturally curious (and maybe a little nosy!)
• A good listener
• A knack for picking up trends
• Critical analysis of news writing
• Excellent spelling, punctuation, capitalization skills
• Excellent interviewing skills, asking open-ended questions and follow-up probes
• Excellent secondary research capabilities and ability to interpret primary research
• The ability to critically review and correct one’s own work
• The ability to constructively accept critical review and editing of one’s own work by another
• Mastering “concise, scannable, objective” writing for the Web
• Ability to define, design and produce informing graphics, charts, illustrations, maps and other visual aids to illuminate and enhance the written subject
• Basic grammar proficiency, with especially rigorous attention to “active versus passive” voice, pronoun-antecedent problems, subject – verb agreement, plural noun versus plural possessive errors, and the other most common writing mistakes made by college students.
• Smart
• Professional and ethical, knowledgeable about media law and ethics, copyright and intellectual property issues
• Motivated, attentive, respectful of other professionals, and...oh, yes,
• Neat in appearance!
Here was my answer:
With the democratization of the media where anyone and everyone is suddenly a "journalist," what sets a trained journalist apart are the traditional disciplines that once gave these professionals their credibility and status as “trusted authorities:” double sourcing, impartiality, fact checking, objectivity, balanced representation of an issue, codes of conduct, ethics and so on. Traditional journalism schools taught about the role of the news gatherer and publisher in a democracy.
Today's student, however, often enters the Journalism program expecting to be a critic, columnist, celebrity watcher, blogger, or red carpet commentator more than a “news reporter.” We are teaching young people today who want to be “content creators” or “stars” without some narrow, prescribed version from us about what that career should look like.
In an age of overflowing information and proliferating media, students need to be able to distinguish between what's reliable and what isn't. It is still (or perhaps more) important that students know how to manage information, interpret it, validate it, and act on it.
Moreover, our journalism students need to be able to not only participate in knowledge and social communities, but make valuable, thoughtful contributions to them!
I see this, for example, as the difference between listening to a podcast, and making one that people want to listen to. Or, the difference between subscribing to RSS feeds from your favorite blogs, and becoming one of those bloggers that others subscribe to. Or, the difference between following a YouTube phenom and BEING one!
In any event, as I'm preparing to welcome another class of journalism and communication arts students at California Baptist University this Spring semester, the skill sets needed for young writers (journalists, corporate communicators, PR types, what-have-you) remain:
• Proficiency in the English language
• Competency in writing the “summary lead” and inverted pyramid
• Being observant of people, cultural nuances
• Being naturally curious (and maybe a little nosy!)
• A good listener
• A knack for picking up trends
• Critical analysis of news writing
• Excellent spelling, punctuation, capitalization skills
• Excellent interviewing skills, asking open-ended questions and follow-up probes
• Excellent secondary research capabilities and ability to interpret primary research
• The ability to critically review and correct one’s own work
• The ability to constructively accept critical review and editing of one’s own work by another
• Mastering “concise, scannable, objective” writing for the Web
• Ability to define, design and produce informing graphics, charts, illustrations, maps and other visual aids to illuminate and enhance the written subject
• Basic grammar proficiency, with especially rigorous attention to “active versus passive” voice, pronoun-antecedent problems, subject – verb agreement, plural noun versus plural possessive errors, and the other most common writing mistakes made by college students.
• Smart
• Professional and ethical, knowledgeable about media law and ethics, copyright and intellectual property issues
• Motivated, attentive, respectful of other professionals, and...oh, yes,
• Neat in appearance!
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