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Posts Tagged ‘media’

Methods of (Gender) Socialisation: Knowledge Organiser

Wednesday, September 4th, 2019
Blank KO Template. Click to download.
Blank Template

While putting together the Agencies of Socialisation PowerPoint I came across a related document – a kind of proto-knowledge organiser, circa 2002 – that I must have once worked-on and then, for whatever reason, abandoned.

In basic terms, the document can be used to organise ideas about, in this instance, gender socialisation (it could probably also be used to organise other forms of socialisation) into four main categories:

1. Selective Exposure: boys and girls are selectively exposed to different ideas, behaviours and practices seen as appropriate to their sex.

2. Modelling: boys and girls are encouraged to model their behaviour by observing and to some extent copying the gendered behaviour they see around them – in their families, peer groups, schools, media and so forth.

3. Rewards and Punishments: although the idea of social sanctions, in the form of rewards for conformity and punishments for deviance, is a standard aspect of our understanding of socialisation processes what might be more-interesting to think about is whether different types of male – female behaviour are rewarded and punished and whether each gender is rewarded / punished differently for displaying the same behaviour?

4. Identification and Nurturance: Identification and nurturance involve a stronger form of modelling in the sense that where boys and girls are encouraged to identify with adults of their sex, the latter are potentially more-influential in nurturing the social traits and behaviours they see as desirable in children of different sexes.

(more…)

Agencies of Socialisation

Tuesday, September 3rd, 2019
Agencies of Socialisation PowerPoint: Click to download.
Before…

Another day, another PowerPoint Presentation.

And this time its “All About The Agencies”

The Presentation identifies a range of primary and secondary socialising agencies (family, peers, education, workplace, media and religion to be precise) and provides some simple information / examples for each in five categories:

  • Behaviour
  • Roles
  • Norms
  • Values
  • Sanctions.
  • If this sounds a bit complicated, it’s really not.

    The complicated bit was designing and compiling the slides, but since you’re unlikely to be very interested in the trials and tribulations involved in creating a monstrous, vaguely-interactive, PowerPoint Presentation with sliding menu, it’s probably best to move on.

    There’s more if you want it…

    Sociology Flipbooks: Free Textbook Previews

    Sunday, May 12th, 2019

    So. Here’s the thing.

    I like to occasionally root around on Pinterest   – mainly, it must be said, when I’m pretending to do “research” in order to avoid doing any actual work – because it’s a good source of interesting ideas and practices.

    Like stuff I’ve shared in the past, such as structure strips or the Crumple and Shoot revision game.

    Anyhow, while idly browsing doing important research the other day I chanced upon what turned out to be a flipbook preview of my CIE Sociology textbook that I never knew existed (I’m just the guy who wrote it).

    For reasons best known to themselves, Cambridge University Press, have not only uploaded a 77-page flipbook of Chapter’s 1 and 2 (The Sociological Perspective and Socialisation and the Creation of Social Identity respectively), they’ve also included, half of Chapter 3 (Research Methods).

    Which is nice. But why it abruptly stops half way through the chapter is anyone’s guess.

    Mass Media

    Be that as it may, not content with this rather extraordinary act of generosity, they’ve also added a further 48-page flipbook of the complete Media chapter.

    To put that into context, that’s around 30% of the actual textbook.

    For free.

    That’s extraordinarily generous of CUP with my time and effort.

    Anyway, my interest, not to mention my sense of grievance, having been piqued I decided to see if there were any other previews hanging around just waiting to be discovered and, sure enough, both CUP and Collins have been busy posting both A-level and GCSE materials. Those I’ve found can be viewed online as flipbooks or downloaded for offline use as pdf files. Most only seem to have a single chapter but, since they’re free, what have you got to lose?

    Click here to read more

    Sociology Flipbooks

    Saturday, April 20th, 2019

    A Flipbook is a way of displaying a pdf document online so that it has the look-and-feel of a paper-based magazine, one whose pages you can turn using a mouse (desktop) or finger (mobile).


    A Flipbook.
    Not Actual Size.
    Unless you’re using a mobile.
    Then it might be.

    That’s it, really.

    I could talk about stuff like whether this creates a greater sense of engagement among students than the bog-standard static pages of a pdf file, but since I’ve got no idea (and I don’t know of anyone who’s bothered to try to find out) that would just be me trying to find a deceptively- plausible way to encourage you to try them.

    So, if this Big Build-Up has piqued your curiosity and / or whetted your appetite for Flipbooks you’ll be pleased to know I’ll be adding a variety of the little blighters to this page on what might be charitably termed an ad-hoc basis (translation: whenever I can be bothered or can find the time).

    (more…)

    (Knife) Crime, Deviance, Media and Methods

    Monday, October 29th, 2018

    Because. LONDON!

    “Knife Crime” as you’re probably aware, is increasingly in the news, particularly, but not exclusively, in London (because, quite frankly and a little rhetorically, is there anywhere else of any great significance in England?).

    And while there are Definitely | Maybe | Probably (please delete as inapplicable) all kinds of reliability issues surrounding what counts as “knife crime” (and, indeed, how what counts can actually be counted) that you could explore if you were so inclined, a more pressing social (and, as it happens, sociological) problem is “Who’s responsible?”.

    This, of course, is not an idle question and happily, if that’s the right word, both the social and the sociological problem meet around the notion of “gangs” (and “youth gangs” in particular).

    However, before we start to develop some sort of hypothesis that might explain the relationship between “youth gangs” and the increase in serious knife crime (“knife crime with injury”) you might want to try this simple, single question, quiz on your students as a prelude to the serious stuff of explaining the data.

    As befits my sociological inexactitude I’ve formulated the quantitative quiz in either of two ways (one open-ended, the other closed-ended):

    And you call that a Staffie? Really? Sort it out!

    Either:

    Q1. In your own words, what percentage of “knife crime with injury” in London is committed by youth gangs?

    Or:

    Q1. In London, what percentage of “knife crime with injury” is committed by youth gangs?

    1. 45%?
    2. 4%?

    (more…)

    Understanding Media and Culture: Free Textbook

    Wednesday, July 11th, 2018

    Understanding Media and Culture: An Introduction to Mass Communication (to give it its full title) is a textbook, released under a Creative Commons licence by the University of Minnesota, that’s free to read, copy and share – which makes it especially useful for schools / colleges or students on a tight budget.

    Under this particular licence you’re also free to adapt the work in any way you like (“remix, transform, and build upon the material”) and what this will mostly mean is that if you want to chop chapters or sections out of the textbook you’re free to distribute these in any way you like (you just can’t charge anyone for the privilege).

    In terms of content, the main body of the text dates from 2010 but there has been some updating in 2016 (particularly around the impact of new technologies) which makes it pretty up-to-the-moment as far as textbooks go.

    The emphasis on media and culture means that most of the text is given-over to an analysis of the cultural impact of different types of media, both old (books, newspapers, film and television) and new (video games, entertainment, the internet and social media). Each type is given their own discrete chapter which, among other things, looks at their broad development, relationship to culture and, perhaps most-interestingly, how they have been impacted by the development of new technologies.

    The remaining chapters deal more generally with a range of areas: concepts of culture, media effects (there’s coverage of a range of theories dealing with direct and indirect effects), globalisation, the relationship between the media and government and a final section on the future of the mass media.

    Each chapter also has its own learning objectives, brief summary and short exercises. Whether or not you find these useful is, as ever, a moot point. I’m personally not a big fan, but Publisher’s love them so we probably have to learn to live with them.

    Or ignore them.

    It’s your choice.

    Finally, one obvious drawback, as far as UK teachers and students are concerned, is that the cultural focus is largely North American. This means that many of the chapters draw on materials and examples that will be unfamiliar to any but an American audience and UK teachers who decide to use these chapters may want to take advantage of the aforementioned editing privileges afforded by the CC license.

    If you think you might be able to live with this, the textbook’s available to:

    Read online
    • Download in a variety of ebook formats (such as mobi and epub) or as a pdf file.

    New Media: WeChat and the Chinese New Year.

    Tuesday, June 26th, 2018

    One of the nice things about running Dorset’s Most Popular Sociology Blog (*) is that from time-to-time we get to feature the work of Richard Driscoll’s students at the Shenzhen College of International Education in China.

    Previous posts have, for example, examined ideas as diverse as Cultural Capital, Parental Involvement in Education, Social Identity and Matriarchy as these relate specifically to Chinese society.

    This particular piece of research, by Adelaide Han, is a qualitative examination of the impact new media, in the form of WeChat,  a hugely-popular Chinese social media messaging app (used by an estimated 900 million people each day), has on traditional forms of behaviour in the shape of the Chinese New Year celebrations.

    As ever, you need to keep in mind the research was carried-out by an A-level student so you should see it as suggestive rather than definitive; it’s useful, nevertheless, for the way it looks at the relationship between new technology, in the shape of social media apps, and highly-structured traditional forms of behaviour.

    Disclaimer

    * While there’s no actual evidence to support this Proud Boast, we’re making it on the entirely-ridiculous basis that since there are no other Dorset-based Sociology Blogs (probably) we are, by default, the “most popular”. QED.

    Society Now Magazine

    Tuesday, January 2nd, 2018

    Society Now” is a free full-colour magazine published four times a year by the Economic and Social Research Council (ESRC) and features a range of articles that “showcase the impact of the social science research” funded by the Council.

    Although the magazine includes material that’s not necessarily relevant to a-level sociology – the ERSC funds a wide range of social scientific research in areas like economics. politics and geography – it’s worth browsing for the articles that, directly and indirectly, do touch on issues and themes sociologists – both teachers and students – will find useful. The latest issue (No. 29: Autumn 2017) for example has useful short articles on, among other things:

    • The geography of inequality and poverty in Britain.
    • The Summer of Love? – looking at “key changes to personal choice and individual freedom”
    • England’s child protection strategy.
    • Family-friendly employment rights

    The magazine’s been published since 2008 (so there are quite a few – 28 to be precise – Back Issues  available if you fancy sifting through them) and is available in a number of formats:

    Pdf download (the current edition, for example)

    App download (for both Apple and Android OS).

    Print: You just need to complete the online application form.

    Britain In Magazine

     

    As an added bonus the ESRC also publish a free annual magazine containing a range of news and feature articles, handily divided into sections (such as education, family, culture, media and health) that sociologists should find useful.

    Past issues going back to 2007 are available as pdf downloads and the current issue is available in print format, although you have to contact them (email or phone) to order a copy.

    More Crime and Deviance Learning Tables

    Friday, December 8th, 2017

    A few days ago I did a post on Learning Tables that noted, in passing, that although the numbering system used suggested at least 14 Tables had been created for crime and deviance, I’d only managed to find 10.

    After a bit of detective work (which sounds a bit mysterious and a touch glamourous until you realise it merely involved typing different combinations of key words into Google until it eventually came up with something useful) I managed to find two more:

    right realism
    crime and locality.

    In the course of wandering semi-aimlessly around some of the lesser-travelled highways and byways of the web, however, I came across a range of similar-looking Learning Tables that, on closer inspection of the metadata, seemed to be by different authors (although to make matters even more confusing, Miss Elles was credited as the author of some of the newer Tables that looked very similar to the Tables I’d previously posted. The former were, however, unnumbered).

    Although I’ve got little idea what might have been going-on here (maybe the Tables were the result of a collaboration between teachers / the outcome of different teachers in the same school producing slightly different Tables / someone seeing the original format and deciding to produce similar-looking Tables?) I think that whoever authored the materials (THeaton, Miss Elles, Miss G Banton and a couple of anons) they’re worth distributing to a wider audience.

    If you have a look at the original post you’ll see some of the Tables listed below are duplicated – at least in terms of their title, if not necessarily their content. In this respect, you pays your money (so to speak) and you makes your choice as to whether you want to download and compare both sets where they occur (as with labelling, for example). Otherwise, here’s another Big Bundle of Learning Tables to distribute to your students or inspire them to create their own:

    Class
    Ethnicity
    Functionalism
    Gender
    Global, green and state crime
    Labelling theory
    Crime and the Media
    Left and right realism
    Punishment and prevention
    Victimisation.

    GCSE Sociology Notes

    Friday, December 1st, 2017

    Although this site describes itself as the UK’s leading educational website for GCSE and A-level it’s a little odd because it looks unfinished – loads of placeholder ”awaiting image” graphics, a Facebook page not updated for a year and the same with its Twitter feed.

    However, if you and your students can live with this you’ll find a range of Notes here that are relatively short, to-the-point and cover a number of different Specification areas and topics:

    • Introduction to Sociology
    • Families
    • Education
    • Media
    • Power
    • Social Inequality
    • Crime and Deviance
    • Sampling techniques

    While the material isn’t going to replace your textbooks, it’s a handy resource for students that complements, rather than detracts from, whatever sources you use.

    Children and Parents: Media Use and Attitudes

    Wednesday, November 29th, 2017

    The 2017 OfCom Report on “Children and Parents: Media Use and Attitudes” (2017) covers different types of on-and-offline media use by children in the UK and it’s quite a treasure trove of visual and verbal information that will repay careful analysis – although at around 300 pages it may prove a little hard-going for most students.

    Luckily, there’s a really good Executive Summary that pulls-together a shedload of interesting empirical / opinion data and disgorges them into concise, bite-sized and consumption-friendly chunks. This section is something you or your students can easily browse, taking whatever you want from what is actually a very rich menu.

    If you’re interested in media and methods – and, let’s face it, who is? – there’s extensive details about the overall research methodology. It’s actually quite useful (in a sort-of “you know you should be interested in this stuff, but…” kind of way) because this knowledge lets you assess the likely levels of reliability and validity of some parts of the Report (such as interviews with parents about the media usage of their 3 – 4 year old children).

    If you do decide to take the plunge and swim down into the deep waters of the main section of the Report you’ll find it contains some very useful charts, tables and summaries about all aspects of children’s media use.

    However, if you’re anything like me the main takeaway from the Report is this rather neat little chart summarising “Media lives by age: a snapshot” – perfectly poster-sized for pinning on that pristine wall.

    (more…)

    Gay Best Friends as Consumers and Commodities

    Thursday, June 22nd, 2017

    If you’re looking for something slightly different to incorporate into your Culture and Identity / Media Sociology teaching this book chapter on “Effeminacy and Expertise, Excess and Equality: Gay Best Friends as Consumers and Commodities in Contemporary Television” by Susie Khamis and Anthony Lambert might well fit the bill.

    Of particular interest here might be the way it links identity to consumerism and consumption by focusing on “the gay male best friend as a possessable, commodified identity”.

    It’s probably not something you’d necessarily give to students to read – it’s quite long and complex in places – but it’s definitely something teachers might find useful to precis or draw examples from to illustrate some interesting ideas about gender, identity and consumption.

    Given A-level Sociology has a largely female demographic it’s also something this particular audience may find both easy to relate to and the basis for discussion based on their own ideas and experiences.

    Methods, Mobiles and Media

    Monday, June 19th, 2017

    Research Methods can be a little abstract and dry (teacher-speak for dull), particularly when opportunities to experience and apply what’s being taught are limited by things like time and a lack of easy access to suitable research subjects.

    This is where Steven Thomas’ “Patterns of Mobile Phone Use” article might help. The research example it suggests takes advantage of a ubiquitous resource – student ownership of mobile phones – to promote a relatively simple and straightforward way of applying and evaluating a range of methods, from questionnaires to participant observation.

    It does this by suggesting students (loosely) replicate Maenpaa’s (2001) examination of the impact of mobile phones on social interaction through a combination of quantitative and qualitative methods designed to monitor mobile phone use in a small case study scenario. The article suggests a set of general areas to study – from the simple quantitative, like the length of time people spend on their phones each day, to more qualitative questions relating to how people behave when using their mobiles.

    Media: Context / Background

    Although the article is mainly designed to help students get to grips with research methods, if you’re teaching media there is an additional aspect to the research you might find interesting: evaluating the social impact of new media.

    The concept of “New Media” appears somewhere on all Sociology a-level Specifications, frequently in conjunction with an instruction to examine its role / impact / significance in contemporary societies, both local and global:

    AQA: New media and their significance for an understanding of the role of the media in contemporary Society

    OCR: The impact of digital forms of communication in a global context

    WJEC: New media and globalisation

    CIE: The impact of the ‘new media’ on society.

    In Thomas’ article the student research is based around a contrast between Negreponte’s slightly gung-ho and highly-individualistic “digital optimism” and Maenpaa’s more-nuanced approach to communication and interaction.

    One interesting aspect of Negreponte’s work is the claim that in a digital society of “email, fax and answering machines” (the fact he only said this in 1995 shows how rapidly the technology has changed) the world will become asynchronous. That is, in order to participate or communicate people do not need to be interacting at the same time. As he predicted (Wired, 1998):

    “We’ll all live very asynchronous lives, in far less lockstep obedience to each other. Any store that is not open 24 hours will be noncompetitive. The idea that we collectively rush off to watch a television program at 9:00 p.m. will be nothing less than goofy. The true luxury in life is to not set an alarm clock and to stay in pajamas as long as you like. From this follows a complete renaissance of rural living. In the distant future, the need for cities will disappear”.

    One way in which new media has become increasingly ubiquitous is through the exponential growth of mobile / cell phone ownership and you would think that if any technological development has created or expanded asynchronous interaction it would be this one: technology that even a few years ago could be used to symbolise wealth and social status is now pretty-much everywhere.

    While Negreponte’s arguments have a ring of truth about them – a certain face validity as it were – others have not been so sure. Maenpaa’s (2001) examination of the impact of mobile phones on interaction is a case (study) in point, with his key findings summarised by Thomas.

    Methods

    If you just want to use the activity as a way of teaching research methods, researching mobile use could be used to devise and apply methods such as:

  • Questionnaires / Structured interviews
  • Unstructured interviews
  • Observation – non-participant
  • Participant – overt and covert

  • Equally you could use a combination of quantitative / qualitative methods if you wanted to illustrate concepts of triangulation.

    If you don’t have the time, opportunity or inclination to do this as a practical exercise, try doing a thought experiment where students have to imagine what it would be like to do the research. This particular route can be instructive if students already have a good grounding in different methods, their strengths, weaknesses, uses and limitations and you want to explore a range of more-theoretical issues (different research methodologies, different aspects of triangulation and so forth).

    Sociology and Issues in the News

    Saturday, June 10th, 2017

    This simple activity, culled once more from the ATSS archive, has a dual purpose in terms of helping students:

    1.     Develop a critical and sociological understanding of “news” and how it is socially constructed and presented.

    2.     Interpret and apply sociological knowledge to real social situations.

    The activity requires no great preparation and involves students examining a story currently in the news from a sociological perspective. Stories can be chosen individually by you or your students or you can assign the class the same story. The objective here is to encourage students to:

  • identify the underlying assumptions and perspectives used to frame and present “news”.
  • explore alternative sociological explanations and evidence.

  • While the “news angle” is a bonus for those studying media, this is an exercise that can be used from time to time to help students sharpen and apply their sociological knowledge and understanding right across the a-level specification.

    If, for example, students are studying crime and deviance, stories relating to this area can be used to examine alternative sociological explanations.

    Deviancy Amplification PowerPoint

    Thursday, May 4th, 2017

    Deviancy Amplification has become something of a classic example of an Interactionist approach to deviance, predominantly, but not exclusively, because of Jock Young’s seminal analysis (1971) of “The role of the police as amplifiers of deviance, negotiators of reality and translators of fantasy”.

    This is a little ironic given that Leslie Wilkins’ original formulation of an Amplification Spiral (1964) has much more positivistic overtones: for Wilkins, the Spiral (or “Positive Feedback Loop”) both described a particular social process – how control agencies unwittingly create crime through their unwitting actions – and, most importantly, was intended to predict how such behaviour would develop.

    While the predictive element is perhaps long-gone (if it actually ever really existed) deviancy amplification remains an important sociological model based on Lemert’s (1951) distinction between primary and secondary deviation.

    (more…)

    Connecting Walls Collection

    Monday, April 24th, 2017

    CBSC Sociology has been busy creating and posting a huge number of revision Connecting Walls on Twitter and, in the spirit of “pinching other people’s stuff and sharing it with a wider audience”, I’ve pulled all their tweets together into one handy blog post for your – and your students’ – greater convenience.

    So, if you’re looking for a fun way to spice-up classroom revision with a bit of competitive tension, try some or all of the following:

    Education

    Education Wall 1

    Education Wall 2

    Education Wall 3

    Education Wall 4  

    Education Wall 5

    (more…)

    Free Chapter: The Psychology of Addictive Behaviour

    Tuesday, January 10th, 2017

    The third – and probably final – free chapter from Holt and Lewis’ “A2 Psychology: The Student’s Textbook”, this one covers addictive behaviour in terms of main areas:

    1. Models

    Biological, cognitive and learning models of addiction, including explanations for initiation, maintenance and relapse

    Explanations for specific addictions, including smoking and gambling

    2. Factors affecting addictive behaviour

    Vulnerability to addiction including self-esteem, attributions for addiction and social context of addiction

    The role of media in addictive behavior 

    3. Reducing addictive behaviour

    Models of prevention, including theory of reasoned action and theory of planned behaviour

    Types of intervention, including biological, psychological, public health interventions and legislation, and their effectiveness.

     

    Sociology Factsheets: To Buy or DIY?

    Tuesday, November 22nd, 2016

    fsheetLike all good ideas, this one is simple but effective.

    Distil topic notes into key knowledge points, add illustrative examples and brief overviews of advantages and disadvantages, throw in some exam tips and short “test yourself” questions, call it a factsheet and sell it at a very reasonable price to teachers – which is exactly what the Curriculum Press (http://www.curriculum-press.co.uk) has done.

    If you want samples of the various factsheets (their web site lists around 160), there are a few scattered around the web that I’ve cobbled together and presented here for your viewing pleasure:  (more…)

    Simulacra and Hyperreality

    Wednesday, October 12th, 2016

    I’ve called this a “Lesson Outline” (rather than Plan) because it’s designed to introduce and to some extent explain the related concepts of simulacra and hyperreality using practical examples to illustrate the processes.

    What the Outline does is treat Baudrillard’s concepts of simulacra and hyperreality in much greater depth than is usually the case with most Sociology A-Level textbooks; this isn’t a criticism of these books, but rather an observation that there’s rarely enough space available in textbooks to treat the concepts with the depth I think they deserve (trust me, I know this from bitter experience).

    In this respect the Outline details 1st, 2nd and 3rd order simulacra and, in relation to the latter, hyperreality. Although it’s quite theoretical for A-level I’ve tried to include quite a bit of “practical stuff” you can use to illustrate the ideas. Alternatively, if you don’t want to go into too much depth you can just pick-and-choose (now, there’s an idea…) the bits you want to use.

    Whether or not you go with the practical stuff is really up to you – it’s indicative rather than prescriptive – and there are no fancy timings or whatever to restrict your use of the materials.

    I’ve also included a short (3 minute) video resource  you can use alongside the printed resource – again, nothing too fancy or prescriptive, just 6 short (around 30 seconds) clips you can integrate into your lesson if you so choose.

    More ATSS Teacher Support Material

    Tuesday, July 12th, 2016

    atss_logoThanks to the very useful online file converter Zamzar I was able to convert one of the old ATSS support booklets from it’s original Microsoft Publisher .pub format to a more-friendly and easily-edited Word format.

    This booklet illustrates the concept of News Values and is based around the question of “Who creates the news?”. The material uses a mix of instruction and activities to encourage students to explore areas like:

    • Editorial Decision Making
    • Marxism and the Control of the News
    • Pluralism and the Media Investigated
    • How Representative is the British Media?

     

    SCTV Weekly Round-Up

    Tuesday, June 14th, 2016

    A little late, but worth the wait. Probably.

    Our weekly round-up of the sites and stories that are hot.

    Or not.

    (more…)

    Weekly Round-Up

    Thursday, May 19th, 2016

    This week’s round-up of all the sites, scenes and sounds that piqued our interest…

    (more…)

    Weekly Digest

    Thursday, May 12th, 2016

    All the links that caught our eye this past week in one handy post…

    Sociology

    Education

    Failure discourse: Govt must launch royal commission into ‘failing’ state system, says private school head”

    Methods in Context Mark Scheme

    Government backs down over plan to make all schools academies

    Thousands of supply teachers could lose out on more than £200 a month owing to changes to tax relief rules

    Professionalisation of governance: “Without parent governors, schools face uphill battle to engage families”

    The impact of longer school days

    I’ve seen the future and it doesn’t look good: “I Teach At A For-Profit College: 5 Ridiculous Realities”

    Students who use digital devices in class ‘perform worse in exams’

    Genes that influence how long you stay in education uncovered by study

    Crime

    Manchester’s Heroin Haters – Vigilante violence?

    Insecure working as social harm? Some thoughts on theorising low paid service work from a harm perspective

    Revealed: London’s new violent crime hotspots

    Chief Constable confirms election expenses probe involves 2 Cornish MPs, and his own boss

    Street crime resources

    Extending the Web: “Legal highs brought low as councils use banning orders to curb use”

    Tough talk on crime has led to a crisis in Britain’s prisons

    Corporate / White-collar crime “David Cameron to introduce new corporate money-laundering offence”

    Wealth, Poverty, Welfare

    Poverty by Design? “Sink estates are not sunk – they’re starved of funding”

    Top 25 hedge fund managers earned $13bn in 2015 – more than some nations

    Media

    18 Baffling Tropes Hollywood Can’t Stop Using

    Selling Shame: 40 Outrageous Vintage Ads Any Woman Would Find Offensive | Mental Floss UK

    The General Strike to Corbyn: 90 years of BBC establishment bias

    How to Fabricate Front Page News

    Social Inequality

    Class, Culture and Education – a good discussion piece for students: “Why working-class actors are a disappearing breed”

    Example of different type of discrimination: “Blacklisted workers win £10m payout from construction firms”

    Tax havens have no economic justification, say top economists

    A Sandwich and a Milkshake? Interesting discussion point for UK inequality / tax cuts for wealthy

    Methods

    Statistical Artefact: Useful research Methods example “Fewer people die in hospital at weekends, study finds”

    Family

    Childhood / sexualistion  /media: “Magazine under fire for swimsuit tips for pre-teen girls”

    Psychology

    Epigenetics: “Identical twins may have more differences than meet the eye”

    Esteller study: “How epigenetics affects twins” | The Scientist Magazine

    The uses and misuses of “growth mindset”

    Miscellaneous

    The way you’re revising may let you down in exams – and here’s why

    A psychologist reveals his tips for effective revision

    Britain at a glance – lots of lovely data in easy-to-read formats!

    How to create better study habits that work for you

     

    Media Methods

    Monday, May 9th, 2016

    8lqm5uyGOne of the obvious ways to study the media is through Content Analysis and a classic – if now somewhat dated – application of the method was the Glasgow Media Group’s pioneering research, evidenced through a series of books – Bad News (1976), More Bad News (1980), Really Bad News (1982) – that examined “the ‘common sense’ acceptance of the neutrality of television news” and concluded: “Contrary to the claims, conventions and culture of television journalism, the news is not a neutral product. For television news is a cultural artefact; it is a sequence of socially manufactured messages, which carry many of the culturally dominant assumptions of our society”. (more…)