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This study examines the coverage of Africa by the U.S. television networks over a 30-year period, to determine whether the evening news broadcasts pay equal attention to Africa compared to South America and Europe. Also assessed is whether incidents of wars, famine, and public health crises and the increasing importance of Africa's oil, gold, and diamonds on the international market, continue to dominate the U.S. television network evening news coverage of the continent. A content analysis of ABC World News, NBC News, and CBS Evening News shows that coverage of Africa has steadily decreased more than coverage of other regions. The majority of international stories were about Europe while coverage of Africa on all three networks was far less when compared to other regions. Also, conflicts and crises dominated Africa's coverage throughout the 3 decades and stories linked a considerable amount of the news events to a particular U.S. interest. More results and their implications are discussed in detail. 相似文献
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The South African education system has witnessed significant changes since 1994 when the democratically elected government began the process of dismantling the inherited apartheid order. The primary focus of the transformation process was to address the twin imperative of equity and quality in education, particularly for the historically marginalised black population. A key aspect of this transformation process remains the development of alternative assessment policies. This paper reviews the changes focusing on the stated rationale as well as their underlying assumptions and implications for practice. It argues that the changes have in many respects addressed the most obvious effects of the previous apartheid systems. However, it notes that, notwithstanding the policy intentions, assessment policy since 1994 has favoured a measurement focused-approach in the classroom, which has hindered a shift towards an assessment for learning approach. This, it argues, is partly fuelled by the abiding belief in and commitment to classroom testing and examinations as well as external national assessments as the key criterion for reforming learning and teaching practices in the classroom. 相似文献
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Yusuf O. Kassam 《Prospects》1977,7(2):244-250
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