Who Is Ignorant
Who Is Ignorant This article studies dispute between Chinese sports journalists and Chinese sports elites in a socio-cultural context. Based upon a number of case studies, the professional features of Chinese sports journalism and Chinese elite sport are elaborated and the different characteristics of Chinese sports journalists and Chinese sportspeople are examined. The study then investigates how the cultural differences between Chinese sports journalists and Chinese sportspeople affect their understandings of news values and the duty of the news media and concludes that the different understandings of the media's duty are often the trigger of dispute.
The Written Word: Player-Press Relationships in American Sports
This paper provides an overview of the role relationship between professional athletes and sports journalists. After a brief historical review it discusses (a) the current conflicts between players and sports writers in light of changing role definitions for both athletes and journalists, (b) ethical guidelines for writers covering athletes as personalities, and (c) how the emergence of superstar athletes has intensified the potential for conflict in player-press relations. The major conclusion is that conflict in player-press relations is likely to continue. Its intensity will vary with the players’ understandings of the role of the press in professional sport, the knowledge and empathy of the sports writers themselves, and the sophistication of the consumers of sport publications.
Initial Teacher Training: the French view
ABSTRACT This paper, against the background of trends in the development of initial teacher training in Europe as a whole, identifies and explains some of the recent, radical reforms which were introduced in France by a socialist government. These include the need to raise the status and the competence of the teaching profession; the creation of new teacher‐training institutions of university status (Instituts universitaires de formation des maitres); the introduction of common entry qualifications at degree level for both primary and secondary levels; the harmonisation and the extension to 2 years of the post‐degree teacher‐training course and the increase in emphasis placed on professional training, both theoretical and practical. These reforms provoked a storm of protest and an examination of the reasons for this reveals a multiplicity of crucial questions which have far‐reaching implications.