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Photojournalism and Today's News: Creating Visual Reality

作者: Loup Langton 著

出版社: John Wiley

出版时间: 2008-12

版次: 1

ISBN: 9781405178969

定价: 298.70

装帧: 平装

开本: 其他

纸张: 其他

页数: 264页

正文语种: 英语

分类: 外文古旧书>英文书>综合性图书

PhotojournalismandToday′sNewsprovidesapracticalguideforaspiringphotojournalistsaswellasanintelligentlookintonewsroomcultureanditsinfluencesonphotographicassignments,production,andediting.Writtenbyanaward–winningphotoeditoranddirectorofphotography,andbasedoninterviewswithmorethanseventyhigh–profilejournalists,thisbookappealstostudentsandyoungprofessionalsalike.Addressesawiderangeofpracticalissuessupportedbyin–depthexamplesfromthefieldandcriticalthinkingaboutphotography,journalism,andnewsroomcultureExaminessocialandculturalissuesandhowtheyarecommunicatedthroughphotojournalismPreparesyoungjournaliststorespecttheirvisualjournalismcolleaguesbyteachingthemhowtoeffectivelyworktogetherHighlightstheexpectationsofthenewsroomandeditors LoupLangtoncurrentlyservesasdirectorofthevisualjournalismprogramattheUniversityofMiami'sSchoolofCommunication. AbouttheAuthor.OtherBooksbyGavinReid.Foreword.Preface.Chapter1DefiningDyslexia.DefiningDyslexia.PurposeofDefinitions.HowShouldWeDefineDyslexia?Definitions.BarrierstoImplementingPolicy.RoseReviewandDyslexia.EducationforLearnerswithDyslexia.DifferentPerspectivesandAgenda.Chapter2ExplainingDyslexia:TheRangeofResearch.CausalModellingFramework.GeneticFactors.NeurobiologicalFactors.VisualandTemporalProcessing.MagnocellularVisualSystem.ProceduralTiming.HemisphericSymmetry.ProcessingSpeed.PhonologicalProcessing.PhonologicalAwarenessandMultisensoryProgrammes.MorphologicalProcessing.GlueEar.CognitiveSkills.Metacognition.EnvironmentalFactors.AdditionalLanguageLearning.DyslexiainDifferentOrthographies.Self-disclosureinAdults.Chapter3Assessment:IssuesandConsiderations.PointstoConsider.DiscrepancyCriteria.ListeningComprehension.ComponentialModelofReading.CurriculumFocus.WhyanAssessment?How—theAssessmentProcess.EffectofanAssessment.Assessment—PointstoConsider.SomeOtherConsiderations.AssessmentandInclusion.TheBilingualLearner.Chapter4IdentifyingNeeds.FactorsthatcanPromptConcern.LinkingAssessmentwiththePlanningofIntervention.Comorbidity.AssessingPerformances.Criteria:Summary.WhoseResponsibility.EarlyIdentification.ModelsofIdentification.Expert/Intervention—Attainment.BarrierstoLearning.Whole-schoolInvolvement.Chapter5Assessment:ApproachesandResources.TheUseofTests—PointstoPonder.CognitiveMeasures.AssessmentofProcessingSkills.ComprehensiveTestofPhonologicalProcessing(CTOPP).WoodcockReadingMasteryTests.GrayOralReadingTests(Gort-4).Standardised/PsychometricCriteria.Standardisation.Psychometric.WechslerIndividualAchievementTest(WIAT).Comment.PhonologicalRepresentationandAssessment.Screening.CurriculumAssessment.MiscueAnalysis.AssessmentinContext.MetacognitiveAssessment.MultipleIntelligencesApproaches.AComponentsApproach.ObservationalAssessment.ObservationalFramework.SystematicObservation.Summary.Chapter6Reading—Social,CulturalandGovernmentPerspectives.TheSocialContextforLiteracy.LiteracyandCulture.DefiningLiteracy.CriticalLiteracy.ChallengingAssumptions.GovernmentInitiatives.LiteracyStandardsandInternationalComparisons.PisaStudy.LiteracyInitiatives.Chapter7TheAcquisitionofLiteracy.WhatisReading?FactorstoConsider.ReadingasaProcess.ReadingSkills..ReadingPractice.DevelopingReadingSkills.KeyFactors.TheDevelopmentofReading.StagesofReadingDevelopment.LimitationsoftheStageModelofReading.ReadingandMemory.RelationshipbetweenPhonologyandOrthography.DyslexiaandDifferentOrthographies.Chapter8ReadingModelsandMethods.Bottom-UpandTopDownModels.ConnectionistModels.BalanceModelofReading.MethodofTeachingReading.DevelopingReadingSkills.TeachingReading—theDebate.ReadingInterventions.MethodologicalIssuesinReadingInterventionResearch.FactorstoConsiderinDevelopingandUsingReadingApproaches.TheLiteracyExperience.FrameworkforTeaching.Summary.Chapter9TheAcquisitionofLiteracy:Spelling.WhyisSpellingDifficult?SystemsInvolvedinSpelling.SpellingSkills.SpellingDevelopment.SpellingPolicy.SpellingStrategies.SpellingMaterials.Chapter10ExpressiveWriting.TheImportanceofWriting.RelationshipbetweenWritingandSpelling.ExpressiveWriting:TheProcess.CognitiveSkillsAssociatedwithWriting.WritingintheCurriculum.DevelopingMetacognitiveSkillsthroughWriting.MetacognitiveStrategiesforWriting.StrategiesforWriting.MotivationandWriting.Planning.Pre-writingFramework.DevelopingIdeas.Handwriting.Summary.Chapter11TeachingApproaches:PointstoConsider.TheContext.AssessmentandtheCurriculum.TheLearner.ProgrammesandApproaches—SomeConsiderations.Over-learning.Principles.Issues.Chapter12SupportingLiteracy:IndividualisedProgrammes.CriteriaforSelection.AlphatoOmega.Orton–Gillingham.Procedure.TheHickeyMultisensoryLanguageCourse.BangorDyslexiaTeachingSystem.TacklingDyslexia.AlphabeticPhonics.TheSlingerlandProgramme.Letterland.ReadingRecovery.ToeByToe:MultisensoryManualforTeachersandParents.Comment—IssuestoConsider.Chapter13SupportingLiteracy:ApproachesandStrategies.PhonicsInstructionalApproaches.LanguageExperience.OtherSupportApproaches.PhonologicalApproaches.High-interestBooks—History.StarttoFinishBooks.DifferentiatedTexts.VisualFactors.MotorAspects.AssistedLearning.Summary.Chapter14SupportingLearning.EffectiveLearning.KeyPointsAboutLearning.TheLearningProcess.RealisingPotential.ZoneofProximalDevelopment.DevelopingLearningSkills.LearningStrategies.MultipleIntelligences.StudySkills.SetGoals.Feedback.Memory—SomeStrategies.TheRoleofSelf-esteem.Creativityandthe‘Gifted’DyslexicStudent.Summary.Chapter15Inclusion:CurriculumAccess.TheContext.RespondingtotheDiverseNeedsofStudents.TheChallenges.MeetingCurriculumObjectives.IndexforInclusion.TensionsandContradictions.Assessment,NeedandAccountability.RemovingBarrierstoAchievement.InterventionsandInclusion.MakingtheSchoolInclusive.Equity.PrinciplesofInclusion.AnInclusiveSchool.HealthySchools.SupportingInclusion.StaffSupportandTraining.StudentAdvocacy.DyslexiaandSelf-advocacy.StaffSupport.KeyFactors.Chapter16InclusioninSecondaryEducation:AccessingtheCurriculum.Responsibility.FeaturesofSecondarySchools.DifferentiationandCurricularDevelopment.DifferentiationandAssessment.SubjectAreas.MultipleIntelligencesinSecondarySchools.PhysicalEducation.StaffDevelopment.Challenges:KeyAreas.Chapter17Inclusion:FurtherandHigherEducationandtheWorkplace.FurtherandHigherEducation.TheWorkplace.ConcludingComment.Chapter18IssuesandConcerns.Issue1.Multilingualism.Issue2.TheUseofComputersandTechnology.Issue3.Overlap,ContinuumandIntervention.Issue4.AlternativeTherapies.Issue5.TrainingandProfessionalDevelopment.CommentonIssues.Chapter19TheRoleofParents.ParentalConcerns.ParentalSupport.Parents’Challenges.ParentsasPartners.Appendix1SomeTestsforDyslexiathatCanBeUsedbyTeachers.Appendix2FurtherContacts.References.Index.
内容简介:
PhotojournalismandToday′sNewsprovidesapracticalguideforaspiringphotojournalistsaswellasanintelligentlookintonewsroomcultureanditsinfluencesonphotographicassignments,production,andediting.Writtenbyanaward–winningphotoeditoranddirectorofphotography,andbasedoninterviewswithmorethanseventyhigh–profilejournalists,thisbookappealstostudentsandyoungprofessionalsalike.Addressesawiderangeofpracticalissuessupportedbyin–depthexamplesfromthefieldandcriticalthinkingaboutphotography,journalism,andnewsroomcultureExaminessocialandculturalissuesandhowtheyarecommunicatedthroughphotojournalismPreparesyoungjournaliststorespecttheirvisualjournalismcolleaguesbyteachingthemhowtoeffectivelyworktogetherHighlightstheexpectationsofthenewsroomandeditors
作者简介:
LoupLangtoncurrentlyservesasdirectorofthevisualjournalismprogramattheUniversityofMiami'sSchoolofCommunication.
目录:
AbouttheAuthor.OtherBooksbyGavinReid.Foreword.Preface.Chapter1DefiningDyslexia.DefiningDyslexia.PurposeofDefinitions.HowShouldWeDefineDyslexia?Definitions.BarrierstoImplementingPolicy.RoseReviewandDyslexia.EducationforLearnerswithDyslexia.DifferentPerspectivesandAgenda.Chapter2ExplainingDyslexia:TheRangeofResearch.CausalModellingFramework.GeneticFactors.NeurobiologicalFactors.VisualandTemporalProcessing.MagnocellularVisualSystem.ProceduralTiming.HemisphericSymmetry.ProcessingSpeed.PhonologicalProcessing.PhonologicalAwarenessandMultisensoryProgrammes.MorphologicalProcessing.GlueEar.CognitiveSkills.Metacognition.EnvironmentalFactors.AdditionalLanguageLearning.DyslexiainDifferentOrthographies.Self-disclosureinAdults.Chapter3Assessment:IssuesandConsiderations.PointstoConsider.DiscrepancyCriteria.ListeningComprehension.ComponentialModelofReading.CurriculumFocus.WhyanAssessment?How—theAssessmentProcess.EffectofanAssessment.Assessment—PointstoConsider.SomeOtherConsiderations.AssessmentandInclusion.TheBilingualLearner.Chapter4IdentifyingNeeds.FactorsthatcanPromptConcern.LinkingAssessmentwiththePlanningofIntervention.Comorbidity.AssessingPerformances.Criteria:Summary.WhoseResponsibility.EarlyIdentification.ModelsofIdentification.Expert/Intervention—Attainment.BarrierstoLearning.Whole-schoolInvolvement.Chapter5Assessment:ApproachesandResources.TheUseofTests—PointstoPonder.CognitiveMeasures.AssessmentofProcessingSkills.ComprehensiveTestofPhonologicalProcessing(CTOPP).WoodcockReadingMasteryTests.GrayOralReadingTests(Gort-4).Standardised/PsychometricCriteria.Standardisation.Psychometric.WechslerIndividualAchievementTest(WIAT).Comment.PhonologicalRepresentationandAssessment.Screening.CurriculumAssessment.MiscueAnalysis.AssessmentinContext.MetacognitiveAssessment.MultipleIntelligencesApproaches.AComponentsApproach.ObservationalAssessment.ObservationalFramework.SystematicObservation.Summary.Chapter6Reading—Social,CulturalandGovernmentPerspectives.TheSocialContextforLiteracy.LiteracyandCulture.DefiningLiteracy.CriticalLiteracy.ChallengingAssumptions.GovernmentInitiatives.LiteracyStandardsandInternationalComparisons.PisaStudy.LiteracyInitiatives.Chapter7TheAcquisitionofLiteracy.WhatisReading?FactorstoConsider.ReadingasaProcess.ReadingSkills..ReadingPractice.DevelopingReadingSkills.KeyFactors.TheDevelopmentofReading.StagesofReadingDevelopment.LimitationsoftheStageModelofReading.ReadingandMemory.RelationshipbetweenPhonologyandOrthography.DyslexiaandDifferentOrthographies.Chapter8ReadingModelsandMethods.Bottom-UpandTopDownModels.ConnectionistModels.BalanceModelofReading.MethodofTeachingReading.DevelopingReadingSkills.TeachingReading—theDebate.ReadingInterventions.MethodologicalIssuesinReadingInterventionResearch.FactorstoConsiderinDevelopingandUsingReadingApproaches.TheLiteracyExperience.FrameworkforTeaching.Summary.Chapter9TheAcquisitionofLiteracy:Spelling.WhyisSpellingDifficult?SystemsInvolvedinSpelling.SpellingSkills.SpellingDevelopment.SpellingPolicy.SpellingStrategies.SpellingMaterials.Chapter10ExpressiveWriting.TheImportanceofWriting.RelationshipbetweenWritingandSpelling.ExpressiveWriting:TheProcess.CognitiveSkillsAssociatedwithWriting.WritingintheCurriculum.DevelopingMetacognitiveSkillsthroughWriting.MetacognitiveStrategiesforWriting.StrategiesforWriting.MotivationandWriting.Planning.Pre-writingFramework.DevelopingIdeas.Handwriting.Summary.Chapter11TeachingApproaches:PointstoConsider.TheContext.AssessmentandtheCurriculum.TheLearner.ProgrammesandApproaches—SomeConsiderations.Over-learning.Principles.Issues.Chapter12SupportingLiteracy:IndividualisedProgrammes.CriteriaforSelection.AlphatoOmega.Orton–Gillingham.Procedure.TheHickeyMultisensoryLanguageCourse.BangorDyslexiaTeachingSystem.TacklingDyslexia.AlphabeticPhonics.TheSlingerlandProgramme.Letterland.ReadingRecovery.ToeByToe:MultisensoryManualforTeachersandParents.Comment—IssuestoConsider.Chapter13SupportingLiteracy:ApproachesandStrategies.PhonicsInstructionalApproaches.LanguageExperience.OtherSupportApproaches.PhonologicalApproaches.High-interestBooks—History.StarttoFinishBooks.DifferentiatedTexts.VisualFactors.MotorAspects.AssistedLearning.Summary.Chapter14SupportingLearning.EffectiveLearning.KeyPointsAboutLearning.TheLearningProcess.RealisingPotential.ZoneofProximalDevelopment.DevelopingLearningSkills.LearningStrategies.MultipleIntelligences.StudySkills.SetGoals.Feedback.Memory—SomeStrategies.TheRoleofSelf-esteem.Creativityandthe‘Gifted’DyslexicStudent.Summary.Chapter15Inclusion:CurriculumAccess.TheContext.RespondingtotheDiverseNeedsofStudents.TheChallenges.MeetingCurriculumObjectives.IndexforInclusion.TensionsandContradictions.Assessment,NeedandAccountability.RemovingBarrierstoAchievement.InterventionsandInclusion.MakingtheSchoolInclusive.Equity.PrinciplesofInclusion.AnInclusiveSchool.HealthySchools.SupportingInclusion.StaffSupportandTraining.StudentAdvocacy.DyslexiaandSelf-advocacy.StaffSupport.KeyFactors.Chapter16InclusioninSecondaryEducation:AccessingtheCurriculum.Responsibility.FeaturesofSecondarySchools.DifferentiationandCurricularDevelopment.DifferentiationandAssessment.SubjectAreas.MultipleIntelligencesinSecondarySchools.PhysicalEducation.StaffDevelopment.Challenges:KeyAreas.Chapter17Inclusion:FurtherandHigherEducationandtheWorkplace.FurtherandHigherEducation.TheWorkplace.ConcludingComment.Chapter18IssuesandConcerns.Issue1.Multilingualism.Issue2.TheUseofComputersandTechnology.Issue3.Overlap,ContinuumandIntervention.Issue4.AlternativeTherapies.Issue5.TrainingandProfessionalDevelopment.CommentonIssues.Chapter19TheRoleofParents.ParentalConcerns.ParentalSupport.Parents’Challenges.ParentsasPartners.Appendix1SomeTestsforDyslexiathatCanBeUsedbyTeachers.Appendix2FurtherContacts.References.Index.

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Photojournalism and Today's News: Creating Visual Reality

内容简介:

作者简介:

目录: