Nevada Vista's

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lake mead sunrise, Copyright Stephen Campbell Fine Art Photographer.


Note: My news home town, Boulder City, is the entry way to the real Lake Mead and the Hoover Dam...-Art Lynch

Why I teach

Teaching Philosophy Statement

How good you are, how skilled, how studied depends entirely on how much you want to put into it.

There is aptitude and there is talent. Both can be developed to meet personal, community, and professional needs.

Opening our minds; agreeing to disagree; positive argumentation; understanding how we all communicate and why are key to citizenship, personal growth, prosperity and education itself.

There is no more important job than teaching, and I am gratified to be a part of this profession. 

I enjoy the opportunity to help students open their eyes, to dream, to flex their muscles, expand their horizons, forge new paths, and reach their goals. 

I hope that students see how much I enjoy being in the classroom, and that this enjoyment (really passion and enthusiasm) creates a positive classroom experience. My philosophy is rooted in passion, engagement, support and flexibility.

I believe every person has potential, perhaps more than they may realize.  The struggle may be great, but we have it in us to get there.  Individual effort is important, but reaching out for help is equally important. Also important is having a quality of curiosity, openness, and persistence, and being willing to experience some discomfort along the way.  

For many students, going to college is scary – taking a lot of determination, with many students being the first ones in their family to take this step.  Coming from a working class Chicago background, I understand that students may want to focus on practical goals. I also continue to appreciate the impressive diversity of the students in my classroom, in terms of age, nationality, and socioeconomic background.

I believe in an open discussion classroom and encourage students to ask questions and learn from each other. I learn from them every term. I also assume that students have different learning styles, coming from different places and backgrounds. 

Students have the opportunity to excel to their personal best through written work, discussion, tests, and assignments. I offer a variety ways to engage students, through lectures, story telling, films, web-assist and online resources.  Occasionally I have students who are surprised (or frustrated) that a speech class would include a range of topics, including current events, history, and social issues.  By covering these issues students are given topic ideas, learn more about different sources and become exposed to conflicting opinion. 

Research and presentation skills are needed for future academic and professional growth. This provides good preparation for developing speeches, and helps to have a learning experience that is more interesting and challenging than a rote series of theory lectures and speech assignments. Plus this helps to encourage a habit of critical thinking.

Teaching communications, particularly public speaking, means that many students are going to be more anxious than in other classes. When you are up there you are vulnerable. An important part of my job is helping students gain confidence through a gradual progression toward goals. Students are often pleasantly surprised that they have achieved (or simply survived) this experience. 

I am currently finishing a dissertation that is focused on the work of John Dewey, and I am reminded why this philosopher impressed during my undergraduate days in Chicago. The notion that learning should be an active process of discovery, and be relevant to student learning [that teaching should not crush curiosity and creativity] and that an education is a social and community project, not merely an individual goal, grounds my philosophy. I will never become complacent about teaching, and hope to continue offering my services as long as I am allowed.



Art Lynchart.lynch@artlynch.org

(702) 454-1067

A decline in who we are?

The news media has picked up on what has been on on-going discussion in the Chronicle for Higher Education and among educators: the decline in education.

Of concern at the college level is the decline of standards in critical thinking and research, the shift from scholar to customer, and from the search for truth to how to make more money and increase your personal lot in life.

Critical thinking means many things, but for this purpose the ability to reason through and understand all sides of an issue or problem and be open to altering your own view or acknowledging the strengths as well a weaknesses of opposing viewpoints.

In other other words: think.

Teaching at the high school, trade school, community college and university level, teachers and faculty observe that students want to go the easy way: to teach to the test, to have their views be heard without any reference or serious consideration of the views of others, to not have to delve into such valuable resources as history, philosophy, psychology, religious studies or anything that may require and understanding of society differing from the one they grew up in and accept as the one true way.

Too many students want it their way...their view and vision of the world to be the one and only acceptable way of doing or seeing things. [This may explain the election of a government that no longer compromises and governs but sticks to black and white constants over a functioning society]. 

Research is an 8 letter 4 letter word, beyond quick Internet searches, Google, Wikipedia and whatever is fastest and easiest to find.

Some schools no longer allow faculty to encourage, much less require, scholarly juried sources of academic material. It has become OK to use pulp magazines and Internet sites that present the misinformation or sales bias material provided by public relations and advertising sources as "fact" (without any indication of the source being anything less than balance and academic). [I have worked in the media and know how these "sources" the students feel should be accepted are generated.] These schools call themselves colleges and/or universities. Even public universities have eroded the standards of research and ability to reason through all point of view and question the authenticity of not only opinion but of facts.

Those same students then complain about getting a B instead of an A, credits not transferring and faculty members who dare to present views or opinions that do not fit with their own.

Education as a customer service institution has grown as state budgets get tight, increasing consumer centered generations take over decision making positions and the model of public-private partnerships and government backed student loans fuel the engines of education.

But can a student be a customer? Are teachers there to help students grow into citizens, decision makers, leaders and excel or to simple train them for the jobs they perceive as allowing them to pay off their student loans and have a better life for themselves and their family. The American Dream as money and not as a concept of democracy, public service and social interdependency may already be so entrenched that the solid liberal arts education of the past, the self thinkers who built this country, may have gone the way of the dinosaurs for most of America.

Can a student be an informed customer if they are not aware of the inaccuracies of thought, of how others think, of a changing work beyond YouTube and Facebook?

While seeking to better yourself, and by extension your families wealth and well being are a key part of American capitalism and most say American democracy, should it be the foundation of how decisions are made, the motivation for our educational standards and actions, the root source of who we are?

That's another debate, one that requires critical thinking skills, research, being open to a wide range of views and the overall needs of society as well as self.

Are we capable of such a discussion? Are we teaching our future generation of leaders to be able to make solid decisions on these and other key issues?

Or are we teaching them to get what they pay for, demand what they want and believe what they already believe?

And what of the educators and administrators?

Are we hiring teachers who read, question, put the pursuit of knowledge first or who are seeking steady jobs working with age groups they like being around? Are we hiring administrators who hire and fire, move chess pieces around and who are more interested in balancing budgets than rewarding employees who push their students to think, funding programs that help students to push the envelope and opening the door to debate and critical thought? Are they setting prohibition and policies or allowing for faculty to stretch and challenge students? And are they bean counters or innovators?

A discussion for another time.

-Dr. Art Lynch

Communication Model Explained and Basic Concepts Related to the Model

The basics of communication can be found several places on the web. A suggested start is the University of Missouri, one of the top communication schools in the nation.

I. Foundation for School and Life Success
A. Introductions to not only the field, but to college and how to survive and prosper.
B. You must use the college requirements and learn the methods utilized at your school.
C. Notes, outlining, references, testing techniques, etc.
D. Assistance available through student services.
E. Use of computer, Angel, Word, Internet and so on.
F. Use of library, outside references, sources, tools.
G. Basic Research skills for life
H. Organizing thoughts
I. Outlining
J. Presenting your ideas effectively

The Shannon and Weaver model

.
 

II. Components of a Speech Transaction
A. Situation and Context
B. Speaker / Transmitter / Source
C. Channels / Media
D. Message
E. Symbols / Semantics
F. Encode
G. Decode
H. Feedback
I. Noise / Interference / Screens / Filters
J. Internal Noise
K. External Noise
L. Cultural Noise

M. All three forms of noise are interconnected and interact

N. Semantic Noise is not one of the three forms of noise, it means the signals or symbols of a transmission are not being understood properly due to outside factors (the other three forms of noise)
O. The components of a speech transaction occur simultaneously and are interdependent

P. All communication is transactional, involves a two-way passage of information, emotion, intent.

III. Intro into basic course concepts
A. Communication Model

1. Transmitter,
- Intent of Transmitter,
- What was meant to be communicated
a. Sender,
b. Source
c. Speaker
2. Channel,
3. Medium. Media
4. Message, intended message
5. Receiver,
6. Listener,
7. T2 (not Arnold!)
8. Feedback
9. Encode
10. Decode

11. Codes
a. Verbal,
- Words, actual language, vocabulary
b. Vocal,
- How you say the words, voice, inflection, etc.
c. Visual,
d. - Everything else, see, hear, smell, touch, etc.

12. Proofs,
- How we prove and argument, why we believe things
f. Ethos, Credibility, Power, Likeability, Trust, Source, Expertise, Position
g. Logos, Logic (some variance by culture)
h. Pathos, Emotion, Emotional Appeal
i. Mythos, Cultural, Cultural shorthand, David v. Goliath, Patriotism. Flag, etc.


12. Noise: Screens, \ Filters, Interference, anything that gets in the way of the message

13. Internal Screens,
- Whatever happens inside your mind or body to interfere with understanding the message as intended, or to interfere with transmitting the message in a way that will be understood
- Internal noise is what is occurring inside the transmitter or receiver. For example an event earlier in the day or in the life of the individual could change the way they interpret or send signals. Physical, psychological, cognitive forms of interference may impact how message is encoded or decoded, interpreted or received. Disabilities, health, fatigue, hunger, external events impact on how you feel or think, and unrelated thoughts are examples of internal noise.

14. External Screens
- Whatever happens outside of your mind or body to interfere with understanding the message as intended, or to interfere with transmitting the message in a way that will be understood.
- External noise is what occurred outside of the sender or receive. This could include sound, smell, lighting, temperature, time of day, events occurring at the same time as the message, other messages conflicting or concurrent with the intended message, environment, etc.

15. Cultural Screens
- Differences in culture (including Demographic, Psychographic differences) that interferes with understanding the message as intended.
- Differences in culture interfere with transmitting the message in a way that will be understood.
- Cultural noise comes from the self-identity, backgrounds, beliefs and culture of the sender and/or the receiver.
- Messages can have differing meanings. Protocol, prolific, etc.

16. Semantic Noise, not understanding the words, not understanding the language
- Not one of the three forms of screens or noise, because semantic can cross internal, external and cultural boundaries and it simply means tat symbols (usually words) are not being transmitted or interpreted the same between parties in the communication transaction.

17. Demographics as way of understanding yourself and your audience
a. Age
b. Gender (Sex)
c. Psychographics and Culture
d. Age and Gender are fixed properties
e. Psychographic is everthing else you can measure or put a number to
f. Psychographic differs as is is self-identified, what you volunteer yourself as


B. The Communication Process
1. Speaker/ Sender/ Transmitter
a. The source of the message
b. Requires technical skills
c. Requires enthusiasm and active stimulation
d. Involves intent
e. Requires understanding the Receiver
f. Requires decisions on how to send message
g. Requires knowledge, processing preparation and understanding

2. Channel/ media
a. How the message is sent
b. Tolls used to send message
c. Media or Medium utilized in encoding and decoding message
d. Means by which the message is communicated
e. One of more channels may be used
f. May involve technical support or intervention
g. Could be as simple as eye contact

3. Message
a. Whatever is being communicated
b. Intended and unintended messages can be transmitted
c. Verbal and non-verbal transmissions
d. May or may not be interpreted properly by receiver

4. Listener/ Receiver/ Audience
a. Every message is filtered through the listeners frame of reference
b. Listeners frame of reference is the sum total of their experiences, goal, knowledge, values, attitudes and beliefs.
c. No source and receiver have the exact frame of reference
d. A message and its transmission must be adapted to the audience
e. Noise gets in the way of the communication

5. Feedback
a. Message sent by listener to the speaker, receiver to the transmitter
b. The receiver becomes the transmitter
c. The transmitter become the receiver
d. Because all communication is transactional (involving a transaction of information, feelings or ideas) feedback operates under the same principals and rules as the original transmission and channel
e. Feedback may be immediate or delayed
f. Noise/ Screens/ Filter interfere with both the original transmission and the feedback
g. Successful speakers adjust their message based on careful studied reception of feedback

6. Interference/ Screens/ Noise / Filters
a. Anything that impeded the communication of a message
b. Can be internal or external
c. May also involve internal and external cultural filters
d. External comes from outside, physical or psychological, of the speaker or listener
e. Internal involves anything, physical or psychological, involving what is inside the sender or receiver, speaker or listener.
f. External may be noise, lighting, major events, size or shape of room, sound, temperature, other speakers and so forth
g. Internal may be poor listening skills, lack of concentration, the other 50-% of what is going on in your brain, physical ailments or disabilities, fatigue and so forth.
h. Successful speakers overcome interference in a wide range of ways, numerous times during their message

7. Encode
a. Selecting symbols to communicate a message
b. Determining how to transmit the message
c. Combination of verbal, vocal, visual and other
d. Anticipating the receiver

8. Decode
a. Understanding symbols uses to communicate a message
b. Understanding the intent of the message
c. Understanding and translating verbal, visual and other codes
d. Anticipating the intent of the sender
9. Codes
a. How a message is encoded
b. Verbal are the words used, the vocabulary
c. Vocal is how the words are said or transmitted, vocal tones, inflections, etc.

d. Visual is everything else, all sight, sound, smell, tactile touch, etc.

10. Proofs
a. Ethos - credibility, real and perceived
b. Logos – logic, common pattern of thought to a group
c. Pathos – emotional appeals
d. Mythos – myths, common stories and shorthand by culture

11. Demographics
a. Explains an individual, group, audience, market or culture
b. Numbers
c. Age
d. Gender or sex
e. Psychographic (anything else you can put a number to)

For additional information please click on "read more" below"

Bloom's Taxonomy: Understanding A Critical Thinking Framework

•  Revised Blooms levels are listed below...APA revision 2001.
• Remembering: Can we recall or remember information from long-term memory?
• Understanding: Can we internalize, recall, and connect with other information?
• Applying: Can we use the information in a new way?
• Analyzing: Can we distinguish between the different parts, meaning the parts and subparts, how components work together?
• Evaluating: Can we justify a stand or decision?
• Creating: Can we create new product or point of view?

There are several critical thinking frameworks available for you to use, such as Maslow’s Hierarchy of Needs, Bloom’s Taxonomy, and the scientific model. All work and all apply to various aspects of critical and creative thinking

We will focus on Bloom’s Taxonomy as it is one of the most widely used frameworks for understanding and enhancing human thinking. By understanding major theoretical frameworks such as Bloom’s Taxonomy, you are in a better position to model and facilitate the growth of critical thinking.

In 1956, Benjamin Bloom and a group of educational psychologists developed a framework for understanding and teaching critical thinking. This framework, which developed into the widely known Bloom’s Taxonomy, provides a method of classification for thinking behaviors that are understood to be pivotal in the learning process. This taxonomy is comprised of three domains, as defined in the following:

• Cognitive learning is composed of remembering, understanding, applying, analyzing, creating and evaluating.
• Affective learning relates to emotion, attitude, appreciation, and value.
• Psychomotor learning relates to physical skills, including coordination, manual dexterity, strength, and speed (Harrow, 1972).

The critical thinking skills diagram, based on recent revisions to Bloom’s theory, provides a similar, but more updated version of this theoretical framework.



The Cognitive Domain 
The cognitive learning domain emphasizes intellectual abilities and outcomes. Bloom’s cognitive learning domain describes a hierarchical progression of learning. The levels include the following:

• Remembering: Can we recall or remember information from long-term memory?
• Understanding: Can we internalize, recall, and connect with other information?
• Applying: Can we use the information in a new way?
• Analyzing: Can we distinguish between the different parts, meaning the parts and subparts, how components work together?
• Evaluating: Can we justify a stand or decision?
• Creating: Can we create new product or point of view?

Each level reflects a level of cognitive complexity achieved in the learning progression, with the prior levels being requisite for advancing to the next level. In other words, a person functioning at the analyzing level has also mastered the material at the remembering, understanding, and applying levels.

Additionally, the revised version of Bloom’s taxonomy provides an expanded two-dimensional perspective on learning that also considers the type of knowledge being learned. The types of knowledge are divided into four main categories: factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge. The Critical Thinking Framework matrix can be referenced for a more complex understanding of how the type of knowledge interplays with the stages of Bloom’s learning progression.

The more deeply a perso synthesizes information, the more critically he or she considers a topic. Not understanding a subject deeply enough may be a barrier to critical thinking.

The work of Bloom, originally relating to education, is easily transferable to most fields. The taxonomy emphasizes more of what we do with knowledge than examining the quality or nature of what we know.

The Affective Domain 
Bloom’s taxonomy, focusing on educational objectives, also examines how the affective domain of the learner is critical to the quality of the learning experience. “Cognitive objectives are satisfied when we obtain an appropriate level of knowledge, and affective objectives are satisfied when we obtain an appropriate level of internalization or value for the content” (Bolin, Khramtsova, & Saarnio, 2005, p. 154). The critical thinking process considers the five affective levels and addresses learner emotions toward learning experiences. Similar to the cognitive learning domain, affective levels are progressive, meaning one is learned before moving on to the next category:

• Receiving is the starting point, which engages a willingness or ability to listen. The learner acknowledges, listens, and replies.
  
  
• Responding involves actively participating in the learning process. A person contributes, questions, reacts, and gains satisfaction from active involvement.
  
  
• Valuing is the process in which learners assign worth to specific activities. A person chooses, joins, shares, and commits to the learning experience.
  
  
• Organizing allows us to develop an internal value system that organizes values in an order of priority. We adapt, modify, explain, and synthesize as we integrate complementary and disparate values; conflict may occur when integrating current values with new and divergent ones.
  
  
• Internalizing values controls behaviors. A person advocates, encourages, exemplifies, influences, and discloses. Once they internalize values related to critical thinking, they have a predictable response to situations.

To become a critical thinker, you must understand the barriers that interfere in your ability to think critically about specific issues. At times, they may experience cognitive barriers, such as limited subject knowledge. At other times, they may not have the proper affective disposition to critically consider a topic because of bias or experience. Understanding barriers that limit student skills is the first step toward improving those skills.

	Remember Retrieve relevant information from long-term memory.	Understand Construct meaning from oral, written, or graphic messages.	Apply Carry out or use a procedure.	Analyze Divide material into constituent parts and determine how they relate to one another and to overall structure.	Evaluate Make judgments based on criteria and standards.	Create Reorganize or put together elements to form a new structure or pattern.
Factual Knowledge Basic elements needed to be acquainted with a discipline	Define, Identify, Label, Name, Order, Outline, Recall, Recognize	Classify, Identify, Indicate, Recognize, Restate, Select, Summarize	Complete, Fill out, Translate	Organize, Arrange	Rank, Grade	Combine, Join, Merge
Conceptual Knowledge Relationships among basic elements that enable them to function together	Describe, Recite	Clarify, Compare, Contrast, Differentiate, Explain, Generalize, Infer, Map, Match	Apply, Choose, Complete, Determine, Interpret, Modify	Debate, Determine, Discriminate, Distinguish, Integrate, Interpret	Assess, Detect, Rate	Arrange, Assemble, Compile, Devise, Hypothesize, Plan, Predict
Procedural Knowledge Use of methods, skills, techniques, and algorithms	Order, Recite	Conclude, Demonstrate, Exemplify	Calculate, Compute, Employ, Formulate, Illustrate, Implement, Perform, Produce, Use	Structure, Revise	Coordinate, Estimate, Measure, Score, Test	Compose, Conclude, Construct, Design, Generate, Modify, Reconstruct
Metacognitive Knowledge Knowledge and awareness of one’s own thinking	Identify, Outline, Order	Compare, Differentiate, Conclude	Determine, Interpret, Illustrate	Organize, Discriminate, Revise	Rank, Assess, Estimate	Combine, Compile, Hypothesize, Predict, Modify

Examples

	Remember Retrieve relevant information from long-term memory.	Understand Construct meaning from oral, written, or graphic messages.	Apply Carry out or use a procedure.	Analyze Divide material into constituent parts and determine how they relate to one another and to overall structure.	Evaluate Make judgments based on criteria and standards.	Create Reorganize or put together elements to form a new structure or pattern.
Factual Knowledge Basic elements needed to be acquainted with a discipline	List the five stages in Tuckman's theory of group development.	Summarize the five stages of Tuckman's theory of group development.	Translate the principles of Tuckman's theory to the act of group formation.	Analyze the five stages of Tuckman's theory.	Evaluate Tuckman's theory based on past group experiences.	Create a plan to implement learning teams using Tuckman's theory.
Conceptual Knowledge Relationships among basic elements that enable them to function together	List challenges to online teamwork.	Explain challenges to online teamwork.	Determine how to overcome challenges to online teamwork.	Analyze the challenges of a past online team.	Evaluate the effectiveness of solutions to online team challenges.	Predict the effect of solutions to online team challenges.
Procedural Knowledge Use of methods, skills, techniques, and algorithms	List each step of the SQ3R reading technique.	Explain the steps of the SQ3R method.	Determine the most appropriate type of reading material for the SQ3R technique.	Distinguish the steps of the SQ3R method.	Assess the overall effectiveness of the SQ3R technique.	Design a learning plan for a student using the SQ3R technique.
Metacognitive Knowledge Knowledge and awareness of one’s own thinking	List personal strengths and weaknesses related to your writing process.	Describe personal strengths and weaknesses related to your writing process.	Compare the personal usefulness of various writing strategies.	Revise your current writing process to increase its effectiveness.	Assess the impact of new strategies on your writing process.	Predict the effect of new strategies on personal strengths and weaknesses.

Wrap-Up 
Having a critical thinking model helps you understand your students’ current functioning and assist in improving their critical thinking skills to reach higher levels of cognitive and affective learning.

References 
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational objectives (Complete ed.). New York, NY: Longman.

Bolin, A. U., Khramstova, I., & Saarnio, D. (2005). Using student journals to stimulate authentic learning: Balancing Bloom’s cognitive and affective domains. Teaching of Psychology 32(3), 154–159.

Harrow, A. J. (1972). A taxonomy of the psychomotor domain. New York, NY: David McKay. 

The Future History of the Newspaper Industry

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For as long as the newspaper industry has existed, people have been prognosticating about what it would look like in the future. Matt Novak, the author of the Gizmodo's Paleofuture blog, speaks with Bob about these predictions - some of which have been much more accurate than others.

Guests:

Matt Novak

Hosted by:

Bob Garfield

On The Media is funded, in part, by the John D. and Catherine T. MacArthur Foundation, the Overbrook Foundation and the Jane Marcher Foundation.

Maslow's Hierarchy of Needs

You enter the car showroom looking for a vehicle. The first thing the salesperson will do is make sure you have something to drink, perhaps something to eat, and that that you are comfortable (thus the well lit showrooms with seating and tables). They are meeting your basic physiological needs.


The showroom and lot appear safe, good lighting, lots of people around, an island of safety in which to shop for a car or truck. The dealership is meeting your need for safety and security.


The salesperson calls you by name, discussed your family and "theirs", and if appropriate touch (handshake, shoulder and so forth).


The esteem level comes when you get behind the wheel. Their job is to talk you up and get you a vehicle you will love that will also enhance you self esteem and image. Does the vehicle give you confidence, make you feel successful, gain you the respect of others or earn you respect from those you wish to look up to or respect you?


Self Actualization is an issue beyond what anyone else can do for you. The explanation varies by field, by interpretation, by context. In a way if you feel good about yourself and if the vehicle meets your needs at the highest level it may contribute to your self-actualization. A person may feel self actualized with a used car, or a bicycle for that matter.


This in a nutsell is Maslow. A pyramid, not a triangle, built on a foundation that must be strong and with each new level needing to be on a sound foundation for the levels above to be strong and successful.


Most of the world lives at the bottom two levels. Most of the educated industrial world lives in the botom four levels. The top level is very difficult to achieve, if even possible.


The following is from: http://www.envisionsoftware.com/articles/Maslows_Needs_Hierarchy.html

Self-actualization is the summit of Maslow's motivation theory. It is about the quest of reaching one's full potential as a person. Unlike lower level needs, this need is never fully satisfied; as one grows psychologically there are always new opportunities to continue to grow.

Self-actualized people tend to have motivators such as:

• Truth
• Justice
• Wisdom
• Meaning

Self-actualized persons have frequent occurrences of peak experiences, which are energized moments of profound happiness and harmony. According to Maslow, only a small percentage of the population reaches the level of self-actualization.

http://www.bzzzworks.com/images/infographics/maslow_pyramid.png

Click here for further details, explanation and examples of Maslow's Hierarchy of Needs.

The Media Supernova

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other stories "On The Media" from NPR. 

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There are more ways than ever to consume media, and more media than ever to consume. But as the landscape becomes ever more fragmented and advertising revenue continues to stall, Bob and Brooke ask the question: is the Golden Age of content sustainable, or just a supernova, a dying star burning exceptionally bright?

Information, Media and Community

http://transition.fcc.gov/osp/inc-report/The_Information_Needs_of_Communities.pdf


Non-profits, Citizens, Journalism Schools, Public Broadcasting and Government


Click here to read on this topic, or click the link above to read the full report on the changing media landscape in the broadband age and the media needs of communities.

SOURCES

• CIA
• Communication Associations and Reources
• CSPAN
• Data References
• Media Search for Ideas
• Military Data Bases
• New York Times
• NPR News
• PBS Newshour
• Pew Charitable Trust
• Real Clear Politics.com
• Statistics Reference List
• The Atlantic
• The Nation
• US Census
• Wall Street Journal
• What are academic sources?

The Future of Streaming Video

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As eyeballs continue to shift from TV to streaming online video, it remains doubtful that digital ad dollars will ever rival their analog predecessors. Meanwhile, companies like Netflix, Hulu, and YouTube continue to experiment with subscription and advertising models. Brooke sits down with Peter Kafka of All Things Digital, to ask him what the future holds for shows like Mad Men, and for YouTube stars like Ryan Higa.

Guests:

Peter Kafka

Hosted by:

Brooke Gladstone

1. Who’s gonna pay for this stuff?
2. Brooke Gladstone + Cyndi Lauper
3. One Way To Make Money: Ask People For It
4. Ads vs. Ad-Blockers
5. Jason Collins Comes Out, Patenting Genes And More
6. Brooke Gladstone For Head Coach Of The Brooklyn Nets
7. Plastic Guns Anyone Can Print Home Are Now A Reality
8. The Media Supernova
9. The Future of Streaming Video
10. Can A Small Search Engine Take On Google?

• 

On The Media is funded, in part, by the John D. and Catherine T. MacArthur Foundation, the Overbrook Foundation and the Jane Marcher Foundation.

ON the Media: Conservative Bloggers Vindicated, Advice for Leakers, and More

« previous episode

 http://www.onthemedia.org/2013/may/17/

 

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Some vindication for conservative bloggers in the IRS scandal, advice for sources after the AP call-record seizure, the Bloomberg Terminal scandal, and what the people thought the newspaper industry would look like in the future.

 

 

 

The Totally Legal Subpoena

Earlier this week, the Department of Justice revealed that it had subpoenaed the phone records of Associated Press reporters and editors over the course of two months in 2012. Many in the media were not pleased at what the AP called an "unprecedented intrusion." Brooke talks with University of Chicago Law Professor Geoffrey Stone who says, unprecedented or not, the DOJ's actions were certainly legal.

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A Source for Sources

The AP story should be a reminder not only to journalists, but also to sources, that leaking information is increasingly complicated. Brooke talks with Nick Weaver, a researcher at the International Computer Science Institute in Berkeley, about ways people can safely turn information over to journalists.

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Meet Strongbox

This week, to help insulate journalists and their sources from government surveillance, The New Yorker launched a new service. It’s called Strongbox, and it enables people to send messages and documents to journalists anonymously and untraceably. It was developed from code created by programmers Kevin Poulsen and the late Aaron Swartz. The New Yorker's Nicholas Thompson explains to Bob how it works.

Music: John Lurie - Horse Guitar

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With IRS Scandal, Conservative Bloggers Feel Vindicated

This week saw the resignation of two prominent IRS officials after it was confirmed that the agency targeted conservative nonprofit political groups during the 2012 election. The departures were at least a partial victory for conservative bloggers. They’ve been covering the story for over a year, and they’ve been mostly alone. The Huffington Post’s Michael Calderone tells Bob about the story’s winding path, starting with its origin in the right-wing blogosphere.

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Bloomberg Terminals, Spying, and Business Models

Last week, it was revealed that journalists at Bloomberg News were using financial terminals sold by their parent company, Bloomberg LP, to spy on (and report on) their users. Brooke speaks with the Washington Post's Neil Irwin about Bloomberg's secret sauce for making money.

Music: Beacon - Late November

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A New Incentive for Cord Cutters

A company called Aereo is delivering real-time network TV on the internet with a novel technical setup which has drawn the legal wrath of all the major networks. Bob speaks Aereo CEO Chet Kinojia about how the company plans to make money in the face of legal threats from some of the most powerful media companies in the country.

Music: Joe Henry & Ornette Coleman - Richard Pryor Addresses a Tearful Nation

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The Future History of the Newspaper Industry

For as long as the newspaper industry has existed, people have been prognosticating about what it would look like in the future. Matt Novak, the author of the Gizmodo's Paleofuture blog, speaks with Bob about these predictions - some of which have been much more accurate than others.

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A Journalistic Civil War Odyssey

In 1863, New York Tribune reporters Junius Browne and Albert Richardson were captured by the Confederate army in Vicksburg, Mississippi. What followed was an epic journey through an archipelago of Confederate prisons, a daring escape, and a perilous 300-mile trek to freedom. It's the subject of the book, Junius and Albert's Adventures in the Confederacy: a Civil War Odyssey, due out at the end of the month. Author Peter Carlson takes Bob through the highs and lows of the adventure.

Music: Jim Taylor - Bonaparte's Retreat / Bonaparte's Charge / Bonaparte's March, Eastman Wind Ensemble - Liverpool Hornpipe, Craig Duncan - Dixie, Judy Collins - Battle Hymn of the Republic, Craig Duncan - Shiloh's Hill

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Related

• 
  The Brian Lehrer Show
  Who's Spying on Whom? Bloomberg, AP and Justice Dept.
• 
  On The Media
  Bloomberg Terminals, Spying, and Business Models
• 
  The Takeaway
  Justice on the Streets of Birmingham, 1963

On The Media is funded, in part, by the John D. and Catherine T. MacArthur Foundation, the Overbrook Foundation and the Jane Marcher Foundation.