By Neal Gabler
Publish yr note: First released 1998
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"A considerate, in areas chilling, account of how leisure values have hollowed out American life." --[i]The long island occasions ebook Review
From one among America's most unusual cultural critics and the writer of Winchell, the tale of the way our bottomless urge for food for novelty, gossip, glamour, and melodrama has grew to become every thing of importance-from information and politics to faith and excessive culture-into one mammoth public entertainment.
Neal Gabler calls them "lifies," these blockbusters written within the medium of lifestyles that dominate the media and the nationwide dialog for weeks, months, even years: the dying of Princess Diana, the trial of O.J. Simpson, Kenneth Starr vs. William Jefferson Clinton. genuine lifestyles as leisure is rarely a brand new phenomenon, however the videos, and now the recent info applied sciences, have so sped up it that it's now the reigning well known artwork shape. How this got here to cross, and simply what it potential for our tradition and our own lives, is the topic of this witty, involved, and occasionally eye-opening book.
From the alternate Paperback edition.
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Additional info for Life: The Movie: How Entertainment Conquered Reality
Sample text
51): 1. The means of assessment should be changed and re-measured. 2. The findings may indicate that no changes should be made to the curriculum. 3. The assessment data should be used to change and improve the performance of the program and, therefore, the students. Developing and Maintaining a “Culture” of Assessment It sounds simple. The faculty knows what the academic organization is attempting. Each faculty member knows what material is going to be presented, what activities are considered to be most important, and how and why they and their colleagues will assess the accomplishment of the goal even before the plan begins.
Some mission statements say that career preparation is the primary mission: (a) “The primary goal of the Division of Mass Communication is to train students to be effective and productive communicators using mass media as a tool”; or (b) “our mission is to provide students the concepts and skills necessary to enter mass communication careers in a socially responsible way, and the resources to think critically about the role and impact of mass communication in society” (p. 87). Some mission statements suggest that preparation is part of a broader mission or context and are specific about how career preparation requires knowledge (understanding), skills, and value: the mission “is to advance the profession of journalism by educating highly skilled and broadly knowledgeable professionals with a passion for their craft.
CAMPUS RESISTANCE Sarason (1998) has suggested that most in the academe did not readily embrace assessment requests. On the surface, assessment spread across the country, but most faculties considered assessment only an added burden and window dressing. Faculty chose to turn their collective backs, perhaps because of an aversion to the connotation of quantification and measurement (Ewell & Lisensky, 1988, p. 14), until most professional and regional accreditation agencies became involved. Faculty also reject assessment because it could be viewed as interfering with autonomy and academic freedom (AAUP, 1995).
