How to Push an Elephant Through a Straw: Using Wireless Technology in a Web-enhanced Skills Program

The title of this article derives from the expression used by programmers and developers to explain problems of limited network bandwidth connection speeds. The ever-increasing demand by growing numbers of web users for bandwidth-intensive media is outstripping the Internet's capacity to deliver information. In this case, the 'Elephant' is the massive online information system, including text, graphics, audio, and video, and the 'Straw' is the low bandwidth through which only a fixed volume can move. Generally, compression of data is the way to push that elephant through the straw. Included among those users competing for bandwidth are law schools. In the last decade, technology has begun to occupy a more pivotal role in American legal education. As law firms increase their use of technology in response to client demand, they must hire associates who graduate from law school prepared for high-technology law practice. The resulting pressure on law schools to incorporate technology into class materials and instruction has arisen contemporaneously with pressure to increase the teaching of lawyering skills. A tension arises, however, between the obligation of legal educators to expose students to emerging technologies and the additional burdens thereby imposed upon law schools to add lawyering skills to the the existing curriculum without displacing needed doctrinal and analytical instruction. The authors are faculty members and administrators at Nova Southeastern University (NSU) Shepard Broad Law Center, which was named "Most Wired Law School" by National Jurist in 1998 and 2001. The centrepiece of legal education at NSU is a high technology Lawyering Skills and Values Program that employs wireless classrooms and web-enhanced education. Delivering a lawyering skills course through technology is not unlike pushing an elephant through a straw. The challenge is to accomplish pedagogical goals without compressing either the curriculum or the social processes of teaching and learning. This article describes and evaluates the authors' practical experiences planning, implementing, and teaching a Lawyering Skills course to first-year students in a wireless classroom environment.     

Merging content analysis and the policy sciences: A system to discern policy-specific trends from news media reports

In this article we set out to bridge a surprising methodological gap between two time-honored research traditions – news media content analysis and the policy sciences analytic framework. Lasswell, a recognized pioneer of both the method and the framework, discussed the mutual benefits of each decades ago. But few researchers, if any, have formally linked the two. To that end, in this article we (1) make the case for using news media content analysis to inform research studies using the policy sciences analytic framework; (2) introduce an original content analysis categorical system for that purpose; (3) demonstrate that system with a study of 90 national news articles about the stratospheric ozone hole; and (4) compare our system to others used to examine news content. We report that our system, used by human coders, is well geared to describing and mapping trends in the social process surrounding the development of the Montreal Protocol ozone treaty during the intelligence gathering and promotion phases encompassed by our data sample. We argue that other content analysis systems fall short – in structure and purpose – of meeting the promise ours holds to the policy scientist.     

Televised Exposure to Politics: New Measures for a Fragmented Media Environment

For many research purposes, scholars need reliable and valid survey measures of the extent to which people have been exposed to various kinds of political content in mass media. Nonetheless, good measures of media exposure, and of exposure to political television in particular, have proven elusive. Increasingly fragmented audiences for political television have only made this problem more severe. To address these concerns, we propose a new way of measuring exposure to political television and evaluate its reliability and predictive validity using three waves of nationally representative panel data collected during the 2008 presidential campaign. We find that people can reliably report the specific television programs they watch regularly, and that these measures predict change over time in knowledge of candidate issue positions, a much higher standard of predictive validity than any other measure has met to date.