scholarly journals Between Mount St. Helens and the world: How the U.S. Geological Survey provided news-media information on the 1980 volcanic eruptions

Circular ◽  
1984 ◽  
Author(s):  
Peter D. Rowley ◽  
M.H. Hait ◽  
Donald R. Finley ◽  
Donovan B. Kelly ◽  
Susan L. Russell-Robinson ◽  
...  
1986 ◽  
Author(s):  
P.D. Rowley ◽  
M.H. Hait ◽  
S. L. Russell-Robinson ◽  
J. M. Buchanan-Banks ◽  
K.V. Cashman

2019 ◽  
Vol 81 (6-8) ◽  
pp. 623-643 ◽  
Author(s):  
Summer Harlow

Following the killing of unarmed teenager Michael Brown in Ferguson, Missouri, protests around the world—online and offline—grabbed headlines. Considering that previous research suggests that the news media tend to follow a protest paradigm of coverage that delegitimizes protesters, this study examined #Ferguson coverage on social media to re-assess the relevance of the paradigm. Using computer analysis, this study analyzed thousands of tweets posted by news organizations and individual journalists in the U.S., U.K., Spain, and France, as well as the general public’s tweets, to compare how race, police brutality, and the protests were discussed across countries. Findings fill the gap in the literature as to whether delegitimizing, paradigmatic coverage extends to Twitter, pointing to differences not just between countries, but also between media outlets and individual journalists, and between the public and the journalism industry. Implications for future research are discussed.


2021 ◽  
Vol 906 (1) ◽  
pp. 012071
Author(s):  
Jana Izvoltova ◽  
Vilma Kriauciunaite-Neklejonoviene ◽  
Robert Sasik

Abstract The huge benefit of the Internet is that it not only connects people from all over the world but also provides information that would otherwise be unavailable. Anyone who needs access to the latest satellite imagery can take it via many platforms provided remote sensing data, either for free from the websites belonging to national research and space centers or for a fee charged by commercial companies. The article offers an overview of the most used services, whose data are available and suitable for processing using EarthExplorer – a platform of the U.S. Geological Survey agency.


2003 ◽  
Vol 33 (1) ◽  
pp. 153-160

The separation wall, one of the largest civil engineering projects in Israel's history, has been criticized even by the U.S. administration, with Condoleezza Rice stating at the end of June 2003 that it ““arouses our [U.S.] deep concern”” and President Bush on 25 July calling it ““a problem”” and noting that ““it is very difficult to develop confidence between the Palestinians and Israel with a wall snaking through the West Bank.”” A number of reports have already been issued concerning the wall, including reports by B'Tselem (available at www.btselem.org), the UN Office for the Coordination of Humanitarian Affairs (available at www.palestinianaid.info), and the World Bank's Local Aid Coordination Committee (LACC; also available at www.palestinianaid.info). UNRWA's report focuses on the segment of the wall already completed and is based on field visits to the areas affected by the barriers, with a special emphasis on localities with registered refugees. Notes have been omitted due to space constraints. The full report is available online at www.un.org/unrwa.


2019 ◽  
Author(s):  
Alexander Noyes ◽  
Frank Keil ◽  
Yarrow Dunham

Institutions make new forms of acting possible: Signing executive orders, scoring goals, and officiating weddings are only possible because of the U.S. government, the rules of soccer, and the institution of marriage. Thus, when an individual occupies a particular social role (President, soccer player, and officiator) they acquire new ways of acting on the world. The present studies investigated children’s beliefs about institutional actions, and in particular whether children understand that individuals can only perform institutional actions when their community recognizes them as occupying the appropriate social role. Two studies (Study 1, N = 120 children, 4-11; Study 2, N = 90 children, 4-9) compared institutional actions to standard actions that do not depend on institutional recognition. In both studies, 4- to 5-year-old children believed all actions were possible regardless of whether an individual was recognized as occupying the social role. In contrast, 8- to 9-year-old children robustly distinguished between institutional and standard actions; they understood that institutional actions depend on collective recognition by a community.


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