Browsing by Author "Clark, Torrin"

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    All journalism is not the same: a case study.
    (Association for Journalism Education, 2012) Clark, Torrin
    The Leveson Inquiry casts journalism in a bad light, but we all know all journalism is not the same: the best journalism should be distinguished from the minority which threatens totarnish the reputation of the entire profession. Journalists should never miss an opportunityto promote the fact most journalism is ethical and responsible.
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    Are MPs age-limited?
    (Biteback Media, 2010) Clark, Torrin
    Explores why the average politician on the frontbench appears to be getting younger.
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    Can Local Newspapers Survive in a Digital Age?
    (Abramis Publishing, 2013) Clark, Torrin
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    Corby by-election preview
    (Biteback Media, 2012) Clark, Torrin
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    The demand will remain, but what about the supply?
    (Abramis Publishing, 2012) Clark, Torrin
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    Four Reasons to be Cheerful for the Regionals
    (Abramis Publishing, 2013) Clark, Torrin
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    The impact of the Leveson Report on the UK regional press.
    (Abramis Academic Publishing, 2013) Clark, Torrin
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    Is is deja vu from 92.
    (Biteback Media, 2010) Clark, Torrin
    The parallels between 2010 general election and that fought in 1992 by John Major are striking.
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    Missing the Biggest Story - The UK Regional Press After Leveson
    (Intellect, 2017) Clark, Torrin
    Early in 2013 John Mair's swiftly-produced edited collection of articles about the impact of the then recent Leveson Report included two chapters on the regional press. My chapter offered statistical evidence to show the regional press was the sector with the best track record in terms of complaints to the Press Complaints Commission (PCC). The chapter controversially predicted any proposed regulation would have no impact on that sector. It hoped Lord Justice Leveson's highlighting of the problems of the regional press and plea for recognition of its vital community role might prompt positive parliamentary activity. Four years later regulation has had no impact on the regionals, but the bigger issue of the basic viability of the sector remains unresolved. So how healthy is the UK regional press now? Is digital journalism a killer or saviour? And how long can the regionals survive?
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    Not what they want but what they need: Teaching politics to journalism students
    (Sage, 2017-03-20) Clark, Torrin; Jones, Alistair
    There is an issue around getting students engaged in subject matter about which they may have little interest. Often, such subject matter is essential to their studies. The module Essential Public Affairs is such a concern for students of Journalism. It is essential for their professional qualification. This article explores a pilot project which developed ways to get students more engaged with the subject material. The consequences of such engagement could be seen in the assessment results and the future study choices of those students in the pilot.
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    The other party leaders.
    (Biteback Media, 2010) Clark, Torrin
    Tor Clark remembers the leaders of political parties who never reached No 10 and wonders how history will remember them.
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    Teaching Public Affairs – The Cinderella Subject of Journalism Courses
    (2019-09) Jones, Alistair; Clark, Torrin
    Public Affairs: Even the name of the serious part of Journalism courses is problematic. For years this absolutely essential, but often maligned, part of so many university Journalism courses, has been taught by ‘a guy from Politics’ and hated, or at best endured, by its students. But it doesn’t have to be that way. The plan was to revitalise a university’s ‘Public Affairs’ module. The aim was simple – to help students learn about politics by getting them interested in it. The result: confident, motivated students who went on to study more Politics at university – and a rise in the associated professional qualification (National Council for Training Journalists) Essential Public Affairs exam pass rate from 35% to 80%. This paper will explore the strategies undertaken by the teaching team with regard to the ways in which they engaged the students, and the delivery of the module as a whole. As it is a ‘must pass’ component for the professional qualification, the engagement levels were seen as key. Finding that important ‘hook’ for each of the components of the compulsory syllabus was phenomenally important. It was the success in doing so that resulted in the improved pass rates.