Our friend Barbara Semonche, news researcher extraordinaire, makes the following post to the NewLib listserv:

“If our NewsLib subscribers
are interested in the fulltext of the Coleman and Wilkins research on
journalists' ethics (published in the Autumn 2004 issue of Journalism
& Mass Communication Quarterly) here is the direct

URL: http://www.aejmc.org/pubs/jmcqaut04/coleman.pdf



     “Makes for
rather provocative reading in some respects. An example: this research
mentions two variables — investigative reporting and civic journalism
— as having been linked to moral development in journalists in
qualitative work. The  researchers in their literature review
mention studies that have
shown investigative  reporters to make moral decisions regarding
wrongdoing then abandon objectivity to push for public good, serve as
moral judges, and deal with ethical issues more than other types of
reporters. Hmmmmmm.”

One
of the things we've learned in the past decade is that journalists and
police departments often are asking the same questions and use — or
could use — many of the same methods to analyze data.  In fact,
we would argue that crime analysts and criminologists are doing some of
the best work in the social sciences today. 

One of
the issues of import to both professions is racial profiling.  A
recent publication from the U.S. Dept. of Justice suggests some methods
for analyzing the that data.

A Suggested Approach to Analyzing Racial
Profiling: Sample Templates for Analyzing Car-Stop Data

Source: U.S. Department of Justice, Office
of Community Oriented Policing Services

A Suggested Approach to Analyzing Racial
Profiling: Sample Templates for Analyzing Car-Stop Data (PDF; 468 KB)

“Decisions regarding the merits of
racial profiling concerns are important and should not be based on either
anecdotal evidence or incomplete analysis. Evaluating the extent and nature of
police profiling patterns may lead to decisions regarding proper training and
appropriate police tactics. It is crucial that such evaluations rely on
appropriate methodological approaches, objectively obtained data, and
appropriate benchmarks or comparison guidelines.“

One of the underlying — and motivating — assumptions here at the IAJ is that having good data is a prerequisite to
doing good analysis.  And the analytic journalist needs to know
first what data is available before any questions can be raised about
the quality and defintion of that data.  All this means we are
talking about transparency in government and, when possible, the
private sector.  (It also applies to transparency in
journalism.  More on that here and in days to come.)

On that site you will find:
“This Special Report on Public Sector Transparency illustrates current international trends in
advancing transparency through civil society, government and the media. Through extensive interviews
with leaders across a range of sectors as well as survey feedback from Development Gateway users, this Report
explores the practical issues of ensuring openness in governments around the world.”

In
the IAJ's on-going search for new methodologies, reinforcing lessons
often come through.  On Saturday, April 30, NPR's Scott Simon
taked with John Lentini about analyzing fires.  Lentini's comments
emphasize the need for questioning assumptions and pressing hard to
clarify definitions.



From NPR's “Weekend Edition Saturday:”

“John Lentini, an arson expert, tells Scott Simon about changes that have
brought into question many convictions based on outdated methods of
determining arson. One of this convictions resulted in the execution of
a Texas man in 2004.”  To listen, click here.

Derek
Willis — who might be considered an analytic journalist's analytic
journalist — reminded us today that there already is an abundance of
resources in every newsroom in the world.  The problem is,
journalists don't understand the concept of synergy, and that one piece
of your information and one piece of my information can total the three pieces required to produce an uncommonly good story.

See:
Derek Willis' The Scoop
http://www.thescoop.org/thefix/

Today's New York Times Science Section
carries a column by Richard Friendman, M.D. about the challenge of
explaining statistical concepts and probability to anyone.  (Even
journalists?)  His conclusion: “The
truth is that random events can make or break us.  It is more
comforting to believe in the power of hard work and merit than to think
that probability reigns not only in the casino but in daily life.”

So there.



See: “Mix Math and Medicine and Create Confusion.”

Spatial data analysis and Geographic Information System (GIS)
technology contribute to the advancement of crime analysis and the
better understanding of criminal behavior. Since 1997 the Mapping &
Analysis for Public Safety (MAPS) program, formerly the Crime Mapping
Research Center (CMRC), has reached out to academics and practitioners
alike in the criminology, criminal justice and law enforcement
communities to bridge the gap between research and practice. The MAPS
program awards grants, sponsors conferences and workshops, publishes
reports, and provides guidance. It also disseminates information on
training opportunities in spatial data analysis techniques and GIS
technology. In all, the program focuses on research, evaluation,
development, coordination, and dissemination.

A while ago we participated in an on-line project to test the small world hypothesis — the idea that people are connected by only six degrees of separation.



Some of the results from that project have been published in the journal Science.  You can download a copy of the results here, http://smallworld.columbia.edu/results.html and also examine the methodology.



This study has some interesting implications, not just about “social connectedness” but how one can use the internet and, Gasp!, “self-selecting respondents” to do what seems to be valid social science research, at least of a specific sort.

WHAT: Math for Journalists, a new and interactive online course and reference tool

WHO:
Written by Debbie Wolfe, technology training editor, St. Petersburg
Times; designed by Casey Frechette, Poynter NewsU course administrator
and Flash wizard

WHEN: Available beginning today, Mon., April 11, 2005 at 9 a.m. EDT (US)

WHERE: It's available where you are and when you need it. Just log onto the Web even if you only have a 56K dial-up modem.

HOW:
FREE thanks to the Poynter Institute and the Knight Foundation; just
spend a few moments registering at Poynter's NewsU Web site at http://www.newsu.org

WHY:
Because many journalists need an easy to understand, available 24/7 and
free resource to turn to for self-help with math. The content of the
course is the collective wisdom of plenty of gifted math types written
by one who is not, so it's the best of both worlds. Enjoy!



Background about the Math for Journalists course:

    
For the past 30 years, one of my professional goals has been to make
routine math more routine for myself and other journalists. So, with
this goal in mind, the NewsU staff at Poynter has helped me create an
online and very interactive Math for Journalists course.

    
Today just also happens to be the formal launch day for NewsU,
Poynter's online university for journalists. You'll learn more about
NewsU from official messages sent out to the industry by Poynter.

    
In the Math for Journalists course, there are six theme areas packed
with step-by-step formulas (I like to think of these as recipes),
recipes for double checking your work, pop-up screens with common
English tips, story examples, public records data examples and skill
drills. And, by the way, the drills have plenty of skill levels to
choose from so everyone will be challenged.

     The entire course has been written and designed to be used in the following ways:

1. LINEAR – Start from the beginning and work your way through

2. TOPICAL – Choose the order that makes the most sense to you

3.
DEADLINE – Go right to the topic you need at that moment in time. The
formulas and examples are right there without any fluff.

     Here's an outline of what's included in the initial launch:

1. REFRESHERS, includes terms and syntax; order of operations; and, fractions

2. BACKGROUNDERS, includes warm-up exercises; Web resources; and, math helpers

3. PERCENTS OF ALL KINDS, including percent change; percent of total; and, percentage point vs. percent

4. AVERAGES AND MORE, including mean; median; and, mode

5. NUMBER RELATIONSHIPS, including ratio; rank; and, rates with a special section on millage rates

6. ADVANCED TOPICS, including cost of living; weighted averaging; and, estimating the size of a crowd



    
Take the course for a spin in whole or in part, then let me know what
you think. As I hear about suggestions, additions will be made. “Just
in time” newsroom math help and reference 24/7. Free. Forever. Now, is
this cool or what?!



Cheers!

Debbie Wolfe

Technology Training Editor

St. Petersburg Times

800-333-7505, ext. 2919

727-892-2919

Preferred e-mail: dpwolfe@peoplepc.com

Also, check these out these two Web sites:

(1) http://canyonwolfephoto.com

(2) http://usfspconvergence.blogspot.com

By Alex Knott

“WASHINGTON, April 7, 2005 —
Special interests and the lobbyists they employ have reported spending,
since 1998, a total of almost $13 billion to influence Congress, the
White House and more than 200 federal agencies. They've hired a couple
thousand former government officials to influence federal policy on
everything from abortion and adoption to taxation and welfare. And
they've filed—most of the time—thousands of pages of disclosure forms
with the Senate Office of Public Records and the House Clerk's Office….”