J0: Internet Policy Challenges in a Global Environment

This I-School class is taught by our Alum Nicole Wong.

Restrictions and Prerequisites: None

J39: Covering the Mission District in San Francisco

Students will work for missionlocal.org, a web site created by J-school Students to cover San Francisco's Mission District. You will translate articles into Spanish, write short articles in English or collect audio and take photographs for slide shows. It will teach you the importance of local coverage, the importance of community and how to write a news story. You must be willing to spend time in the Mission District. and this is the description:

Students will work for missionlocal.org, a web site created by J-school Students to cover San Francisco's Mission District. You will translate articles into Spanish, write short articles in English or collect audio and take photographs for slide shows. It will teach you the importance of local coverage, the importance of community and how to write a news story. You must be willing to spend time in the Mission District.

Restrictions and Prerequisites: Freshman and Sophomore only

J39: Satellite Radio: Breaking the Bonds of Earth

Dramatic changes have taken place in the listening habits of consumers. Traditional AM and FM radio face a challenge from programming sources literally not of this earth. Satellite radio
entered the scene only about five years ago and has made significant inroads. Two services are available: XM and Sirius. Both services
offer a wider selection of music as well as talk and entertainment programming than terrestrial radio. This seminar will listen to and
critique satellite radio. Students should be prepared to listen critically and write about their reactions to what they are hearing.
The class will also examine other advances in audio technology. The goal is to develop an understanding of market forces in present-day
radio programming.

Restrictions and Prerequisites: Freshman and Sophomore students only.

J141: Understanding Journalism

Forthcoming.

Restrictions and Prerequisites: Forthcoming.

J201: Ford Reporting Project: Covering the Mission

If you are interested in this class you must also register for J298 with Mimi Chakarova. CCN:48219

The print/multimedia class will build on what we have learned in the first semester of Mission Loc@l to accomplish three things.

1. Providing quality local news coverage for the Mission District
while training journalists in the values and skills required in
the cross-platform world.
2. Reaching everyone in our geographic area and building a readership
base that is strong and loyal.
3. Figuring out the business model.

*Time Commitment:* We can imagine students taking Mission Loc@l with one other writing class -- a travel class, feature writing, political reporting class, business writing etc -- and one other background or skills class -- the structure as carpentry class or the demographics class for news 21, etc.

*Faculty:* In Mission Loc@l, you will be working with Mimi and I but we will also be collaborating with others in the industry and on the faculty. Geeta Dayal and Richard Coci Hernandez will be our constant and close advisors.

*Class Meetings*: The class will meet twice a week: At school on Thursdays from 6-9 with Mimi. In the Mission District with me 7 to 9 on Mondays.

In addition, you will be getting frequent and constant editing of both your print and multimedia work. In print, students will be expected to produce at least one story a week. You will do breaking news, features, profiles, curtain raisers, etc. In multimedia, students will work on projects for the Mission Loc@l site including one 5-7 minute piece that will feature well-edited photography, video and audio.

There will be varied, individual weekly assignments to allow everyone in the class to reach the same level of understanding of multimedia as a platform for visual storytelling. All students will be required to complete at least one fully developed profile presented as multimedia.
Class attendance and participation is mandatory.

*News Room Organization:*

Students will act as *Editors* for Three Sections:

1. Property, Money, Trouble, Borders, Y Que (essentially, business, crime and humor)

2. School Days, Politiqueria, Arts, Soul, Y Que (essentially schools, politics, art and humor)

3. Investigative Work.

*Reporters* will change beats twice during the semester.

*Editors* Will Serve for 7.5 Weeks and then move to a reporter's position. This means six students will have the opportunity to act as an editor.

If there is enough interest, the editors will come from the current staff of Mission Loc@l.

As we have found this semester, there is a division between editors and reporters, but _not_ the same strict division in a mainstream newsroom.

The framing of coverage, the development of stories---the top thinking that a strong newspaper always has---will be the beat editor's principal responsibility. The editors will be expected to read up on the beats they are managing, get to know some of the main issues and guide reporters to stories with texture and life. Editors will learn and develop the skills of recognizing when a story should be pursued and when it needs to be dropped; whether print or multimedia make sense and how special, multimedia projects might be conceived across beats.
Editors will also be involved in doing community outreach to connect the community to Mission Loc@l and in helping to plan for print editions.

Restrictions and Prerequisites: *Let us know of your interest by December 1. We encourage first as well as second year students to join us. Although this may seem like J200 redux to second year students, after hearing from former students who took internships at the Washington Post and New York Times last summer, this seems to me the perfect training to prepare anyone who plans to go to a daily newspaper this summer. *

J201: Ford Reporting Project: Covering the East Bay

Students must also enroll in J298 Sec. 9 CCN 48225 for full credit.

We're looking for 10 or more students, first and second years, to take the East Bay news sites to the next level, while using this experience for some important training:

--News site invention and development. The beauty of these sites is that they're infinitely flexible and can accommodate all kinds of experimentation. Students will decide together with the instructors what to try that's new, whether to consolidate the the sites into one or two East Bay publications, or link them directly in some other fashion; and whether to add new features and departments such cultural reporting, critical reviews, a magazine for long-form stories, prep sports blogs or anything else you are willing and eager to try.

--Community involvement and increasing the sites' readership. We'll hash out the entrepreneurial questions these sites raise--how and where to advertise, how to be creative about getting more people to read them.

--Editing, all kinds, with an emphasis on Multimedia. That means conceptual (What to cover? How to approach it? How to change and grow the sites? What new features and possibilities to add? ) Plus technical: Advancing your Flash, Final Cut Pro, and Soundslides skills, headline writing, identifying good pull quotes, proficiency with the back end of Word Press, learning how to add and manipulate new widgets, Web 2.0 tools, etc.

--Reporting and writing, both deadline (to practice day stories and quick-turnaround) and feature and enterprise reporting. Emphasis will be on clearly-determined advance deadlines, with revisions and improvements
expected. Stories may appear in multiple sites, if their subject matter seems appropriate, and there may be some projects or stories that the editors decide to aim at all the sites at once (East Bay-wide).

This 4-unit class will meet formally once a week, and should be considered an Advanced Reporting course. Students should consider the East Bay News course about half as time-consuming as J200; you should expect to be
able to take two other high-energy courses alongside it, and think about useful overlap, such as Business class stories, narrative writing, photography, or even radio reporting MP3s that could end up published in the East Bay sites.

Principal leaders will be Ford Foundation Multimedia Fellow, Richard Koci Hernandez, Kara Platoni and Eric Simons.

Restrictions and Prerequisites: We have built-in flexibility in our scheduling to accommodate as many students as possible. The main class meets Thurs. 6-9, with Friday 1-4 and Mon 10-12 as flexible opportunities for students to attend as lab days. If a student has a conflict on Friday, they can attend Monday. Thursdays are mandatory class meetings. The schedules of TV students can be accommodated in this course.

J210: Photo Essay

In this class we will examine the process of telling stories with pictures. You will be required to complete two picture stories/photo essays of your choice. We will talk about technique and editing, we will critique shooting assignments and cover the role of the picture editor, access, picture selection; cropping, sizing of pictures, writing of story proposals, pitching your idea, captioning text and layout. We will also survey the work of working photojournalists.

Restrictions and Prerequisites: Priority given to J-School Students

J212: Advanced Radio

This class grows out of the decision by public radio station KALW-FM in San Francisco to launch a half-hour daily news program providing thorough coverage of the Bay Area's diverse communities. The breaking news coverage for the program will be handled largely by the station's own staff of reporters. The role of the reporters from the Journalism School will be to provide sustained reporting on the complex issues that daily
coverage often misses. In other words, the J School will provide the
in-depth reporting arm of the new program; the J School reporters will take on the role of the community's embedded public affairs watchdogs.
The grand design is to reach under-reported stories and under-served communities.

A baseline of subject areas includes health, justice and education. KALW news director Holly Kernan's vision is that the subject areas would be given human dimensions through sustained contact by the reporter. For example, the subject of health would specifically focus on Highland Hospital (or its counterpart in San Francisco or Contra Costa County). An additional approach would be to explore the subject of health via a sustained look at nursing homes, which represent the end point for the lives of many seniors. The expertise and interests of the students in the class will play a large role in determining the specific assignments. But you can expect other areas to include the extremes of wealth and poverty, immigration, the environment and local governments.

Immersion and fluency in the subject would be the defining characteristic of this approach to reporting. A requirement will be a three-week, multi-hour site visit by the reporter at the beginning of the semester.
The reporter's responsibility is not a "beat" in the strict definition of the word. It's a portfolio. The reporting from these portfolios may be viewed as chapters in a book, in which the players, the issues, the dynamics unfold. Part of the preliminary research would, of course, include identifying the cadre of experts from government, universities or not-for-profits whose voices would add perspective to the reportage.

This is the exact opposite of drive-by journalism, of parachute journalism. Because local journalism in the print media has fallen on hard times, the need for such a new daily broadcast news program has never been greater.

What is unique about this course is that reporters will produce for the real air. KALW-FM says it has 150,000 listeners a week. The program will broadcast at the peak of drive-time. Many persons of influence and power will listen to the broadcast. That's the special genius of public radio.
The impact will likely be greater than anything the J School has produced heretofore on the campus station KALX-FM.

Therefore, a great deal more will be demanded of the reporters in this class than the Journalism School customarily requires.

1. Students are expected to have a demonstrated commitment to news, to
radio and to public interest reporting. They are expected to go the extra mile to be well informed.
2. Students must have not only strong writing skills, but also on-air
delivery skills that are authoritative and professional.
3. Students are expected to own their own professional field recording
equipment.
4. Students must have an unfailing commitment to the success of this
project and to meeting all deadlines. The only excuse for missing a deadline is a death in the family: Your own.
5. Students must be able to take direction and be responsive to editing.
They must look forward to the editing process and to expanding their skills in the craft of radio.

Each student would be expected to produce at least six multiply sourced, well produced pieces for KALW's air during the course of the semester. The amount of reporting and production going into each piece should be well beyond what was done for Journalism 275 (Introduction to Radio). In addition, the vetting of each piece will be a great deal more detailed than what you've had before in radio classes here. The bar for being acceptable will be considerably higher.

The class is deliberately being kept small. The ratio of reporters to editor will be low, as this will allow for greater care in the vetting.

A note about diversity. One of KALW's goals is to bring to the newsroom a wider spectrum of colors, voices and backgrounds than one often finds in the mainstream media. The KALW vision statement makes this observation:

"Currently, our newsroom features individuals from 20-70 years old, a practicing medical doctor, two Berkeley scientists, a former Teamster, a librarian, a waitress and a retired private eye. Our reporters speak at least eleven languages."

The demographics of our class won't come close to that mixture. And the Berkeley campus is a far cry from the Bayview/Hunters Point, the San Francisco neighborhood where KALW is located.

One of the greatest values of this class will be that the students will interact with the KALW staff, which includes two ex-J Schoolers, and work in an environment where diversity is a reality that everybody lives every day. Somehow in all the professionalizing and pursuit of advanced degrees, journalists lost the ability to relate to people unlike themselves. Restoring that native ability will be a primary goal of the course.
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Restrictions and Prerequisites: None

J213: Visual Storytelling: Advanced Documentary Projects-Real Eyes Magazine

You will work throughout the term on one in-depth group photo documentary project in class and we will produce a bound Blurb photo book. This course will focus on developing a personal photographic style, photo editing, sequencing and publication as well as concentrating on visual story telling focused on a single subject. Class will include historical overviews, writing text to accompany photographic work.

Restrictions and Prerequisites: UC Journalism Graduate students only. By portfolio review for others.

J213: Multimedia for Photographers

Multimedia for Photographers" will teach advanced photo students how
to develop long-term projects, gain the trust and access necessary to
photograph complex stories, and use multimedia slideshows as an
effective tool of telling visual stories well. The class will explore
these subjects through intensive critiques, technical workshops and
photo/audio editing. By carefully editing and sequencing stories,
students will learn how to build cohesive narratives

Restrictions and Prerequisites: J-School Students only.

J214: Photography Tutorial: Black and White Photography

The primary goal of the course will be to emphasize the technical aspects in photography such as darkroom skills, lighting, cropping, composition, editing, and presentation. Students will be working on weekly assignments that would directly correlate with the material covered in class. This course will require students to work extensively in the darkroom and to improve not only their conceptual understanding of the medium, but especially their technical, shooting and printing, knowledge of photography.

Each student will choose a documentary photography project that he/she will work on throughout the semester in conjunction with the weekly assignments and darkroom sessions. The final project is due the end of the semester and must exemplify all skills and concepts that were covered in class. Several Photoshop tutorials will also be incorporated for those students who are interested in learning digital photography and digital photo editing. The sessions will cover scanning, resolution, and tools applicable to image manipulation, color correction, and output. The Photography Tutorial and its content will be, of course, to a large extent determined by the questions raised by students, their levels of experience in the medium, as well as their final goals.

Restrictions and Prerequisites: J-School Students Only

J216: Advanced Multimedia

In this class students will learn how to produce sophisticated multimedia projects and make use of new information delivery and community participation technologies to enhance content at online news sites.

The multimedia stories and other projects will be produced for the various community-based news web sites created by the J200 classes in Fall 2008. The projects will range from complex multimedia presentations, databases and map mash-ups, to delivery of information to mobile devices and deployment of social networks and other platforms for citizen participation. The class is designed to give students a solid understanding of the technical and conceptual skills needed to produce high-quality journalism online and deliver interactive content on a variety of digital platforms.

Restrictions and Prerequisites: None

J218: China's Information Revolution: China Digital Times Workshop

China is the biggest story of the 21st century. The success or failure of its on-going economic, social and political transition will have a tremendous impact on the world, from stock-exchange markets to food security, from war and peace to climate change. This project-based class is centered around an interactive news website, China Digital Times (CDT). Students will get the opportunity to do hands-on work on CDT, which taps into the vast resources of online news, analysis, and multimedia content about China from a wide spectrum of perspectives and sources. The required tasks include regular news blogging, translating, and information organization/representation projects. Through this process, students will explore crucial social media issues such as blogging etiquette, online journalism ethics and standards, and cutting edge technology for news visualization.

Restrictions and Prerequisites: This workshop is not limited to the graduate students in the Journalism School; students from other departments on campus, including undergraduates, are welcome. Chinese language or previous blogging experience are not required, but strongly preferred. The workshop is limited to six students.

J219: MINI: Advanced Video for the Web (7 weeks)

In this day and age, everyone (including print and radio reporters) is expected to be capable of crafting complementary video web elements to support their online work. This 7 week, hands-on MINI course will give students the video production skill sets they will need to survive in today's changing journalism marketplace.

We will cover the basics of producing, shooting, and editing professional Video Journalist (VJ) quality video for the web. We will cover technical and creative aspects of shooting, technical and creative aspects of editing using Final Cut Pro, and the practical concerns of producing a complementary video story.

Each student will produce either one short (2-4 min) video piece to complement their reporting on a longer format print or radio story or one standalone video report suitable for online publication.

Attendance at every one of the 7 classes is required.

Restrictions and Prerequisites: This class must be taken pass/not pass. Basic knowledge of Final Cut Pro strongly recommended.

J219: MINI: Advanced Flash (4 weeks)

Class Meetings: Jan. 23, 30, Feb. 6, 13.
This is a four-session class on advanced Flash techniques. Students will learn the complexities of Flash including: drawing graphics, tweening animations, writing ActionScript code, working with dynamic text, formatting the timeline, using components, integrating video and sound, creating interactivity and finally publishing the project to the Web.

Flash is a very complex program, and takes lots of patience and determination. While this class will cover advanced techniques and programming code, only basic knowledge of Flash is required coming into the class. However, students should feel comfortable with prospect of learning to writing code similar to pre-algebra.

There will be no outside projects required for this class, and only one assignment will be given after the third session which is based on tutorial material. This class has a very tight curriculum, and students will not be given time to work on personal projects during class time. This class, however, is designed to equip students with the skills necessary to create an interactive multimedia feature on their own.

Restrictions and Prerequisites: As a prerequisite, students must have either taken the \"Intro To Multimedia\" class (formerly Multimedia Skills) OR took part in the recently required boot camps. This class is for one unit of credit and is graded pass-fail. Since missing one session would equate to missing 25 percent of the entire class semester, ATTENDANCE IS MANDATORY for every session - no exceptions. If you cannot make one of the sessions, please do not enroll in this class. Auditors will be considered only after the enrollment period, and will be based on the number of additional seats available.

J219: MINI: Web Development: HTML/CSS/PHP (6 weeks) Williams

Class Dates: Mar. 6, 13, 20, Apr. 3, 10, 17 (skipping Mar. 27 for spring break)

HTML and CSS are the "glue" that holds the web together, and are foundational skills for all web-related jobs. In this code-centric class, students will learn hands-on web development, focusing on standards-compliant HTML and cascading stylesheets (CSS). Students will also learn a bit about how web servers work, how HTTP and FTP work, how media is served, how database-driven web sites work, and more. In the final weeks of class, students will set up a WordPress test installation and apply their new skills to a dynamic, database-driven web site (final sessions will also cover some PHP). As a final project, students will develop a personal resume or portfolio site.

Restrictions and Prerequisites: None

J219: The Writing as Carpentry Workshops

Dates have been set: Writing as Carpentry, first two sessions (third to be held on a Friday in March, likely 3/6) Library Friday 1/23 and 1/30 3:30 until 5:30-6:00

Between February and April, I plan to hold three to four evening workshops focusing on some of the techniques we explore in Profiles and Tackling
Longform. Lots of plain mechanics: handling time and tenses; moving the reader smoothly from place to place; well-reported lists used as a
literary device; the job of sections in a long piece; studying classic templates for story leads; transitioning from the specific to the general and then back again. These workshops will require some advance reading and a little on-the-spot writing, but mostly are meant just to introduce you to some of the ways writers keep ambitious stories moving along well for the reader.

Restrictions and Prerequisites: Open to anybody. If you\'re interested in signing up for these; don\'t worry about potential conflicts with any other evening class you may want to take. I\'ll wait until the schedule has been drawn up and then arrange the workshops during unoccupied time.

J219: MINI: The Journalist as Freelancer (7 Weeks)

February 3rd-March 17th
A seven week mini-course that will provide students with basic skills that will help them understand building a freelance career; copyright, grants, accounting,taxes and insurance, pay, query letters and life questions that freelancers face. Taught by faculty member Ken Light with guest lecturers each discussing real life issues and solutions from the world of writing, documentary film, photography, cultural and magazine reporting and new media. Guest lecturers will be Andy Gilbert who has covered music, modern dance and film and is a regular contributor to the Boston Globe, San Francisco Chronicle, San Jose Mercury News, San Diego Union-Tribune and Contra Costa Times. His CD reviews air monthly on KQED's "California Report.", Elizabeth Fishel who has written for Vogue,New York Magazine, Redbook as well as four books and Dan Krauss a film director and cinematographer nominated for an Academy Award, and who has also worked as a professional photojournalist for nearly a decade, shooting assignments thought the US, as well as in Africa and the Middle East.

Restrictions and Prerequisites: None

J219: MINI: Public Records for Reporters

The first class will be the first Tuesday of classes: 1/20, then it will run for seven weeks.

This seven-week class is designed to give students the basic tools they will need to navigate public records in courts, legislative and executive agencies of local, state and federal governments. Special emphasis on obtaining financial information, locating people and understanding business as well as financial documents." Weekly assignment memos will build on lecture topics. A final project will include as many elements as possible of the lecture subjects.

Restrictions and Prerequisites: None

J219: MINI: Experimental Approaches: Content for Mobile Devices

First class will be 2/26. Class will run for six weeks.

With all of the doomsday talk about the state of the newspaper business, it's high time to focus on emerging markets that are showing great promise for journalism's future. A growing number of people around the world are getting the news on their cell phones, and this number is projected to accelerate tremendously in the coming years. Mobile devices get faster and more capable of displaying media-rich content every day. A variety of high-level speakers, culled from industry and academia, will map the challenges ahead. What happens when your newspaper moves to your phone? What are the new business models? How can smaller news operations compete in this emerging field? Technical experience is helpful, but not required.

Restrictions and Prerequisites: None

J219: Editing India (4 weeks)

This class is only for those students who were enrolled in the Fall 2007 J234 India Course. Please see Lydia Chavez for further information.

Restrictions and Prerequisites: None

J219: MINI: ProTools (6 weeks)

Class Dates: 2/12, 2/19, 2/26, 3/5, 4/23, 4/30

ProTools Basics

This course focuses on the basic elements of the digital audio workstation called ProTools. the course involves 6, two-hour sessions to be taught over an eight week period. By the end of the six-week course, students will be able to perform basic operations within the ProTools program, including importing, editing and mixing audio.

Start date forthcoming.

Restrictions and Prerequisites: None

J219: MINI: Podcasting 101 (2 weeks)

Class Meetings: April 6, 8, 13, and 15.

Podcasting has the potential to be public radio for the digital age, not to mention a potential source of income in a shrinking economy. But while it seems everyone has (or wants) a podcast, most of them are not worth listening to. In this hands-on four-session workshop, we will talk about what makes a great podcast, how to use podcasts to effectively distribute information, and how to strike a balance between informative, accessible, and entertaining for a web 2.0 audience. Working in teams, students will pitch, produce, and post a pilot episode of their podcast. We will cover both journalistic/artistic content production and the technical how-to of podcasting. We'll also discuss how to use the web/social media to build an audience and keep listeners involved. While there will be class time for brainstorming and problem solving, students will be expected to do production work outside of class. This class is open to everyone, but some basic audio production experience would be helpful.

Restrictions and Prerequisites: None

J219: MINI: Web Development: HTML/CSS/PHP (6 weeks) Hacker

Class Dates: Mar. 6, 13, 20, Apr. 3, 10, 17 (skipping Mar. 27 for spring break)

HTML and CSS are the "glue" that holds the web together, and are foundational skills for all web-related jobs. In this code-centric class, students will learn hands-on web development, focusing on standards-compliant HTML and cascading stylesheets (CSS). Students will also learn a bit about how web servers work, how HTTP and FTP work, how media is served, how database-driven web sites work, and more. In the final weeks of class, students will set up a WordPress test installation and apply their new skills to a dynamic, database-driven web site (final sessions will also cover some PHP). As a final project, students will develop a personal resume or portfolio site.

Restrictions and Prerequisites: None

J226: Finding the Lost City: From Science to Story

Finding the Lost City: From Science to Story

In the avalanche of perpetual scientific breakthroughs, it can be hard to sift the narrative from the news. How to pursue the great tale, as distinct from daily reportage, will be the crux of this class. Telling authentically riveting stories "“ the biologist accused of piracy, who fled into the Brazilian jungle; the FBI investigation that tracked lethal anthrax letters to a high-security government lab; the astronomer whose computer program unexpectedly revealed a financial fraud "“ is a matter of craft more than luck. With this in mind, we'll look at the art and strategy of the pitch, ways to find the narrative within a subject, and how to use a wealth of scientific detail to enrich a story rather than smother it. This class is for people interested in stories that could benefit, generally, from a knowledge of science: a relatively broad category. Writing a single long piece will be the aim, and reading assignments will focus on identifying the hidden structure that makes compelling pieces tick (quests, mysteries, and other progressions of scenes and ideas). We'll also meet with researchers to discuss the challenges of communicating science, as well as with writers from National Geographic, Harper's, Wired, and the New York Times magazine to learn about the complex evolution of real-world stories "“ including some of the great magazine articles of the past few years "“ from the people who wrote them.

Restrictions and Prerequisites: None

J226: Natural History, Human Nature, and the Nature of Storytelling: An Ecological Approach to Long Form Writing

CRAFT: The primary purpose of this course is to help you hone the craft of intermediate and long form nonfiction storytelling. In all that we do, we will pay particular attention to style and structure; voice, tone, and point of view; openings (ledes), anecdotes, billboards (nut grafs), transitions, dialogue, characters; themes, figures, and motifs; scene-setting, dramatic tension, turning points, development, and overall narrative arc.

ASSIGNMENT: Students will be responsible for conceiving, pitching, reporting, writing, and reworking one long form piece (4,000 to 8,000 words) or two intermediate-length pieces (roughly 2,000 words) that might appear in a general interest magazine or online outlet. I use the term "general interest" deliberately, because I'll be encouraging a type of writing that's aimed at reaching the broadest audience possible. I'll function as an editor every step of the way, helping you report, reflect, and write, then report, reflect, and revise"¦and revise yet again. Expect a great deal of rewriting, because that's when the most fruitful work is done -- when the story takes shape, comes to life, and, if you're lucky, stands up and sings, delivering the goods in a memorable way. (If you want to try to get your piece published, I'll help with that, too.)

APPROACH: Don't be intimidated or confused by the title of the course. What I propose is a simple -- yet powerful -- way of looking at the world, and at the craft of nonfiction writing. Ecologists study the interrelationships of organisms and their environments as they evolve over time. An ecological approach, then, is one that focuses on context (environmental influence), dynamic relationship, and change (something or someone undergoes development). That's the approach we'll adopt in this course. You can write environmental stories*; stories with an environmental dimension, large or small; or stories that don't address environmental issues per se, so long as they provide the opportunity for you to explore context, relationship, and change. The good news is that any story deserving of intermediate or long form treatment contains these elements, though we don't usually think of them in such terms. This also means that the skills you are introduced to and refine in this course are the same ones you'll need to tackle intermediate or long pieces on any topic.

HUMAN FACTORS: Regardless of the subject of your story, we will keep an eye on the role of human nature, by which I mean, ideas, attitudes, values, beliefs, interests, histories, habits, appetites, as well as how all of these originate, unfold, clash, and conspire within various social, political, economic, and cultural arenas. Every long form story -- environmental, partially environmental, or non-environmental -- should attempt to address, at least in some small or indirect way, basic human questions: Who we are, why we're here, where we're going, what it means to be alive at this moment in the history of the planet. Not only does this make writing more fulfilling for you, it increases the likelihood that your work will be of interest to others. At its best, nonfiction writing can be every bit as compelling, consequential, and enduring as any other literary form. Granted, this is an ideal that we'll rarely, if ever reach. But that's far less important than the reaching itself, which is the only way to grow as a writer. Be ambitious in your aims, modest in your expectations, and place your trust in dogged persistence. With very few exceptions, mastery comes only with practice, lots and lots of practice.

RESOURCES: Throughout the semester, we'll analyze the work of exemplary, influential, or otherwise instructive writers. If you have a favorite published piece, let me know immediately; I'll take it into consideration. As needed and when time permits, experts may be brought into class, or made available outside normal class hours, to address particular issues or questions.

*I urge those interested specifically in environmental writing to think of potential stories in the broadest sense -- embracing all of the ways that humankind interacts with the natural world, including but not limited to ecosystem preservation, alteration, degradation, and restoration; urbanization and industrialization; climate change; genetic engineering; agriculture, resource extraction, the use of public lands, air and water pollution; overpopulation, extinction, the subjugation of other species; waste generation, disposal, and conversion; energy production and distribution; along with the effects any of these might have on human health and community vitality.

Restrictions and Prerequisites: None

J226: Reporting on Public Health and Medicine

The course will help students understand the challenges and complexities of covering public health and medical issues and provide basic tools for developing story ideas, wading through the massive amounts of information -- and disinformation--out there, and crafting sharp and informative stories. The course will stress the importance of incorporating a broad social perspective in reporting on health. We will start with some basic public health and epidemiological concepts, get comfortable reading peer-reviewed studies, and explore some major public health topics--infectious illnesses, "disease-mongering" by drug companies, health disparities, etc. Students will write (or produce in another medium) several health-related pieces in a variety of genres.

Restrictions and Prerequisites: None

J228: Political Reporting: First 100 Days of the Obama Administration

For a window into how Washington works, nothing beats watching lobbyists glom on to a new administration, a process that begins the day after the election. Our project, which began late in the fall semester, will track the "First 100 Lobbying Days" of the Obama Administration, and will cover how businesses, labor and other moneyed interests vie to win influence with the White House and the new Congress. Students will work in teams -- reporting and producing a political investigation with Dan Rather for Dan Rather Reports, which airs on HDNet. There will also be an opportunity to work with National Public Radio. The class and the structured trips to Washington are designed to give students experience in all aspects of production, as well as expertise in this important subject.

Students who took or audited J228 in the Fall will be making a reporting/production trip to Washington for Inaugural Week, Jan. 15-21. We'll interview and follow the lobbyists as they participate in forming and influencing the new government "“ a task that might not be as easy as it typically is, since the Obama administration has vowed to keep them at a distance.

ALL students will make individual reporting/shooting trips to DC later in the term. These second trips, based on spring semester reporting on particular lobbying sectors, will be short "“ not more than 4 days "“ and can be arranged around students' other classes.

Contact Sheila Kaplan for further information.

Restrictions and Prerequisites: This class will require a travel class application. Enrollment will be decided based on the merit of this application which is available on the intranet. A travel kit will be required for all admitted students. This course is for Journalism students only.

J230: Meltdown & Recovery: Covering Business through the Lens of the 2008 Financial Crisis

Wish you could decipher the causes and effects of this global financial crisis and write the dramatic narratives behind this epic story like the best writers at the New York Times, the Wall Street Journal, and others?

This business reporting class is for you.

Through the lens of the near collapse of the global financial markets, we will have an extraordinary opportunity to dissect the meltdown, cover the fallout, a new administration, and the recovery (or lack thereof), plus the ongoing impact at the local and state level of one of the most extraordinary global business stories of our times.

But first we will need to help unravel the mysteries of the meltdown, the ensuing credit crisis, the bailout, and the presumed recovery. In the process, we will help you understand what is happening to our markets, our economy, our jobs, and our finances. We'll demystify the jargon and teach you how to report on tumultuous times like these and how to localize a story as global as they come.

To do that we plan to cover key topics and the players in each arena, including:
Markets: global capital markets and credit markets
Risk: where to find it, how to assess it
Financial Products and Instruments: from stocks to derivatives
Institutions: Commercial banks, private equity firms, venture capitalists, and regulators
Real Estate: commercial and residential
Macro-economics and history: Lessons from the past, 1929, Black Monday, etc.

We will teach you both substance and style or reporting and writing, how to produce accessible business stories, with rich narrative and storytelling. Our goal is to inspire you to see why these are fascinating topics to cover. We promise to give you the foundation to take on business stories with confidence, the in-depth editing feedback, and exposure to internship and job contacts at key business media outlets. Even if you don't decide to be a business reporter, these skills will help you become a better reporter.

Speakers:
We will draw on some of the best minds in the business, media and academia, including UC Berkeley faculty, as expert speakers in class. Some of them will be opened to the J School community as moderated discussions with well known business leaders, professors and reporters.

In addition, we will host a business reporting career panel discussion with top local reporters and editors from print and online media, including from Bloomberg, Forbes, MarketWatch, Business Week, The Industry Standard, Venture Beat, Portfolio magazine, and Gigaom.

Reporting and Writing Assignments
Deadline reporting exercises will be done regularly in class. In addition, students will produce three stories during the semester, including two 750-800 word pieces on strict deadline, and one longer 1,500 word story. We anticipate the longer story to be part of a series we will propose and pitch to local and/or national media early in the semester. Outlets will include MarketWatch, The San Francisco Chronicle, the East Bay Business Times, the Industry Standard, BNET, or Venture Beat.

Travel Class
This will be a travel class with a week long trip over spring break to New York City.
There we will meet with media and business leaders. You will participate in discussions and workshops with key editors and reporters at Bloomberg News, the New York Times, the Wall Street Journal, Business Week, Forbes, Fortune, CNBC, and Portfolio magazine.
Other working sessions will be held with industry and credit analysts, the Conference Board, the New York Stock Exchange, and others.

Restrictions and Prerequisites: This class will require a travel class application. Enrollment will be decided based on the merit of this application which is available on the intranet. A travel kit will be required for all admitted students. This course is for Journalism students only.

J234: Reporting on Europe: The Immigration Experience

Focus on Immigration "“ How the European Union deals with its newcomers

International migration is one of the key challenges of the 21st century. Whether in economics, politics or education, immigration issues will shape the challenges countries face and reporters cover. Knowing how immigration impacts public policy in Europe will add a valuable dimension to understanding these issues in the U.S.; it will also aid in recognizing migration as one of the big current global themes.

In the last few years, more immigrants have entered Europe than the United States. The number now reaches 2.5 million annually. Many come legally to work or reunite with their families, but a growing number of people enter the EU without proper papers.
There are now an estimated 8 million undocumented immigrants in Europe, about two thirds of the number believed to live in the U.S. While the U.S. views itself as an immigrant country (despite the Minutemen Project), many European states still deny that immigrants live within their borders.

On October 16, 2008, the 27 member states of the European Union agreed on a Pact on Immigration and Asylum, devising a common European immigration policy for the first time in the history of the EU, yet the implementation may take more than a decade. The Immigration Pact was one of Nicholas Sarkozy's priorities during his current EU council presidency. It will focus on securing the borders of the Schengen area, a political construct of 24 states, and on attracting highly skilled immigrants by issuing "Blue Cards", the European "Green Card" equivalent.

Students in this class will learn about the history of immigration in Europe and contrast former waves of immigration from Turkey, Portugal, Italy and Spain with more recent waves of immigration from sub-Saharan African countries like Nigeria, Ghana and Senegal as well as from Tunisia, Morocco and Algeria. It will also look at how some countries' colonial past has shaped their approach to immigration. The European immigration policies will be contrasted with U.S. approaches to gain a better understanding of the philosophies and assumptions underlying both "“ including the economic driving forces behind immigration.

In more concrete terms, students will learn about the following issues:

Immigrant journeys:
Often, the first European country immigrants from Africa set foot on is Malta, a small island in the Mediterranean with 400,000 inhabitants. While Malta is not the desired destination for most refugees, it is where the winds and currents wash their small boats ashore. Malta's infrastructure is overwhelmed by the new arrivals and the country has called on other European nations to take some of the immigrants but so far, the European neighbors have been reluctant.

The European dream? : Everybody is familiar with the American dream that attracts hundreds of thousands of immigrants - but what constitutes the European dream? What pulls people to countries that, even though they haven't enforced deportation orders, are increasingly unwilling to take in more foreigners? What are the financial prospects (relative poverty)? What are the health care and other social benefits immigrants receive?

The expansion of the EU and immigration: The expansion of the EU to 27 countries has changed the rules of the game significantly. Britain has seen new waves of workers from Poland; workers from Rumania now seek employment in Ireland and Austria. Immigration is at the center of the decision whether to approve the proposed EU membership of Turkey.

"Selective immigration": In the U.S., 54 percent of immigrants are skilled workers, in the European Union, only 5 percent are skilled, according to researchers from Carim, a research agency financed by the EU. Europe has attempted to copy the American "˜Green Card" model with its own "Blue Card" but has, so far, been unsuccessful. The course will look at why the E.U. has failed to attract more educated workers. An aging population and declining fertility rates in Europe makes immigration of skilled labor an imperative to keep pensions going and the work force young, yet many European governments haven't faced up to the demographic realities.

Immigration in economically tough times: Will the current financial crisis provoke a backlash against immigrants in Europe? There is already some resentment against foreigners and right-wing populist parties campaigning on immigration issues have gained supporters in countries ranging from Denmark to Italy. Neo-Nazis are exploiting immigration issues for their agendas and immigrants have been attacked in different cities in Italy recently. Yet, part of the European economy relies on undocumented workers and would not function without them.

Immigration and national security/transnational crime: Since September 11, 2001, there issues of immigration and national security have become even more intertwined than they were before. Students will look closely at whether a close link between immigration, cross-border crime and national security exists. They will learn how different agencies (Frontex and Europol) address these issues.

Immigration and religion: Christianity is the largest religion in Europe, Islam the second largest. There are more than 180 mosques under construction in Germany alone. While some of the mosques, like the one recently completed in Cologne, elicit vehement protests from the community, others, like the one just opened in Duisburg, are built with the expressed consent of Christian church leaders. Why are the reactions in these tow towns so different? What role does religion play when integrating new immigrants? How and why does religion play a role in cultural conflicts, such as the headscarf debate in France or the cartoon debate in Denmark?

The role of transit states:
The EU is increasingly relying on transit states to help tighten their own borders. While the idea sounds good in principle, there are a number of issues warranting a critical look. To name one: Libya is one of the main transit countries for refugees and immigrants from Africa. The country is also known for its questionable human rights record and refuses to let UN Human Rights Observers into the country. According to press reports, there are thousands of immigrants in Libyan jails. Still, the Libyan government received trucks and other military equipment from the EU in exchange for promises of cooperation.

Field trip to Europe:
The class includes a one week/10-day field trip to Europe, during which students will report, write, videotape and photograph European immigration stories for potential outlets like the New York Times, Cafebabel.com, a multilingual European current affairs magazine, Bloomberg Markets Magazine (for their investigative reports section) and Deutsche Welle, an English-language German broadcasting station. Other outlets will be considered once the stories take shape. The trip will be coordinated with professors and students from the Erasmus Mundus Journalism Program from the University of Aarhus in Denmark, the University of Amsterdam in the Netherlands and City University in London in the UK.

Web-Component:
This class will have a web-component, in which students from Berkeley and possibly students from Europe will post stories about the immigrant experience in their own country, backgrounders about immigration policies, timelines and interviews. The web-portal will be a place to post students' works and also a place for Berkeley students and students from abroad to interact and to learn from each other.

Resources:
UC Berkeley Center on Immigration, Race and Ethnicity
http://igs.berkeley.edu/cire/

UC Berkeley Institute of European Studies
http://ies.berkeley.edu/

Migrationpolicy
www.migrationpolicy.org

International Organization for Migration
www.iom.int

Ecormer - European Research Centre on Migration and Ethnic Relations
http://www.uu.nl/uupublish/onderzoek/onderzoekcentra/ercomer/24638main.html

COMPAS "“ The Centre on Migration, Policy and Society, Oxford
www.compas.ox.ac.uk

IMES "“ Institute for Migration and Ethnic Studies, Amsterdam
http://www.pscw.uva.nl/imes

IMISCOE "“ European Network of Excellence: International Migration,
Integration, and Social Cohesion in Europe
www.imiscoe.org

Migremus - Migration Research Centre, University of Bremen
www.migremus.uni-bremen.de/pages/institutions.php?SPRACHE=en

Migration Research Unit, UCL, London
www.geog.ucl.ac.uk/mru

Migration Dialogue, UC-Davis, California
http://www.migration.ucdavis.edu

Migration Policy Group, Brussels
http://www.migpolgroup.com

Speakers from other UC Berkeley academic departments and programs:
This class will draw extensively on the knowledge of top-experts from other departments and academic programs such as the Center on Immigration, Race and Ethnicity at UC Berkeley and the Institute of European Studies. Experts from Europe and immigration specialists from think tanks and research institute will complete the list of guest speakers.

Restrictions and Prerequisites: This class will require a travel class application. Enrollment will be decided based on the merit of this application which is available on the intranet. A travel kit will be required for all admitted students. This course is for Journalism students only.

J243: Narrative Writing

Narrative Writing

This course is for students who want to concentrate on their writing---especially on mid-length features. Forms we'll study and you can try out yourself include first person narratives, art criticism, and reporting on trends, ideas and people. We will also read a variety of magazine articles and book chapters focusing on writing techniques and providing examples of great features, especially profiles. Your work will be edited both by your peers and by the instructor and extensive revision of first drafts is a major part of the learning experience. At the end of this class you will have solid knowledge of what it is like to work as a magazine writer and editor, and how to write bold, engaging reported stories. The narrative techniques you will learn will serve you in the future in almost all your writing.
There is plenty of mid-length feature writing run both by national thought-leader magazines as well as city and regional magazines, political, men's and women's, technology, environmental, adventure, artistic and a host of other niches, especially in emerging web journalism. These offer opportunities to free-lancers, and you are encouraged to pitch the articles we write and revise in this class. We will practice pitching.
You will be writing short to mid-length magazine features, in four assignments of 800 to 2000 words in length. These will require short bouts of time-limited reporting and have distinct deadlines that will allow enough time to pay close attention to applying class lessons to your style. Everyone will start by writing a profile of someone they know. The second assignment is to review of a work of art, such as a play or a museum exhibit. The third assignment to do write a thorough revision of assignment one or two (your choice) based on all the feedback you got from the instructor, your peer editor, and the class. The main assignment is a reported profile---in which you observe a character in action, interview your subject, and do research about their situation, all to create a story that brings that person alive for us, and provides a focus point for a larger context.
This class is a good exercise in (or introduction to) longer form writing, using scenes, dialogue, artful transitions, detailed descriptions and most of all, whether modestly or boldly, your own presence as a narrator -- your voice as the writer. It will set you up to take on the next step---mastering a long, complicated story.
Please expect to work closely with a peer partner (you will be each other's editor) as this class will focus on what good editing is as well as good writing. For example, you and your partner will both observe the work of art you each select, so you can give the other the benefit of your views both before and after writing. This means everyone attends two arts events, one as a writer, the other to be an informed editor. Peer editors will actively mark up and advise one another's work. You will work closely with more than one peer editor during the semester.
Expect all of your final drafts to potentially be work shopped in class (when you and the instructor agree you're ready). Devoted attention to one another's work and frank group commentary is a significant responsibility in this course.
This class will also spend some class time later in the semester looking back historically at the emergence of realism in the novel, and then at the introduction of some of the techniques of realist fiction into journalism, as well as reading some classic late twentieth century "New Journalism" essays by Tom Wolfe and others, as well as features and profiles that illustrate its best practices. We will also look at some previous students' work so you can have models created by people only a year to five years farther along than you.
Please expect to buy some required books, in addition to the two tickets you buy for your reviews. There will also be some guest speakers and/or events---occasionally outside of class ---that will be part of this experience.
If more students apply than can be accommodated, all wait-listed students will be given equal opportunity and the instructor will make a final selection, in consultation with academic advisors, to try to be sure all students have good placements. Please drop in at the Felker Center office (room 213) by appointment or at posted office hours (such as Thursdays between 2:00 and 4:00) if you have any questions! Those requesting to attend the class from outside the J-school should email me some info about your writing/journalism experience and make personal one-to-one contact at those times or others by arrangement.

Restrictions and Prerequisites: None

J243: Narrative Writing

Description Forthcoming

Restrictions and Prerequisites: None

J255: Law and Ethics

An introduction to the legal and ethical conflicts faced by working reporters. Half of the semester will concentrate on First Amendment and media law, including libel and slander, privacy, free press/fair trial conflicts, and civil lawsuits arising from controversial reporting methods. The remainder of the semester will focus on ethical dilemmas faced by reporters and editors. Using case studies, in-class argument, readings and guest lecturers, the course examines some of the murkier conflicts that don't necessarily make it to court but nevertheless force difficult newsroom and freelancer decision-making.

Restrictions and Prerequisites: None

J260: Investigative Reporting for Print/TV

This class is designed to build on students' fundamental reporting and writing skills by learning the basics of investigative reporting. It is journalism that often bridges traditional beats to examine systems and institutions.

In this class, you will enhance your interviewing skills, learn the difference between newspaper and television interviews; learn how to set up a two-camera shoot; work with public records; and develop and protect sources.

In past years, students have been involved in production of "Frontline" films and Web sites. Past projects produced by the class include work on:

"Al Qaeda's New Front"
www.pbs.org/wgbh/pages/frontline/shows/front/
"Secret History of the Credit Card"
www.pbs.org/wgbh/pages/frontline/shows/credit/
"Chasing the Sleeper Cell"
www.pbs.org/wgbh/pages/frontline/shows/sleeper/

Students will be required to become familiar with the development of investigative reporting and its place in American history.

The seminar will meet regularly on Fridays, 11-1, and occasionally at other times to accommodate special guests or lectures.

Students can propose projects for class credit and are encourage to incorporate the class in their master's projects.

Restrictions and Prerequisites: None

J275: Radio News Reporting--Manilla

The course focuses on the basics of radio reporting in the digital era. It is a hands-on, intensive preparation for the real world. Students are required to cover general news stories and produce a weekly half-hour magazine program including a live newscast on deadline. In addition, students create weekly news features many of which have been picked up for commercial and national broadcast. Students rotate between assignments as anchor, reporter and producer. You learn how to build a newscast, write for radio, read for radio, and how to use digital technology to produce audio that engages the listener.



Restrictions and Prerequisites: None

J275: Radio News Reporting--Finch

The course focuses on the basics of radio reporting in the digital era. It is
a hands-on, intensive preparation for the real world. Students are required
to cover general news stories and produce a weekly half-hour magazine program
including a live newscast on deadline. In addition, students create weekly
news features many of which have been picked up for commercial and national
broadcast. Students rotate between assignments as anchor, reporter and
producer. You learn how to build a newscast, write for radio, read for radio,
and how to use digital technology to produce audio that engages the listener.

Restrictions and Prerequisites: None

J283: Reporting for Television

This class will have some all day Friday Lab days. Details to be discussed in class.

J283 is the second part of a two-semester sequence that serves as the introduction to television news. It is a production laboratory course that meets all day Thursday and Friday throughout the spring term. Students will cover breaking news, and do enterprise reporting. In the second half of the semester, students produce two television news magazine programs. All programs are cablecast on Channel 25 in Berkeley, as well as UCTV and Worldlink TV by satellite. Students are gain proficiency in reporting, writing, producing and digital shooting and editing.

Restrictions and Prerequisites: J-School only. Successful completion of J282 and permission of instructors.

J284: Documentary Production-Thesis Lab

The 2nd semester of Journalism 284 is an intensive documentary workshop, in which second year students complete their Masters projects. We work with styles of writing, editing, sound design, and finishing unique to documentary. The vast majority of our time this spring will be devoted to work-in-progress screenings and critiques.

Restrictions and Prerequisites: Limited to 2nd year TV students who have completed J284A in the fall; by instructor permission only.

J285: Longform Television

J285 is a second year course in which students produce 5 to 10 minute non-fiction television magazine stories and create television magazine programs. In producing long form stories and magazine programs students develop their digital story telling skills by identifying compelling central characters and their interesting and newsworthy stories, connecting them to larger issues or common personal experiences, and experimenting with innovative styles and techniques. The two-semester course and final programs satisfy the Masters Project requirement.

Occasional Meetings Wed. 12-1

Restrictions and Prerequisites: J-School students only. Successful completion of J282 and J283, proficiency in AVID editing and SONY DV cam, and permission of instructors.

J286: History of Documentary

This course covers the evolution of American documentary film from 1920 to the present, with special attention to independent productions and documentaries for network television. In the works of Barbara Kopple, Fred Wiseman, Errol Morris, Marlon Riggs, Spencer Nakasako, The Maysles, Henry Hampton, Lourdes Portillo, Michael Moore, Orlando Bagwell, and numerous other producers, we will look at the practical problems of making documentaries in the real world for a real audience. (Required for J-School students who are considering specializing in documentary.)

Restrictions and Prerequisites: J-School TV students have priority, then other J-school students, then grad students from other departments, then undergrads.

J287: Inside FRONTLINE: The Craft of Reporting and Storytelling

Inside FRONTLINE: The Craft of Reporting and Storytelling
An in-depth look at the premier PBS investigative public affairs documentary series and the launch of a new international magazine series, FRONTLINE/World

Structure: This is a twelve-week two-unit class that will fulfill the broadcast journalism requirement. It includes screening of documentaries and presentation by and discussion with the FRONTLINE producers and reporters. There will be two written assignments required. With permission of the instructor, students who do not need to fulfill the broadcast requirement may elect to take the course for one unit with only one paper required.

Each session will focus on a particular documentary hour and take an in-depth look, with producers and reporters, at how the story developed, what journalistic approach and methods the team used, how they created an appropriate dramatic structure, and what impact the program had, including the response of critics and the public.

Reading: Background materials on FRONTLINE (history, mission statement, media criticism related to the series) FRONTLINE Standards and Practices; selected reviews, as well as source material for the documentaries from the FRONTLINE Web site.

Requirements: One paper (3-5 pages) critiquing the reporting and filmmaking style of one documentary discussed in class; Final paper (6-8 pages) developing a treatment for a FRONTLINE or FRONTLINE/World documentary based on a current public affairs topic or issue that you feel "passionate" about, for example, the war on terrorism, corporate crime, an important but neglected foreign story, an environmental conflict, or a civil liberties case. The final class will be devoted to pitching these treatments in a five minute format. Students will also be required to watch the regular FRONTLINE broadcast on Tuesday nights at 9:00 PM.

Restrictions and Prerequisites: J-School students have priority.

J288: Digital TV and the World

Learn the basics of reporting for video web coverage that focuses on slice-of-life stories in America and abroad. Produce thoughtful works for distribution on the web and over the air. The class will teach students outside the professional TV track to do preliminary work with small format cameras and explore an array of storytelling techniques and editing styles. We aim to contribute to the development of a new corps of competent and dedicated digital journalists who can use electronic tools skillfully and function easily in the new multimedia workplace.

Students will learn to listen carefully to the voices of their subjects -- first Japanese and Japanese Americans in the Bay Area, then people living in Japan. Each student will report and produce at least two projects crafted for the washingtonpost.com or other outlets.

Students will learn the rudiments of digital production, reporting, and editing. The training will emphasize solid reporting, clear expression and original storytelling.

The course is designed to be taken in tandem with Covering Japan. Students who successfully complete courses will be eligible for a summer professional reporting practicum in Japan with the independent, non-profit, Center for Digital TV and the World.

NOTE: The reportage for the overseas practicum will take place for about a month from mid-May. Any reporting project is contingent on full funding and appropriate visas.

Restrictions and Prerequisites: Enrollment will be competitive. Prospective students are encouraged to set up an appointment with the instructor to discuss content and workload of the course. This class will require a travel class application. Enrollment will be decided based on the merit of this application which is available on the intranet. A travel kit will be required for all admitted students. This course is for Journalism students only.

J294: Master's Project Seminar

J294 is a 2 semester course (1 unit/Fall, 1 unit/Spring). You must register for both semesters and it must be taken for a grade.

Restrictions and Prerequisites: Limited to Journalism students only.

J297: Internship Credit

Students receive one or two units of credit for the internships. Documentation required from both the student and from supervisor regarding internship responsibilities, hours, etc.

Restrictions and Prerequisites: None

J298: Oakland Blues Video Game Class--CANCELLED

This class is using a video game program to recreate and tell the story of the blues and jazz club scene on Oakland's 7th Street during its heyday in the 1940s and 1950s - a remarkable part of the city's history of which almost no trace remains today.

A six-block stretch of 7th Street has been recreated as a virtual world, which people can access over the Internet and then adopt avatar figures to walk up and down the streets, enter the clubs, listen to the music of the era and interact with historic characters and other people logged onto the site.

Students interested in Oakland, the history of the African-American community, jazz and blues music, urban reporting or new forms of online storytelling should take this class.

The class is a collaboration with the UC Berkeley Architecture School, which developed the video game technology being used in the project.

Students in the journalism class report and research the stories of the clubs and other establishments on 7th Street, the musicians and other characters who frequented the scene, the music played in the clubs, and the ill-conceived redevelopment projects that led to the demise of the area. Journalism students also write interactive narratives to tell the story of the clubs and the history of the area in a video game.
48213

Restrictions and Prerequisites: None. No technical skills are needed for the class, as the video game modeling and programming is done by Architecture students.

J298: Reporting on Japan

Yomiuri Shimbun veteran reporter Izumi Miyachi leads a class to learn about trends in Japan and that country's soft power. It has the second biggest gross national product in the world, after the United States. And it's the second biggest foreign investor in America, after Canada. But how do you measure Japan's cultural heft?
Underpinned by a history of technological innovation and expertise, forms of cultural expression from Manga to Anime to food and fashion
take on new meanings. What do these say about the Japanese today?
How are the priorities of Japan's young people changing? What challenges are they facing? How do they regard their status inside their country and in the world? What9s their sense of self, and sense of nation?
The class will survey these and other issues "“ and also consider the larger context of economic transition and struggle in Japan. Guest lecturers will spotlight social trends and their impacts inside Japan and beyond. The class will examine Japan's changing values and social structures (fewer babies, more elderly, more foreigners).

Yomiuri Shimbun veteran reporter Izumi Miyachi leads a class to learn about trends in Japan and that country's soft power. It has the second biggest gross national product in the world, after the United States. And it's the second biggest foreign investor in America, after Canada. But how do you measure Japan's cultural heft?

Underpinned by a history of technological innovation and expertise, forms of cultural expression from Manga to Anime to food and fashion take on new meanings. What do these say about the Japanese today? How are the priorities of Japan's young people changing? What challenges are they facing? How do they regard their status inside their country and in the world? What's their sense of self, and sense of nation?
The class will survey these and other issues "“ and also consider the larger context of economic transition and struggle in Japan. Guest lecturers will spotlight social trends and their impacts inside Japan and beyond. The class will examine Japan's changing values and social structures (fewer babies, more elderly, more foreigners).

Students will read works of historians, journalists and novelists for background and context. They will follow the coverage of foreign correspondents in Japan, report on Japanese ties to the Bay Area and the Japanese in America, and build contacts in Japan. Two students will be selected for summer internships at English language media in Tokyo.

Restrictions and Prerequisites: Enrollment will be competitive and with consent of instructors. Prospective students must contact the instructor by November 26 to set-up an appointment for an interview: wawawawa@aol.com.

J298: News 21: Metropolis

METROPOLIS. In film-maker Fritz Lang's 1926 masterpiece, Metropolis is a crowded 21st century city where the privileged elite play and delight in gardens and stadiums while the impoverished masses work underground to run the machines that keep the city operating. It is still spectacular, compelling cinema, but a reporter covering the real thing in the real 21st century needs a richer and more nuanced approach. The News 21 spring seminar, which will include discussions and community site visits with some of the most distinguished faculty on campus, will let us look at The City writ large and the forces shaping it in the 21st Century. Who knows? Maybe the real urban or cultural struggle ahead is Boomers vs. Millennials. That's why we'll spend the spring term learning and understanding something about demographics, voting patterns, urban history, planning and architecture, transportation, garbage, real estate lobbying, municipal finance and income distribution. Over the summer, we'll draw on that background to create multimedia projects and develop new digital information delivery and community building tools that help people understand the cities and regions in which they live and work. Our goal in both the spring seminar and the summer incubator is to figure out smarter ways to cover and convey stories and inform and engage people in urban communities on topics like race, poverty, gentrification, sports teams, music, design and food trends, immigration, crime, unemployment and all the other joys and woes that produce the rhythm of city life. The spring seminar is open to first and second year students. The 10 summer fellowship recipients (8 second years, 2 first years) will be selected by April 15 from among the students in the class. A specialist in new and emerging technologies being deployed by online news organizations and other digital operations will teach and oversee the technology and digital tools development part of the class in both the Spring and summer.

Restrictions and Prerequisites: The spring seminar is open to first and second year students. The 10 summer fellowship recipients (8 second years, 2 first years) will be selected by April 15 from among the students in the class.

J298: Designing and Producing Online Content

A two hour weekly session focused on creating engaging online content by implementing proper design and intelligent user interface.

A portion of every session would include critiques of student work from the local sites or advanced multimedia class. The critiques would provide valuable feedback on narrative structure, timing and overall production value of multimedia presentations. The class critiques would have an open-mic structure, with the instructor leading the critique sessions.

Another portion of the class would be devoted to teaching students how to build a portfolio of their work. The key issues covered would include topics like, "What are recruiters looking for in a portfolio?" "How do I present my work?" "How much work do I show?" "What do I present on my resume?"

Restrictions and Prerequisites: None

J298: Out of the Ruins: Rebuilding US Foreign Policy After Bush’s War on Terror

Mark Danner will be the primary instructor for this class.

This seminar will offer an intensive study of US foreign policy as a new administration sets out to rebuild American power and reputation in the wake of the Iraq War and the War on Terror, with special attention to the role played by the press. We will investigate the roots of US foreign policy and its evolution during the early twentieth century, during the Cold War and during the run-up and aftermath of the Persian Gulf War. We will explore in depth the theory and practice of the War on Terror as it was fought both abroad and at home, and the successes and failures of the press in covering both. And we will examine closely, in real time, the ongoing attempts of the incoming Administration to construct a new, post-Bush American purpose and role in the world.

Note: Peter Tarnoff, the former Undersecretary of State and former president of the Council of Foreign Relations, will be a part-time lecturer for this course

Restrictions and Prerequisites: None

J298: The future of journalism in an age of disruptive change

For decades, much (but certainly not all) of the journalism in the United States and the Western world has been produced by commercial publishing and broadcast companies.

Since the popularization of modern interactive technologies in the mid-1990s, the fast-growing new media have challenged the once successful economics of both commercial and not-for-profit companies. This has been shrinking the audiences, revenues and profits of the traditional media.

Today, the long-standing economic foundation for much of journalism is under assault and the industry must evolve in real time as new competitors and technologies dynamically transform the marketplace.

Students who hope to make careers in journalism "“ or elsewhere in the media industry "“ need to understand the business of the businesses that support journalism. Further, they need to learn the roles and the skills that will equip them to contribute to the future vitality and viability of a strong and independent press.

This course will acquaint students with the economic fundamentals of the media business and then concentrate on providing them with a deep and practical understanding of the three factors that define the success for any media venture: Audience building, content development and revenue generation.

With the days of one-way journalism rapidly fading away, students will learn that the modern journalist must engage proactively with her or his audience to generate original information and build community by stimulating ongoing discussion.

The course will consist of a two-hour seminar one day a week, plus group and individual research projects and presentations.

In the initial sessions of the class, students will assemble timelines illustrating the development of media ranging from the telegraph to the iPod. This will enable them to observe the patterns of technological innovation, growth, maturity and (sometimes) stagnation or decline that characterize the lifecycle of a media company.

Then, students will explore the vast array of contemporary interactive technologies to discover the capabilities of the new media to respectively enhance or challenge journalism. In several cases, of course, the new media can do both at the same time.

The interactive media to be explored will include, but not be limited to, user-generated content, social networking, video, video games, music, search, algorithmic publishing, the semantic web, mobile technologies and advertising-delivery systems.

For their individual projects, students will be asked to select a new technology and show how it could be turned not only into a useful journalistic tool but also how it could be developed as a commercially viable product or service.

As an alternative to the individual projects described above, students may elect to conduct original research into how consumers use one of the interactive technologies. For example, a student might test whether middle-school students can remember more by learning civics from a game than by reading a textbook "“ and why.

Restrictions and Prerequisites: In addition to journalism majors, students studying business administration, computer sciences and behavioral sciences are encouraged to enroll in the class to create a lively cross-disciplinary atmosphere.

J298: Radio Documentary (8 weeks)

Class Dates: 2/27, 3/6, 3/13, 3/20, 4/3, 4/10, 4/17, 4/24.
This class is for advanced radio students who want to take an existing body of work and turn it into a documentary---or for students with a fully formed idea for a long-form radio piece (anywhere between 8 and 29 minutes). The class will meet once a week and run as a workshop where students can develop ideas, critique works in progress and produce long form stories. The course will provide students with the opportunity to produce a half-hour audio documentary with high production values. Documentary production opens a window onto the lives of everyday people; weaving their stories into a narrative whole. Students will learn to incorporate the elements of narration, interviews, music, vérité scenes, character portraits, archival tape, and ambience beds into an experiential-style program. Critique and analysis by the group will be built into the curriculum. Students should come into this class with a high level of competence in recording technique, reporting and editing, along with experience in how to find and tell a story in sound. Students will leave with a polished portfolio piece which will be CONSIDERED FOR broadcast locally on KALW-FM in San Francisco.

Restrictions and Prerequisites: Experience and demonstrated competence in basic radio reporting, editing and production and consent of the instructor. It is strongly recommended that you take Shane Sharkey\'s Pro-Tools class in conjunction with Kernan\'s class.

J601: Master's Study

Individual preparation or study, in consultation with a faculty advisor. Study ultimately leads to the completion of the Master's Project. Units many not be used to meet either unit or residence requirements for the master's degree.

Restrictions and Prerequisites: Course is restricted to journalism students.