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The study explores how economic factors influenced the coverage of COVID-19 in a privately owned commercial radio, Central Broadcasting Service (CBS), in Uganda. The station was selected mainly because it is one of the biggest radio stations in Uganda in terms of influence and audience reach. In addition, CBS is one of the few radio stations which carry elaborate news bulletins in the country. Most of the other stations put more emphasis on entertainment and only carry news as briefs. Since the liberalisation of airwaves in Uganda in 1993, a lot of research has been conducted on the performance and influence of commercial radio. However, there is little scholarship on the influence of economic factors on the coverage of health crises by commercial radio. The study employs the Critical Political Economy and Framing theories to understand how stories about COVID-19 were framed and the motivations for the identified frames. Quantitative content analysis was used for this study. The study found that the economic imperative influenced the frames chosen by reporters and editors at CBS during the coverage of COVID-19.

The purpose of this paper is to describe the emergence of school-based, secular, mindfulness-based interventions (MBIs) for educators and students that aim to cultivate mindfulness and its putative benefits for teaching, learning, and well-being.

The paper has four sections: (a) a description of indicators of increased interest in mindfulness generally and in education; (b) substantive and functional definitions of mindfulness; (c) rationales for the potential value of mindfulness for teaching, learning, and well-being; and (d) a review of extant research on MBIs for teachers and students in schools.

On the basis of this review, it is concluded that school-based MBIs represent a promising emerging approach to enhancing teaching, learning, and well-being in schools; but that more research, with more rigorous study designs and measures, need to be done to establish the scientific validity of the effects of school-based MBIs for teachers and students alike.

Since the early years of the Cold War, two countervailing trends have been present in the treatment of officially held information in the United States. On the one hand, as the foundations of U.S. information policy were being set after World War II, wartime practices were remade and made permanent in a crisis atmosphere, with the establishment of a classification system (essentially the same one used to this day) by executive order, as well, as the passage of the Atomic Energy Act in 1946 and the National Security Act in 1947. However, even as the practice of official secrecy took root, the United States took the lead in formalizing standards of openness by statute, beginning with the 1946 passage of the Administrative Procedures Act and culminating in the passage (and 1974 strengthening) of the Freedom of Information Act. This article traces the development of U.S. information policy since World War II and describes the impact of official secrecy on decision making and democratic practice more generally.