Bibliographic record
Abstract
RTE and the Globalisation of Irish Television. Parrel Corcoran. Bristol, UK: Intellect Books, 2004. 227 pp. $29.95 pbk. Nationally funded public service television broadcasters have been placed under a variety of stresses in the past decades. As private sector national and transnational broadcasters have grown, the continued relevance and role of publicly funded broadcasting have been questioned. Is there a need to provide programming promoting open public debate and diverse national voices in an era of abundant channels? Are members of the public concerned with advertising-funded television? Can private sector production houses and broadcast distributors serve the viewing interests of audiences? Smaller countries sharing the English language with larger neighboring countries, including Ireland and Canada, face unique challenges in using radio and television broadcasting to support national political and cultural spaces. Ireland's relatively small population, a slim fee base available for program production, its independence in the twentieth century, its relationship with England and with Northern Ireland, and its late but rapid economic growth in the 1990s all contribute to a challenging set of questions for public broadcasting. Farrel Corcoran provides uniquely informed discussions of questions faced during debates over the future of television broadcasting in Ireland. Chapters cover regulation, relations with government, the economics of television, proposals for digital television broadcasting, children's programming, Irish language television, and globalization. While the book focuses on the last decade, five years during which Corcoran served as chairman of the Radio Telefis Eireann (RTE) Authority or governing board, the background of key institutions and policies are also discussed. Chapters on regulation and RTE relations with government offer detailed accounts of many of the public and internal debates, decision processes, and issues faced during the late 1990s. Corcoran accounts his direct experience as a variety of initiatives were put forward. The relationship between the government and the public broadcaster was shaped by institutional roles but also by the personalities and efforts of specific government ministers to direct or influence coverage of issues. News coverage itself becomes part of the relationship. The chapter on digital television is an excellent case study of the choices faced by managers and planners. Limited resources, technology uncertainty, differing interests, and unclear decision processes combine in Corcoran's description of efforts to advance a plan for digital broadcasting in the late 1990s. At this time, during which satellite broadcasting was being rolled out, cable television and multipoint distribution also offered competing paths to digital transmission. …
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".