Track and Field

This article explores how media education partnerships will help institutions in the MENA and the U.S. provide culturally-appropriate education to their students, and the positive impact of each partnerships’ faculty and students being exposed to media, journalism and communication students and practitioners from other cultures and nations.

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Often the most fleeting contact with international visitors can have a far-reaching and unforeseen impact. Drawing from the authors’ media teaching,Building a Shared Vision: Developing and Sustaining Media Education Partnerships in the Middle East Articles research, and practice in the Middle East and North Africa (MENA), the article addresses the inspiring and enriching cultural impact of media education partnerships between the U.S. and the MENA. The article outlines keys to creating and sustaining successful media, journalism and communication university partnerships, reporting specifically on an international media education collaboration in progress between l’Institut de Presse et des Sciences de l’Information (IPSI), University of Manouba, Tunis and Bowling Green State University. The article also explores how media education partnerships will help institutions in the MENA and the U.S. provide culturally-appropriate education to their students, and the positive impact of each partnerships’ faculty and students being exposed to media, journalism and communication students and practitioners from other cultures and nations. It gives evidence as to how media education partnerships can not only develop professional standards in media, but also build capacity to strengthen democratic practices, build civil society, increase critical thinking and awareness, minimize and manage conflicts, fight negative stereotypes that often emerge as a reaction to governmental and corporate media discourses.

An increased attention to the growth of civil society in the Middle East and North Africa (see, for instance, Amin & Gher, 2000; Bellin, 1995; Borowiec, 1998; Brand, 1998; Darwish, 2003) reveals that civic discourse functions best where there is free access to information and where unhindered discussions allow citizens to examine all sides of civic issues. Because information and communication technology (ICT), media, and journalism are some of the most important sites for civic debate, they are essential partners in any nation’s efforts towards enhancing civil society. As nations in the Middle East and North Africa MENA continue to enhance civil society, it is imperative that their journalists and media and communication professionals have the professional training and dedication to maintain the highest codes of conduct and practice that will make them integral components in the process of building civil society.

At present, however, media critics have shown that the professional activity of journalists in MENA countries is still very vulnerable (Amin, 2002, p. 125). As an expected consequence, MENA education programs in the communication discipline, most notably in news media, journalism, telecommunications and media technologies, have tended to support powerful institutions and individuals, rather than civic discourse and the voices of students as citizens (Amin, 2002; Rugh, 2004; Lowstedt, 2004). For example, investigation on media systems in eighteen nations in the MENA (Rugh, 2004) revealed that radio and television in all these countries, excepting Lebanon, are still subordinated to powerful institutions. There have been several recent international summits acknowledging these concerns. For example, the 2004 conference of the Institute of Professional Journalists in Beirut on “Media Ethics and Journalism in the Arab World: Theory, Practice and Challenges Ahead”, had as one of its main themes the pressures on Arab media and journalists from local governments and other powerful players inside the Arab world. During the Arab International Media Forum held at Doha, in March 2005, workshop discussions underlined that the Arab media’s independence have yet to be established within countries where the media have been strictly controlled. And, perhaps the most important summit thus far this millennium, the United Nations World Summit on the Information Society (UN WSIS), held in Tunis, November 2005, addressed the immense challenges of the digital divide and other concerns in the MENA.

Investigating educational partnerships in the MENA

As evidenced by summits on Arab, MENA and related global media, there is an emergent body of research on MENA media (see, for instance, Amin, 2002; Cassara & Lengel, 2004; Darwish, 2003; George & Souvitz, 2003; Lowstedt, 2004) and of research on the potential for media technologies generally and, specifically, in efforts to democratize the region (see for instance, Alterman, 1998; Dunn, 2000; Hamada, 2003; Isis International, 2003; Lengel, 2002a; Lengel, 2002b; Lengel, 2004; Lengel, Ben Hamza, Cassara, & El Bour, 2005). However, there is very little research focusing on the benefits and challenges of media education partnerships between nations in the MENA and those outside it. A broad-scale evaluation of the current situation of MENA media education is needed to fully assess the financial, pedagogical and attitudinal constraints found across the region. Additionally, what is needed is an exploration of how cooperation and collaboration, partnerships between the MENA and other regions to develop educational partnerships which can enhance media education in the region, through shared online resources, shared experience, mutual commitment to MENA media students’ academic and professional development, and positive interaction between those within and outside the region.

This article addresses such research needs by investigating the potential for partnerships in the MENA. It presents key components for creating and sustaining successful university partnerships in media, journalism, and communication. It also explores how media education partnerships can help universities within and outside the MENA to provide culturally-appropriate education and training to their media, journalism, telecommunications, new media, and communication students, develop innovative online and distance learning initiatives, cultivate a community of practice, and foster a positive impact of each partnerships’ faculty and students being exposed to those media instructors, researchers, students, and practitioners from other cultures and nations. The article reports specifically on a media partnership in progress between l’Institut de Presse et des Sciences de l’Information (IPSI) at the University of Manouba in Tunis, Tunisia and Bowling Green State University in Bowling Green, Ohio, USA. It focuses on the experiences of the faculty co-directing the partnership in media, journalism and international communication, particularly the process of developing and sustaining the partnership. The article reflects on the future vision of media education in the MENA, particularly the challenges and the future of investment in the media education by governments, educational institutions, and civil society and media organizations within and outside the region. Finally, it analyzes how media education partnerships can not only develop professional standards in media, but also build capacity to strengthen democratic practices, build civil society, increase critical thinking and awareness, minimize and manage conflicts, fight negative stereotypes that emerge as a result of the often inattentive, insensitive and inaccurate nature of governmental and corporate media discourses.

Partnerships and civil society building

Citizens, scholars, practitioners and civil society organizations argue much needs to be done to democratize media, journalism and unrestricted access to information and communication technology in the MENA (see Camau & Geisser, 2003; Cassara & Lengel, 2004; Chouikha, 2002; Newsom & Lengel, 2003; Tetreault, 2000). An important place to begin this transformation is to foster educational collaboration within and outside the MENA that recognizes the role that a free and independent media plays in transition to building democracy and which understands that journalists can serve as models of participants in democratic processes.

As MENA nations engage in building civil society, it will be critical that journalists in the region have not only the skills they need to do their work well, but also the insights necessary to negotiate the challenges posed by democratization. These insights are enhanced by international exchange. The ever-growing presence of information and communication technology (ICT) and the additional resources and challenges that ICT offers journalists and citizens alike create even more opportunities for democratic dialogue and international exchange (Eickelman & Anderson, 1999).

Because democratic dialogue is a hallmark of civil societies, exchange and dialogue between two international partners is at the heart of the international collaborative program “Capacity Building for a Democratic Press: A Sustainable Partnership to Develop Media and Journalism Curricula in Tunisia.” The program, which was launched in 2004 with a two-year funding commitment from the Middle East Partnership Initiative (MEPI),1 highlights a hands-on practicum approach in which l’Institut de Presse et des Sciences de l’Information, University of Manouba, Tunis students benefit from practical professional journalism skills through internships with U.S. and MENA media organizations and engage in interactive and practical training in media and journalistic production and practice. This media educational partnership is creating sustainable core curriculum additions at the Tunisian partnership university including new program specializations in Women, Media and Democracy, as well as in Journalism and Human Rights. It is important to note that IPSI is the only pres

Narcissistic traits and behaviors are exacerbated by undeserved success.

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Within a single year,Obama’s Nobel Prize will Exacerbate His Narcissistic Tendencies Articles Barrack Obama had been elected to the Presidency of the United States and had won the Nobel Peace Prize. While the merits of the first achievement are debatable, there is a consensus, even among his most ardent supporters, fans, and acolytes that he absolutely does not deserve the second honor.

What happens to a narcissist (Obama) whose grandiose delusions suddenly come true? What are the psychological effects on a narcissist when his fantasies of success and perfection materialize, even though his real-life accomplishments do not warrant such a turn of events and are wildly incommensurate with the adulatory feedback he keeps getting?

I. The Narcissist’s Delusions of Grandeur

A delusion is “a false belief based on incorrect inference about external reality that is firmly sustained despite what almost everyone else believes and despite what constitutes incontrovertible and obvious proof or evidence to the contrary”. Delusion is, therefore, a belief, idea, or conviction firmly held despite abundant information to the contrary. The partial or complete loss of reality test is the first indication of a psychotic state or episode. Beliefs, ideas, or convictions shared by other people, members of the same collective, are not, strictly speaking, delusions, although they may be hallmarks of shared psychosis.

There are many types of delusions. The narcissist typically holds grandiose-magical convictions that he is important, omnipotent, omniscient, irresistibly charming, brilliant, perfect, possessed of occult powers, deserving of special treatment (entitlement), or a historic figure of cosmic-messianic significance.

II. The Narcissist’s Reaction to Success: The Grandiosity Bubble

A Grandiosity Bubble is an imagined, self-aggrandizing narrative involving the narcissist and elements from his real life: people around him, places he frequents, or conversations he is having. The narcissist weaves a story incorporating these facts, inflating them in the process and endowing them with bogus internal meaning and consistency. In other words: he confabulates – but, this time, his confabulation is loosely based on reality.

In the process, the narcissist re-invents himself and his life to fit the new-fangled tale. He re-casts himself in newly adopted roles. He suddenly fancies himself an actor, a guru, a political activist, an entrepreneur, or an irresistible hunk. He modifies his behaviour to conform to these new functions. He gradually morphs into the fabricated character and “becomes” the fictitious protagonist he has created.

All the mechanisms of pathological narcissism are at work during the bubble phase. The narcissist idealizes the situation, the other “actors”, and the environment. He tries to control and manipulate his milieu into buttressing his false notions and perceptions. Faced with an inevitable Grandiosity Gap (the abyss between his fantasies and reality), he becomes disillusioned and bitter and devalues and discards the people, places, and circumstances involved in the bubble.

III. When Reality Intrudes: The Grandiosity Gap and the Grandiosity Hangover

The grandiose fantasies of the narcissist inevitably and invariably clash with his drab, routine, and mundane reality. We call this constant dissonance the Grandiosity Gap. Sometimes the gap is so yawning that even the narcissist – however dimly – recognizes its existence. Still, this insight into his real situation fails to alter his behaviour. The narcissist knows that his grandiose fantasies are incommensurate with his accomplishments, knowledge, status, actual wealth (or lack thereof), physical constitution, or sex appeal – yet, he keeps behaving as though this were untrue (i.e., keeps denying reality’s intrusions).

The situation is further exacerbated by periods of relative success in the narcissist’s past. Has-been and also-ran narcissists suffer from a Grandiosity Hangover. They may have once been rich, famous, powerful, brilliant, or sexually irresistible – but they no longer are. Still, they continue to behave as though little has changed.

The Grandiosity Hangover and the Grandiosity Gap are the two major vulnerabilities of the narcissist. By exploiting them, the narcissist can be effortlessly manipulated. This is especially true when the narcissist is confronted with authority, finds himself in an inferior position, or when his Narcissistic Supply (admiration, adulation, affirmation, or any form of attention) is deficient or uncertain.

IV. The Roller-Coaster Narcissist

The narcissist cathexes (emotionally invests) with grandiosity everything he owns or does: his nearest and dearest, his work, his environment. But, as time passes, this pathologically intense aura fades. The narcissist finds fault with things and people he had first thought impeccable. He energetically berates and denigrates that which he equally zealously exulted and praised only a short while before.

This inexorable and (to the outside world) disconcerting roller-coaster is known as the “Idealization-Devaluation Cycle”. It involves serious cognitive and emotional deficits and a formidable series of triggered defence mechanisms.

The Cycle starts with the narcissist’s hunger for Narcissistic Supply: the panoply of reactions to the narcissist’s False Self (his feigned facade of omnipotence and omniscience). The narcissist uses these inputs to regulate his fluctuating sense of self-worth.

It is important to distinguish between the various components of the process of Narcissistic Supply:

The Trigger of Supply is the person or object that provokes the source into yielding Narcissistic Supply by confronting the source with information about the narcissist’s False Self;

The Source of Narcissistic Supply is the person that provides the Narcissistic Supply;

Narcissistic Supply is the reaction of the source to the trigger.

The narcissist homes in on Triggers and Sources of Narcissistic Supply – people, possessions, creative works, money – and imbues these sources and triggers with attributed uniqueness, perfection, brilliance, and grandiose qualities (omnipotence, omnipresence, omniscience). He filters out any data that contradict these fantastic misperceptions. He rationalizes, intellectualizes, denies, represses, projects – and, in general, defends against – contrarian information.

The narcissist realizes and resents his dependence on Narcissistic Supply. Moreover, deep inside, he is aware of the fact that his False Self is an untenable sham. Still, omnipotent as he holds himself to be, the narcissist believes in his ability to make it all come true, to asymptotically approximate his grandiose fantasies. He is firmly convinced that, given enough time and practice, he can and will become his lofty False Self.

Hence the narcissist’s idea of progress: the frustrating and masochistic pursuit of an ever-receding mirage of perfection, brilliance, omniscience, omnipresence, and omnipotence. The narcissist dumps old sources and triggers of supply because he is convinced that he is perpetually improving and that he deserves better and that “better” is just around the corner. He is driven by his own impossible Ego Ideal.

V. Some Successful Narcissists Develop Paranoia

Paranoid ideation – the narcissist’s deep-rooted conviction that he is being persecuted by his inferiors, detractors, or powerful ill-wishers – serves two psychodynamic purposes. It upholds the narcissist’s grandiosity and it fends off intimacy.

Grandiosity Enhancing Paranoia

Being the target of relentless, ubiquitous, and unjust persecution proves to the paranoid narcissist how important and feared he is. Being hounded by the mighty and the privileged validates his pivotal role in the scheme of things. Only vital, weighty, crucial, essential principals are thus bullied and intimi