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WXXI ends 54-year run of Assignment: The World due to lack of funding

By dru sefton , senior editor | may 31, 2013.

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Assignment: The World , the longest-running social-studies instructional TV program in the country, broadcast its last episode May 23.

WXXI in Rochester, N.Y., which produced the ITV series for 54 years, announced the cancellation May 20.

Teej Jenkins anchors the last broadcast of Assignment: The World, an instructional television series that shut down production this month after a 54-year run at WXXI. (Photo: WXXI)

“ Assignment: The World has experienced an increase in news acquisition costs, which were unfortunately not offset by program funding,” said Elissa Orlando, WXXI v.p. for television, in the announcement. “WXXI is saddened by this decision, but will continue to discover new ways to serve the educational needs of students.”

Every season, students could watch 32 weekly episodes, 15 minutes in length, in classrooms, either on the air or on-demand over the Internet. Teej Jenkins, the last host to anchor the show, presented a roundup of news events from the past week; teachers and students often interact with the show through writing prompts, issue questions and polls. Since 1976, the Assignment: The World poll has correctly predicted the outcomes of the last 10 presidential elections.

The program was developed by Lloyd Kaiser when he worked for the Rochester Area Educational Television Association, forerunner of WXXI; Kaiser later became president of WQED in Pittsburgh. The first episode premiered in fall 1959 on two local commercial broadcasters. When they dropped the show in 1966, WXXI picked it up.

In 1975 it started airing on pubTV stations statewide and in New Jersey, Pennsylvania, Vermont, Massachusetts and Maine. The Agency for Instructional Technology began national distribution in 1982.

The final episode was recorded May 21. Afterward, WXXI hosted a small reception for the production team, former hosts and producers and WXXI staff, according to Kristin Tutino, station publicist. “After 54 years of producing the show, it was a sad day,” she told Current .

The series has received many honors, including two New York State Broadcasters Awards of Excellence, a Telly, a Gold Aurora, two Certificates of Excellence from the Central Education Network and a Wilbur Schramm Award of Excellence.

One thought on “ WXXI ends 54-year run of Assignment: The World due to lack of funding ”

Virginia Bacheler is my cousin – very nice person. We watched her show in 1982 when I was in 6th grade, but my classmates didn’t believe me. :-) PS: This is not my real name.

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Understanding Assignments

What this handout is about.

The first step in any successful college writing venture is reading the assignment. While this sounds like a simple task, it can be a tough one. This handout will help you unravel your assignment and begin to craft an effective response. Much of the following advice will involve translating typical assignment terms and practices into meaningful clues to the type of writing your instructor expects. See our short video for more tips.

Basic beginnings

Regardless of the assignment, department, or instructor, adopting these two habits will serve you well :

• Read the assignment carefully as soon as you receive it. Do not put this task off—reading the assignment at the beginning will save you time, stress, and problems later. An assignment can look pretty straightforward at first, particularly if the instructor has provided lots of information. That does not mean it will not take time and effort to complete; you may even have to learn a new skill to complete the assignment.
• Ask the instructor about anything you do not understand. Do not hesitate to approach your instructor. Instructors would prefer to set you straight before you hand the paper in. That’s also when you will find their feedback most useful.

Assignment formats

Many assignments follow a basic format. Assignments often begin with an overview of the topic, include a central verb or verbs that describe the task, and offer some additional suggestions, questions, or prompts to get you started.

An Overview of Some Kind

The instructor might set the stage with some general discussion of the subject of the assignment, introduce the topic, or remind you of something pertinent that you have discussed in class. For example:

“Throughout history, gerbils have played a key role in politics,” or “In the last few weeks of class, we have focused on the evening wear of the housefly …”

The Task of the Assignment

Pay attention; this part tells you what to do when you write the paper. Look for the key verb or verbs in the sentence. Words like analyze, summarize, or compare direct you to think about your topic in a certain way. Also pay attention to words such as how, what, when, where, and why; these words guide your attention toward specific information. (See the section in this handout titled “Key Terms” for more information.)

“Analyze the effect that gerbils had on the Russian Revolution”, or “Suggest an interpretation of housefly undergarments that differs from Darwin’s.”

Additional Material to Think about

Here you will find some questions to use as springboards as you begin to think about the topic. Instructors usually include these questions as suggestions rather than requirements. Do not feel compelled to answer every question unless the instructor asks you to do so. Pay attention to the order of the questions. Sometimes they suggest the thinking process your instructor imagines you will need to follow to begin thinking about the topic.

“You may wish to consider the differing views held by Communist gerbils vs. Monarchist gerbils, or Can there be such a thing as ‘the housefly garment industry’ or is it just a home-based craft?”

These are the instructor’s comments about writing expectations:

“Be concise”, “Write effectively”, or “Argue furiously.”

Technical Details

These instructions usually indicate format rules or guidelines.

“Your paper must be typed in Palatino font on gray paper and must not exceed 600 pages. It is due on the anniversary of Mao Tse-tung’s death.”

The assignment’s parts may not appear in exactly this order, and each part may be very long or really short. Nonetheless, being aware of this standard pattern can help you understand what your instructor wants you to do.

Interpreting the assignment

Ask yourself a few basic questions as you read and jot down the answers on the assignment sheet:

Why did your instructor ask you to do this particular task?

Who is your audience.

• What kind of evidence do you need to support your ideas?

What kind of writing style is acceptable?

• What are the absolute rules of the paper?

Try to look at the question from the point of view of the instructor. Recognize that your instructor has a reason for giving you this assignment and for giving it to you at a particular point in the semester. In every assignment, the instructor has a challenge for you. This challenge could be anything from demonstrating an ability to think clearly to demonstrating an ability to use the library. See the assignment not as a vague suggestion of what to do but as an opportunity to show that you can handle the course material as directed. Paper assignments give you more than a topic to discuss—they ask you to do something with the topic. Keep reminding yourself of that. Be careful to avoid the other extreme as well: do not read more into the assignment than what is there.

Of course, your instructor has given you an assignment so that they will be able to assess your understanding of the course material and give you an appropriate grade. But there is more to it than that. Your instructor has tried to design a learning experience of some kind. Your instructor wants you to think about something in a particular way for a particular reason. If you read the course description at the beginning of your syllabus, review the assigned readings, and consider the assignment itself, you may begin to see the plan, purpose, or approach to the subject matter that your instructor has created for you. If you still aren’t sure of the assignment’s goals, try asking the instructor. For help with this, see our handout on getting feedback .

Given your instructor’s efforts, it helps to answer the question: What is my purpose in completing this assignment? Is it to gather research from a variety of outside sources and present a coherent picture? Is it to take material I have been learning in class and apply it to a new situation? Is it to prove a point one way or another? Key words from the assignment can help you figure this out. Look for key terms in the form of active verbs that tell you what to do.

Key Terms: Finding Those Active Verbs

Here are some common key words and definitions to help you think about assignment terms:

Information words Ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

• define —give the subject’s meaning (according to someone or something). Sometimes you have to give more than one view on the subject’s meaning
• describe —provide details about the subject by answering question words (such as who, what, when, where, how, and why); you might also give details related to the five senses (what you see, hear, feel, taste, and smell)
• explain —give reasons why or examples of how something happened
• illustrate —give descriptive examples of the subject and show how each is connected with the subject
• summarize —briefly list the important ideas you learned about the subject
• trace —outline how something has changed or developed from an earlier time to its current form
• research —gather material from outside sources about the subject, often with the implication or requirement that you will analyze what you have found

Relation words Ask you to demonstrate how things are connected.

• compare —show how two or more things are similar (and, sometimes, different)
• contrast —show how two or more things are dissimilar
• apply—use details that you’ve been given to demonstrate how an idea, theory, or concept works in a particular situation
• cause —show how one event or series of events made something else happen
• relate —show or describe the connections between things

Interpretation words Ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

• assess —summarize your opinion of the subject and measure it against something
• prove, justify —give reasons or examples to demonstrate how or why something is the truth
• evaluate, respond —state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons
• support —give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)
• synthesize —put two or more things together that have not been put together in class or in your readings before; do not just summarize one and then the other and say that they are similar or different—you must provide a reason for putting them together that runs all the way through the paper
• analyze —determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or why it is important
• argue —take a side and defend it with evidence against the other side

More Clues to Your Purpose As you read the assignment, think about what the teacher does in class:

• What kinds of textbooks or coursepack did your instructor choose for the course—ones that provide background information, explain theories or perspectives, or argue a point of view?
• In lecture, does your instructor ask your opinion, try to prove their point of view, or use keywords that show up again in the assignment?
• What kinds of assignments are typical in this discipline? Social science classes often expect more research. Humanities classes thrive on interpretation and analysis.
• How do the assignments, readings, and lectures work together in the course? Instructors spend time designing courses, sometimes even arguing with their peers about the most effective course materials. Figuring out the overall design to the course will help you understand what each assignment is meant to achieve.

Now, what about your reader? Most undergraduates think of their audience as the instructor. True, your instructor is a good person to keep in mind as you write. But for the purposes of a good paper, think of your audience as someone like your roommate: smart enough to understand a clear, logical argument, but not someone who already knows exactly what is going on in your particular paper. Remember, even if the instructor knows everything there is to know about your paper topic, they still have to read your paper and assess your understanding. In other words, teach the material to your reader.

Aiming a paper at your audience happens in two ways: you make decisions about the tone and the level of information you want to convey.

• Tone means the “voice” of your paper. Should you be chatty, formal, or objective? Usually you will find some happy medium—you do not want to alienate your reader by sounding condescending or superior, but you do not want to, um, like, totally wig on the man, you know? Eschew ostentatious erudition: some students think the way to sound academic is to use big words. Be careful—you can sound ridiculous, especially if you use the wrong big words.
• The level of information you use depends on who you think your audience is. If you imagine your audience as your instructor and they already know everything you have to say, you may find yourself leaving out key information that can cause your argument to be unconvincing and illogical. But you do not have to explain every single word or issue. If you are telling your roommate what happened on your favorite science fiction TV show last night, you do not say, “First a dark-haired white man of average height, wearing a suit and carrying a flashlight, walked into the room. Then a purple alien with fifteen arms and at least three eyes turned around. Then the man smiled slightly. In the background, you could hear a clock ticking. The room was fairly dark and had at least two windows that I saw.” You also do not say, “This guy found some aliens. The end.” Find some balance of useful details that support your main point.

You’ll find a much more detailed discussion of these concepts in our handout on audience .

The Grim Truth

With a few exceptions (including some lab and ethnography reports), you are probably being asked to make an argument. You must convince your audience. It is easy to forget this aim when you are researching and writing; as you become involved in your subject matter, you may become enmeshed in the details and focus on learning or simply telling the information you have found. You need to do more than just repeat what you have read. Your writing should have a point, and you should be able to say it in a sentence. Sometimes instructors call this sentence a “thesis” or a “claim.”

So, if your instructor tells you to write about some aspect of oral hygiene, you do not want to just list: “First, you brush your teeth with a soft brush and some peanut butter. Then, you floss with unwaxed, bologna-flavored string. Finally, gargle with bourbon.” Instead, you could say, “Of all the oral cleaning methods, sandblasting removes the most plaque. Therefore it should be recommended by the American Dental Association.” Or, “From an aesthetic perspective, moldy teeth can be quite charming. However, their joys are short-lived.”

Convincing the reader of your argument is the goal of academic writing. It doesn’t have to say “argument” anywhere in the assignment for you to need one. Look at the assignment and think about what kind of argument you could make about it instead of just seeing it as a checklist of information you have to present. For help with understanding the role of argument in academic writing, see our handout on argument .

What kind of evidence do you need?

There are many kinds of evidence, and what type of evidence will work for your assignment can depend on several factors–the discipline, the parameters of the assignment, and your instructor’s preference. Should you use statistics? Historical examples? Do you need to conduct your own experiment? Can you rely on personal experience? See our handout on evidence for suggestions on how to use evidence appropriately.

Make sure you are clear about this part of the assignment, because your use of evidence will be crucial in writing a successful paper. You are not just learning how to argue; you are learning how to argue with specific types of materials and ideas. Ask your instructor what counts as acceptable evidence. You can also ask a librarian for help. No matter what kind of evidence you use, be sure to cite it correctly—see the UNC Libraries citation tutorial .

You cannot always tell from the assignment just what sort of writing style your instructor expects. The instructor may be really laid back in class but still expect you to sound formal in writing. Or the instructor may be fairly formal in class and ask you to write a reflection paper where you need to use “I” and speak from your own experience.

Try to avoid false associations of a particular field with a style (“art historians like wacky creativity,” or “political scientists are boring and just give facts”) and look instead to the types of readings you have been given in class. No one expects you to write like Plato—just use the readings as a guide for what is standard or preferable to your instructor. When in doubt, ask your instructor about the level of formality they expect.

No matter what field you are writing for or what facts you are including, if you do not write so that your reader can understand your main idea, you have wasted your time. So make clarity your main goal. For specific help with style, see our handout on style .

Technical details about the assignment

The technical information you are given in an assignment always seems like the easy part. This section can actually give you lots of little hints about approaching the task. Find out if elements such as page length and citation format (see the UNC Libraries citation tutorial ) are negotiable. Some professors do not have strong preferences as long as you are consistent and fully answer the assignment. Some professors are very specific and will deduct big points for deviations.

Usually, the page length tells you something important: The instructor thinks the size of the paper is appropriate to the assignment’s parameters. In plain English, your instructor is telling you how many pages it should take for you to answer the question as fully as you are expected to. So if an assignment is two pages long, you cannot pad your paper with examples or reword your main idea several times. Hit your one point early, defend it with the clearest example, and finish quickly. If an assignment is ten pages long, you can be more complex in your main points and examples—and if you can only produce five pages for that assignment, you need to see someone for help—as soon as possible.

Tricks that don’t work

Your instructors are not fooled when you:

• spend more time on the cover page than the essay —graphics, cool binders, and cute titles are no replacement for a well-written paper.
• use huge fonts, wide margins, or extra spacing to pad the page length —these tricks are immediately obvious to the eye. Most instructors use the same word processor you do. They know what’s possible. Such tactics are especially damning when the instructor has a stack of 60 papers to grade and yours is the only one that low-flying airplane pilots could read.
• use a paper from another class that covered “sort of similar” material . Again, the instructor has a particular task for you to fulfill in the assignment that usually relates to course material and lectures. Your other paper may not cover this material, and turning in the same paper for more than one course may constitute an Honor Code violation . Ask the instructor—it can’t hurt.
• get all wacky and “creative” before you answer the question . Showing that you are able to think beyond the boundaries of a simple assignment can be good, but you must do what the assignment calls for first. Again, check with your instructor. A humorous tone can be refreshing for someone grading a stack of papers, but it will not get you a good grade if you have not fulfilled the task.

Critical reading of assignments leads to skills in other types of reading and writing. If you get good at figuring out what the real goals of assignments are, you are going to be better at understanding the goals of all of your classes and fields of study.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Live updates, 8th-graders given hitler-themed assignment to rate nazi monster as a ‘solution seeker,’ ‘ethical decision-maker’.

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An Adolf Hitler-themed question-and-answer assignment given to students at a private school in Atlanta has sparked outrage among parents over its suspected antisemitic nature.

Eighth-grade students at the Mount Vernon School in Atlanta were given a series of questions asking them to rate some of the characteristics of Adolf Hitler — the dictator of Nazi Germany from 1933 to 1945, whose antisemitic ideology fueled the Holocaust — as a leader, according to Fox 5 Atlanta . 

One question posed to students asked, “According to the Mount Vernon Mindset rubric, how would you rate Adolf Hitler as a ‘solution seeker’?” 

A second question asked how students would “rate Adolf Hitler as an ethical decision-maker?”

For both questions, the students were given the option of selecting “Lacks Evidence,” “Approaching Expectations,” “Meets Expectations” or “Exceeds Expectations” to describe the ruthless dictator. 

The bizarre questions ignited outrage among parents — many of whom were concerned the queries were antisemitic by nature, according to the outlet. 

Students at the private school also had issues with the questions, with one telling the outlet the assignment was “troubling” and could be seen as glorifying the warmongering totalitarian leader. 

“Obviously, that looks horrible in the current context,” another student told the outlet. “Knowing Mount Vernon, we do things a little odd around here.”

The student added that the school is known to “try to think outside the box” but shared that “oftentimes that doesn’t work.”

Several former students told Fox 5 that those questions weren’t given to them during eighth grade.

While many parents and students were shaken over the assignment, one student believes the school attempted to pose a historically provocative question that required students to use their critical thinking skills. 

“I can definitely see why they’d be upset, but overall, I think it’s important to look at both sides of the coin in every situation, and I think it’s important to be able to compare and contrast everything that’s happened in our world history, whether it’s been good or bad,” said the student.

Upon learning the phrasing of the questions in the assignment, Mount Vernon officials said they had removed it from the school’s curriculum. 

The principal of Mount Vernon, Kristy Lundstrom, wrote in a statement that the assignment was “an exploration of World War II designed to boost student knowledge of factual events and understand the manipulation of fear leveraged by Adolf Hitler in connection to the Treaty of Versailles.” 

“Immediately following this incident, I met with the School’s Chief of Inclusion, Diversity, Equality, and Action, Head of Middle School, and a concerned Rabbi and friend of the School who shared the perspective of some of our families and supported us in a thorough review of the assignment and community impact.”

“Adolf Hitler and the events of the time period are difficult and traumatic to discuss.”

The private school, about 16 miles outside downtown Atlanta, is a “co-educational day school for more than 1200 students in Preschool through Grade 12,” according to the institution’s  website . 

“We are a school of inquiry, innovation, and impact. Grounded in Christian values, we prepare all students to be college ready, globally competitive, and engaged citizen leaders,” its mission statement reads.

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Paper exams, AI-proof assignments: Wisconsin college professors adjust in a world with ChatGPT

Something about the student's writing seemed off to Sam Harshner. The syntax was sophisticated. The topic choice was advanced. All this from a student who'd barely spoken in the first few days of Harshner's Writing and Argumentation class last fall.

Harshner, who teaches in Marquette University's political science department, ran the work through an online artificial intelligence detector. It came back all red.

Harshner ran his other students' work through the AI detector. He said eight of the 40 assignments, or 20%, came back with an 85% chance or higher of AI-generated work. The facts hit him like a gut punch.

"Honestly, like, you want to think what you're doing matters," Harshner said. "You want to think that at least in some part all the work you're putting in actually impacts people's lives."

AI is disrupting colleges across the country, offering shortcuts for students and uncomfortable questions for professors. Tools like ChatGPT can, in a matter of seconds, solve math problems, write papers and craft code on command.

"It’s entirely changed the way I teach," Harshner said.

Harshner's writing-intensive course was previously heavy on take-home essays. He now has students write their papers during class. Not only does he outline an AI ban on his syllabi but he also has students sign a contract agreeing not to use it, even for generating ideas or paper outlines.

"You have to take steps to, you know, kind of push back on this," Harshner said, adding he believes AI is a "threat to higher education in real, meaningful ways."

College instructors rethink lesson plans

Not everyone is as alarmed as Harshner. Other instructors admit they've come across ChatGPT-written work students passed off as their own. But they believe the vast majority of students aren't outsourcing their assignments.

Even so, many are tweaking how they teach.

Some run assignments through ChatGPT to see how well the chatbot performs, and then make adjustments. Others incorporate AI into coursework to expose students to the tools of the future — and to highlight their limitations.

Gabriel Velez, a Marquette professor in the department of education policy and leadership, was surprised how few of his students knew about ChatGPT when he demonstrated it in class.

"The freshmen we're getting now, they've gone 12 years of education without using AI," he said. "I don't think just because it's become quickly available that they're going to jump ship and 100% dive into it."

Velez's own research supports this. He anonymously surveyed nearly 500 Marquette students last fall on their use of AI. Preliminary results found 66% of respondents said they don't use AI tools at all. Those who have said they most often turned to it when hitting a writing block or to generate ideas — a start rather than a crutch.

Another Marquette professor, Jacob Riyeff, used to ask students to write short summaries of readings ahead of class discussion. Deemed too tempting for students to turn to AI to complete the work, the English professor now hands out physical copies of readings and asks students to underline and analyze the text by hand.

"If it’s going to be really easy to cut corners, how are we setting students up for success?" Riyeff asked.

AI isn't a two-minute talking point during syllabus week in Riyeff's class. He said he has multiple discussions about his stance on AI with students throughout the semester.

"I want them to understand why I take this approach pedagogically," he said. "It's not 'because Dr. Riyeff says so.' That’s not the way to change hearts and minds, especially when they’re hearing lots of hype about this."

Eric Ely, who teaches in the Information School at the University of Wisconsin-Madison, has made some of his assignments more personal, asking students to write about topics that connect to their own lives. In a new assignment this semester, he has students engage with an AI chatbot and document the process.

"Part of my job is to prepare students for life after college, right?" he said. "This is the world that we're living in, and so I feel like I would be doing a disservice to students if I would not talk about this or limit or completely prohibit the use."

Ely sets clear expectations for which assignments students can and cannot use AI. For the most part, he believes students abide by the rules and turn in their own work. But he and his teaching assistants have talked about how sometimes it can be hard to tell.

Can professors easily detect AI-generated work?

The more Elena Levy-Navarro played around with ChatGPT, the more her worry about how well it could complete her assignments faded.

The chatbot's essays lacked specifics. Its arguments were vague. And when the UW-Whitewater English professor asked it about neo-Nazism, a topic often discussed in her class on 1930s fascism, the chatbot demurred . There were other tells, too, like when it cites nonexistent sources.

"I feel fairly confident I could tell if they’re using ChatGPT," Levy-Navarro said.

Levy-Navarro hasn't yet come across work she suspected was AI-generated, and that's why she hasn't dramatically changed her teaching approach. Her assignments often require close readings of literary texts.

Another English professor, Chuck Lewis at Beloit College, has come across a few cases of chatbot-produced work. It's important to craft assignments that are meaningful and engaging to students, he said.

Lewis predicted the standard five-paragraph essay to be "doomed." He believes he's created "relatively AI-proof" assignments.

The Milwaukee Journal Sentinel tested it out , asking Lewis and other instructors for one of their class assignments. The newspaper told them some of the homework would be done honestly and some would be handled by ChatGPT. But the professors weren't told who did the work until after giving a grade.

The Journal Sentinel's experiment found ChatGPT earned one A, two B's and two incompletes.

More: Can ChatGPT pass college assignments? We tested it out, with help from Wisconsin professors

For UW-Madison professor Dietram Scheufele, the big question isn't what AI can — or cannot — do for college students.

There's a commercial interest in improving the accuracy of AI, he said. Eventually, the idea of coding from scratch will disappear. Using AI to assist in the writing process will be the new normal.

"What I’m much more concerned about is the fundamental disruption to our social system and how we prepare students for that," said Scheufele, whose research includes technology policy, misinformation and social media. "The question for universities right now is why this degree will be worth something 40 years from now."

Is cheating on the rise?

John Zumbrunnen, the vice provost of teaching and learning at UW-Madison, said the most-asked question he gets about AI is whether the university has or will have a policy on it.

UW-Madison does not, meaning students navigate at least four different class policies per semester. In some cases, individual assignments will have their own AI expectations. That's why it's important, he said, for instructors to offer grace in this new world.

"The answer in the teaching and learning space cannot be one-size-fits-all," he said earlier this month at a UW Board of Regents meeting.

Riyeff, the Marquette English professor, serves as the university's academic integrity director. He said he hasn't seen an overwhelming increase in the number of AI-related plagiarism cases.

Still, some instructors said they have second-guessed their students while grading papers.

"I’m trying not to be suspicious all the time," Riyeff said. "It’s one of the challenges in this moment."

Contact Kelly Meyerhofer at  [email protected] or 414-223-5168. Follow her on X (Twitter) at  @KellyMeyerhofer .

Assignment: The World; 1981-11-12

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How MSNBC’s Leftward Tilt Delivers Ratings, and Complications

NBC’s leaders have been forced to grapple with how to square its cable news network’s embrace of progressive politics with the company’s straight-news operation.

By Jim Rutenberg and Michael M. Grynbaum

MSNBC placed a big bet on becoming comfort TV for liberals. Then it doubled down.

Time slots on the cable network once devoted to news programming are now occupied by Trump-bashing opinion hosts. The channel has become a landing spot for high-profile alumni of President Biden’s administration like Jen Psaki, who went from hosting White House press briefings to hosting her own show. On Super Tuesday, when producers aired a portion of a live speech by former President Donald J. Trump, Rachel Maddow chastised her bosses on the air.

The moves have been a hit with viewers. MSNBC has leapfrogged past its erstwhile rival CNN in the ratings and has seen viewership rise over the past year, securing second place in cable news behind the perennial leader, Fox News.

But MSNBC’s success has had unintended consequences for its parent company, NBC, an original Big Three broadcaster that still strives to appeal to a mass American audience.

NBC’s traditional political journalists have cycled between rancor and resignation that the cable network’s partisanship — a regular target of Mr. Trump — will color perceptions of their straight news reporting. Local NBC stations between the coasts have demanded, again and again, that executives in New York do more to preserve NBC’s nonpartisan brand, lest MSNBC’s blue-state bent alienate their red-state viewers.

Even Comcast, NBC’s corporate owner, which is loath to intervene in news coverage, took the rare step of conveying its concern to MSNBC’s leaders when some hosts and guests criticized Israel as the Hamas attack was unfolding on Oct. 7, according to three people with knowledge of the discussions. An abrupt course correction to that coverage followed.

This account of the tensions roiling NBC and its corporate overseers is based on interviews with more than two dozen people with knowledge of the company’s inner workings, almost all of whom insisted on anonymity to share details of internal discussions.

NBC declined to make its top executives available for interviews. The chairman of the NBCUniversal News Group, Cesar Conde, has said he wants his division — which encompasses MSNBC, CNBC, a digital streaming service, Telemundo and journalistic stalwarts like “Nightly News,” “Meet the Press” and “Today” — to be a big tent.

Yet his recent efforts to include more conservative voices on the airwaves generated newsroom suspicion and ultimately led to an embarrassing rebellion over the hiring of Ronna McDaniel, a former Republican Party chair who aided Mr. Trump’s attempt to overturn his 2020 election loss.

MSNBC hosts, for their part, view their role in the political debate as more important than ever. They dismiss the accusation that MSNBC is a “Fox News for Democrats” and say their message — that Mr. Trump’s candidacy represents a unique and clear threat to democracy — is an urgent one for the electorate to hear.

And executives inside NBC’s corporate suites at Rockefeller Center say they are confident that viewers know the differences between the company’s various news brands. Any related challenges, they argue, are of a high-class sort — because their cable channels give NBC an advantage in relevance and revenue over its original Big Three competitors, ABC and CBS, which have no cable presence.

“Our strategy is built on our distinct, complementary brands including NBC News, CNBC, NBC News Now, MSNBC and Telemundo,” the NBCUniversal News Group said in a statement. “That has driven our performance as the nation’s leading news organization with the largest reach.” (Comcast does not disclose the news division’s earnings in its reports to Wall Street.)

The tensions inside NBC are, in some ways, a microcosm of the challenges facing many traditional news organizations as the country hurtles toward a tense presidential election: how to maintain trust and present neutral, fact-based reporting in a fractionalized era when partisanship carries vast financial and cultural rewards.

But the company’s challenge is also unique. It must juggle a broadcast news operation bound by traditional standards of impartiality and a cable channel increasingly bound by the partisan preferences of an intensely loyal viewership. How NBC navigates these dueling imperatives will have important implications for Comcast, a Philadelphia-based conglomerate known for its aversion to the political spotlight.

It will also have consequences for coverage of the presidential campaign. Where MSNBC’s cable news opinion-makers sustain and galvanize the Democratic faithful, the NBC broadcast network reaches millions of the potentially persuadable voters critical to both parties, which have sought to turn NBC’s internal tensions to their own advantage.

Left, Right, Left

MSNBC has caused corporate headaches since its inception.

NBC formed the channel as a joint venture with Microsoft in 1996 with the hope that it would thrust “all the value of NBC News into the cable world,” as Tom Rogers, a former NBC executive who helped found the cable network, described it in an interview.

But critics mocked the new 24-hour channel for its informal approach to news, mixing NBC’s biggest stars with younger personalities on a set reminiscent of Central Perk on “Friends.” It was almost immediately outflanked by Fox News, which followed MSNBC to market that same year and rose to the top of the cable news ratings as the first 24-hour TV channel with an overt political appeal.

MSNBC struggled with its identity. It moved to the left ahead of the Iraq war — and later moved right by hiring new hosts like the former Republican congressman Joe Scarborough. Soon it shifted leftward again, as the host Keith Olbermann hit a nerve with his strident anti-Bush — and often anti-Fox — commentary.

But when Andrew Lack, a veteran producer, took over NBC’s news division in 2015, he decided the channel needed to tone down its partisan image. Under Mr. Lack — who oversaw MSNBC’s creation in an earlier NBC stint — the cable network bumped the Rev. Al Sharpton from the weekday schedule, hired the former Fox anchor Greta Van Susteren and added more straightforward news programs, including a daily version of “Meet the Press,” NBC’s flagship political show, with Chuck Todd.

Mr. Todd was game — but would come to believe that his MSNBC duties ultimately hurt the “Meet the Press” franchise, several people at NBC said in interviews. The daily version of the show fell increasingly out of step with MSNBC’s partisan slant even as Republicans used its association with the liberal cable network to deny interview requests from the flagship Sunday edition of “Meet the Press.”

Then, Mr. Trump’s ascent shocked the Democratic base and spiked viewership of Ms. Maddow and other left-leaning hosts, whose programs became a kind of televised safe space. MSNBC’s ratings surged .

Conde Faces the Messiness

Mr. Conde succeeded Mr. Lack in spring 2020. A Wharton-trained business executive who sits on the boards of Walmart and PepsiCo, he came up through the corporate side of news, having led a turnaround at Telemundo after serving as the president of Univision Networks. Accordingly, Mr. Conde was expected to impose a more disciplined and neater corporate sensibility to the division.

He was almost immediately confronted by the messiness he had inherited.

Within a few weeks of Mr. Conde’s ascension, Mr. Trump attacked NBC when it announced the hiring of a new contributor: Lisa Page, a former F.B.I. lawyer who became a lightning rod on the right for her role in the investigation into his campaign ties to Russia. After an initial MSNBC appearance she did not show up again.

A few months later, NBC faced criticism from the other direction when it booked Mr. Trump for a prime-time interview on the night of a presidential debate that he had boycotted. (Mr. Biden was appearing at the same time on ABC.) Ms. Maddow chastised her bosses about it on the air.

That sort of partisan tumult has often riled another important constituency for Mr. Conde: NBC’s affiliated regional stations, which the company relies on to carry its major news programs to markets throughout the country.

The stations tend to be deeply embedded — and deeply trusted — in their communities. Many of them operate in red states or counties and chafed whenever MSNBC, which Mr. Trump regularly calls “MSDNC,” drew conservative ire.

Over the years the affiliates, many of which would have been thrilled to see MSNBC’s leftward tilt abandoned entirely, increasingly urged NBC executives to better distinguish its content from the NBC journalism like “Today” and “Nightly News” that they carried on their stations.

At one point after Mr. Conde took over, executives talked about the possibility of doubling down on partisanship and stripping MSNBC of news altogether, defining it as a pure opinion channel. The company would use the new NBC News Now streaming service, started under Noah Oppenheim when he was NBC News president, for 24-hour news, according to two people with knowledge of the conversations.

That idea fizzled. Mr. Conde was not prepared to entirely abandon news, but he began to better distinguish the various parts of his news division — which effectively moved MSNBC and NBC News further apart.

In the Lack era, Mr. Oppenheim of NBC News and Phil Griffin, the longtime chief of MSNBC, often worked closely as they managed a collection of stars who worked for both networks, like Mr. Todd, Craig Melvin and Hallie Jackson.

Creating more distance between the cable and broadcast outlets, Mr. Conde and Mr. Griffin’s successor, Rashida Jones, moved Mr. Todd, Ms. Jackson and Mr. Melvin off MSNBC to work exclusively at NBC News and NBC News Now. MSNBC’s daytime block of hard news shrank to six hours from eight, as the cable network extended by an hour each two opinion shows with loyal followings: “Morning Joe” featuring Mr. Scarborough and his wife Mika Brzezinski, and “Deadline: White House” with Nicolle Wallace as host.

Nothing did more to signal that MSNBC was more tightly embracing its partisan direction than Ms. Jones’s decision to hire Ms. Psaki and another Biden aide, Symone D. Sanders, straight from the White House.

It was the kind of revolving-door hiring that liberal pundits used to criticize when it happened with Fox News and the Trump administration.

It also created an awkward situation for the NBC News White House team, which was caught off guard when word that Ms. Psaki was in talks for the job leaked while she was still serving as White House press secretary.

A tense, televised confrontation followed in the White House briefing room when Kristen Welker, then NBC News’s co-chief White House correspondent, asked her future colleague: “How is it ethical to have these conversations with media outlets while you continue to have a job standing behind that podium?”

Chasing a Broad Appeal

At the same time, NBC News was going through its own changes.

Early last year, Mr. Oppenheim left his post running NBC News, and Mr. Conde split his job in three. In a jigsaw-like structure, one executive now oversaw “Today,” another “Nightly News” and NBC News Now, and a third “Meet the Press,” “Dateline” and news coverage across numerous shows and platforms.

Mr. Conde said the new setup would provide “growth opportunities,” with each show acting like its own megafranchise. “Today,” for instance, includes an e-commerce business and online sites dedicated to cooking, wellness and books.

He gave his deputies another brief: making additional efforts to ensure that news coverage reflected a wider range of political viewpoints.

Mr. Conde wanted to get Republicans back onto shows.

That was in line with an industrywide recalibration. After four years of combat between the press and Mr. Trump, media companies have sought better ways to reach Trump supporters who feel alienated from mainstream news. Television executives were also concerned that Republican elected officials were shunning their shows in favor of the congenial confines of right-wing media.

It was especially thorny for NBC, as Mr. Trump continued to yoke NBC News to MSNBC while accusing them, along with Comcast, of committing “Country Threatening Treason.”

A chance for a fresh start seemed to come last September when Ms. Welker succeeded Mr. Todd as the moderator of “Meet the Press.”

According to several people with knowledge of the internal discussions, Mr. Conde and Ms. Welker agreed that she should make booking both Mr. Trump and Mr. Biden for interviews a priority. Mr. Biden declined; Mr. Trump accepted.

But when Mr. Conde said she should schedule the Trump interview for her debut episode, Ms. Welker disagreed. Questioning the mendacious former president can be a high-wire act for even the most experienced TV interviewers, and Ms. Welker did not think it was a wise way to introduce herself to viewers. She acquiesced only after coaxing from Mr. Conde and several of his deputies.

Ms. Welker worked to fact-check Mr. Trump in real time while also eliciting an admission that he ignored his own campaign lawyers when they told him there was no evidence the 2020 presidential election results were rigged. Mr. Trump steamrolled ahead with a litany of lies nonetheless. The interview was panned on social media — complete with a “#boycottmeetthepress” campaign — but was deemed a success by Mr. Conde.

Mr. Conde and Rebecca Blumenstein, a former editor at The New York Times whom Mr. Conde hired as one of his top deputies, also worked aggressively to secure a Republican primary debate in fall 2023, pitching Ms. McDaniel and other Republican officials in person.

They succeeded, but only after accepting terms that unsettled some journalists within the company. NBC agreed to include a moderator from a right-wing media company, Salem Radio, and stream the debate live on Rumble, a video site that frequently hosts pro-Nazi and other extremist content. (NBC executives have defended the decision, noting that Rumble was already the party’s official streamer and had no editorial input.)

The debate received good marks in the press. And in general, red-state affiliates felt that Mr. Conde was doing a better job of bringing balance to NBC News, according to an executive at one company that owns affiliates.

Reverberations Continue

Each network was now set on its own distinct course: MSNBC toward more partisan and progressive opinion, and NBC News toward Mr. Conde’s commitment to “presenting our audiences with a widely diverse set of viewpoints and experiences,” as he put it.

But each tripped over the limits of its approach in an election landscape already littered with ideological tripwires.

When Hamas staged its terror attack against Israel on Oct. 7, MSNBC mixed breaking news of the attacks with discussions about the historical backdrop of Israel’s treatment of Palestinians. The coverage reflected views on the left — and presaged the pro-Palestinian demonstrations that would soon grow in number — but it struck many others as discordant, or even offensive, given that the violence was still coming into view.

“I love this network, but I’ve got to ask: Who’s writing your scripts? Hamas?” Jonathan Greenblatt, the Anti-Defamation League chief executive, asked two days later on “Morning Joe.”

Some of the blowback came from within.

In a call with Mr. Conde, Michael Cavanagh, the president of Comcast, who oversees NBC, shared concerns about that initial coverage, according to three people with knowledge of the discussions. Mr. Conde harbored the same concerns, according to a person briefed on their conversation, and he directed MSNBC to be more circumspect and to focus on facts, not opinions, in those initial days.

Five months later, Mr. Conde thought he had achieved a milestone at NBC News in his efforts to integrate right-wing perspectives into its programming. At the recommendation of Ms. Blumenstein and Carrie Budoff Brown, who oversees political coverage, Mr. Conde hired Ms. McDaniel, the former Republican Party chair, as a contributor who could offer on-air commentary.

If the hiring was in service of Mr. Conde’s goal of adding balance, it came as an unwelcome surprise to NBC’s ranks of correspondents, hosts and anchors. Ms. Welker had booked Ms. McDaniel for her next episode of “Meet the Press” — as a guest, not as a colleague. In the interview, she grilled Ms. McDaniel about her role in Mr. Trump’s effort to overturn the 2020 election result, actions that many at NBC and MSNBC viewed as disqualifying for a job there.

Mr. Todd, appearing as a guest on that day’s episode, unleashed a live, on-air denunciation of his bosses after the interview that left the control room in stunned silence. His rebellion carried over the next day on MSNBC, from “Morning Joe” up through “The Rachel Maddow Show.” Under pressure, Mr. Conde broke the deal with Ms. McDaniel, a move that only served to upset the Republicans he was trying to attract.

In the aftermath, NBC’s public stumble turned into a point of contention on the presidential campaign trail. The Republican Party said it was weighing an attempt to restrict NBC News at this summer’s convention, while Mr. Trump yet again bashed “Fake News NBC.”

Aides to Mr. Biden were also perturbed about the McDaniel hire, viewing it as part of a broader attempt by NBC News to overcompensate for MSNBC’s decidedly pro-Biden stance. In private conversations with NBC correspondents, Biden aides have argued that “Nightly News,” whose huge audience is of critical political importance to the campaign, was taking it easy on Mr. Trump and treating Mr. Biden too harshly.

Executives at NBC dismissed these complaints, saying the partisan brickbats simply come with the territory. They believe that each campaign will use anything at its disposal to pressure news organizations for more favorable coverage.

The company pointed to comments made by Mr. Conde after the McDaniel imbroglio: “We will redouble our efforts to seek voices that represent different parts of the political spectrum.” It also shared data intended to show strong performance across its cable, broadcast and online operations.

The message was clear. Regardless of any turbulence, NBC has no plans to change course.

Jim Rutenberg is a writer at large for The Times and The New York Times Magazine and writes most often about media and politics. More about Jim Rutenberg

Michael M. Grynbaum writes about the intersection of media, politics and culture. He has been a media correspondent at The Times since 2016. More about Michael M. Grynbaum

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Yankees injuries: DJ LeMahieu nears rehab assignment, Gerrit Cole throws another bullpen

FILE - New York Yankees’ DJ LeMahieu bats against the Baltimore Orioles during the sixth inning of a baseball game July 29, 2023, in Baltimore. The Yankees delayed the start of LeMahieu’s minor league injury rehabilitation assignment after an MRI showed the fracture in his right foot has not fully healed. The 35-year-old, a two-time batting champion, has been sidelined since fouling a ball off the foot during a spring training game March 16. (AP Photo/Julio Cortez,, File)

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MINNEAPOLIS (AP) — Injured New York Yankees players DJ LeMahieu and Gerrit Cole are headed back to New York after spending time rehabbing at the team’s complex in Tampa, Florida, with LeMahieu likely to start a rehab assignment later this week.

LeMahieu took live at-bats and worked defensively before making the trip to New York while the Yankees begin a three-game series in Minnesota. Manager Aaron Boone said LeMahieu, who has been out all season after a non-displaced fracture of his right foot during spring training, would likely start a minor league rehab assignment on Thursday or Friday.

“Definitely want him to play games and get some volume under his belt,” Boone said pregame Monday, adding he was unsure of how many rehab games LeMahieu might play before being activated.

Meanwhile, Cole threw “30-some, 36 pitches or so” in his latest throwing session as he recovers from right elbow inflammation.

“Gerrit, everything went well,” Boone said. “Gerrit, just onward and upward.”

The Yankees also announced that outfielder Jasson Domínguez (Tommy John surgery recovery) and infielder Jorbit Vivas (left orbital fracture) are starting rehab assignments with Single-A Tampa. They faced former Yankee Domingo Germán, who made his first start with the Pirates’ Single-A affiliate Tuesday. Right-hander Tommy Kahnle (right shoulder inflammation) had his rehab assignment transferred to Double-A Somerset.

AP MLB: https://apnews.com/MLB

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Houston Astros World Series Winner Takes Turn In Radio Booth

Matthew postins | 1 hour ago.

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Josh Reddick has found retirement to his liking. The former Houston Astros star, who was part of their 2017 World Series team, lives outside of the Houston area with his family.

But, slowly, he’s been getting his feet wet in broadcasting. This week, Reddick slid into the radio booth to provide analysis alongside play-by-play voice Robert Ford as the Astros faced the Oakland Athletics .

It was an odd convergence. Reddick played for Houston from 2017-20 and for the Athletics from 2012-16, with a short stint with the Los Angeles Dodgers via trade in between.

Reddick has done some pre-game and post-game work with the Space City Home Network, which broadcasts Astros games on local television. But, as he told MLB.com , stepping into the booth to call a game was much harder.

“[Monday] night, I got caught up telling stories,” Reddick said. “Everybody knows me, I love to talk. I just rambled on for a couple of hitters, and even a couple of innings. I’ve got to figure out when to shut up and when to speak up.”

Reddick’s stint will end with the conclusion of the series with the Athletics on Thursday. He joins Jeff Bagwell as former players that have filled in for Sparks this season.

The 37-year-old said that he doesn’t plan on tackling more broadcasting than he’s taking on right now, citing family as the primary reason. He won’t rule out a larger role once his children are older.

Being around them is a priority after a 13-year Major League career that ended in 2021 with Arizona. He was a lifetime .262 hitter. In his first season with Houston in 2017 he batted a career-best .314 with 13 home runs and 82 RBI in 134 games.

MATTHEW POSTINS

Matthew Postins is an award-winning sports journalist who covers the Texas Rangers, Philadelphia Phillies, Chicago Cubs and Houston Astros for Sports Illustrated/FanNation. He also covers he Big 12 for Heartland College Sports.

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