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Descriptors:
Foreign Countries; Pragmatics; Korean; Second Language Learning; Second Language Instruction; Teaching Methods; Language Styles; Multimedia Instruction; Cultural Traits; Consciousness Raising; Language Usage; Undergraduate Students; Learning Activities; Television; Programming (Broadcast)

Abstract:
This article reports on the design, implementation and evaluation of an activity used to teach non-honorific speech styles through multimedia to a class of intermediate learners at a university in Europe. Although much emphasis has been placed in Korean language learning and teaching on the importance of honorific styles, my article reveals that this at times has come at the expense of ignoring the other side of the coin: non-honorific language. Indeed, Korean language teaching materials delay the teaching of non-honorific language to intermediate level and then only deal with them in a perfunctory way. This is unfortunate as the pragmatics of non-honorific styles can be complex and learners frequently encounter these styles outside of class, even when their Korean level is rudimentary. I argue that this lack of emphasis on non-honorific language is not limited to Korean but represents a common tendency within language pedagogy to avoid language that is considered "casual" or "impolite". With traditional teaching materials doing a poor job at representing these facets of language use, the solution I put forward is the use of multimedia activities. These activities are designed specifically to raise consciousness of the pragmatic factors influencing the use of non-honorific styles. (Contains 1 table, 1 figure and 10 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Television; Foreign Countries; Web 2.0 Technologies; Montessori Method; Films; Biblical Literature; Judaism; Religious Education; Teaching Methods; Mass Media; Relevance (Education); Case Studies; Programming (Broadcast)

Abstract:
Israeli film and television have risen to international prominence, presenting compelling and complicating perspectives. Simultaneously, Web 2.0 technologies have accelerated the spread and immediacy of digital media. Following the work of Holtz (2003) and Levisohn (2010) in developing orientations for teaching Bible and Rabbinic Literature, this article develops a menu of media studies orientations for teaching Israel to Americans. It explores distinctive aspects of media studies, the relevance to Israel education of the work of Marland (1968a, 1968b), and applies the orientations through case studies of the Israeli television series "Be-Tipul" and "Hatufim" and their American adaptations, "In Treatment" and "Homeland." (Contains 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Females; Programming (Broadcast); Television; History; Home Economics; Child Rearing; Social Change; Foreign Countries; Ideology; Gender Issues; Letters (Correspondence); Cultural Background; Gender Differences

Abstract:
This research explores political-educational debates regarding the concept of women's emancipation in women and family programmes on Belgian television between 1954 and 1975. From the very beginning, the women's episodes were regarded as explicitly educational. The episodes were created to increase women's participation by means of their emancipation, but simultaneously continued to underline women's segregation from men. Therefore, we want to reveal the paradoxical effects of this emancipatory educational project for women. This paper takes as its starting point the debate about the concept of women's emancipation in the episode "From home economics to state home economics" in 1964, in which the emancipatory notion was used explicitly for the first time in the women's episodes. The highly debated status of this concept in viewers' letters to producer Paula Semer is intriguing. Women's emancipation had very different meanings based on the viewers' various cultural and ideological backgrounds and their positioning in discourse. Consequently, the letters reveal a highly ideological tension and therefore deepen our understanding of women's emancipation as a normative, political and historically constituted concept. This helps to understand how different (political) actors have used this episode and concept to establish, maintain and traverse borders separating not only men from women but also emancipated from non-emancipated women. In spite of the emancipatory project, limits were established by "closing" womanhood in terms of a proposed ideal of "emancipated womanhood", linking women's individuality to the collective and the state and simultaneously gendering the notion of citizenship. (Contains 1 table and 81 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Smoking; Television; Advertising; Mass Media Effects; Mass Media Role; Telecommunications; Health Promotion; Prevention; Health Behavior; Public Health; Information Dissemination; Program Effectiveness; Program Evaluation; Correlation; Statistical Analysis

Abstract:
The aim of the study was to assess the relative effectiveness of cessation, secondhand smoke and other tobacco control television advertisements in promoting quitlines in nine states from 2002 through 2005. Quarterly, the number of individuals who used quitlines per 10 000 adult smokers in a media market are measured. Negative binomial regression analysis was used to link caller rates to market-level exposure to tobacco control television advertisements overall and by message theme. The relationship between caller rates and advertising exposure was positive and statistically significant (P less than 0.001). Advertisements that focus on promoting cessation (P less than 0.001), highlighting the dangers of secondhand smoke (P = 0.037), and all other tobacco countermarketing advertisements (P = 0.027) were significantly associated with quitline caller rates. For every 10% increase in exposure to cessation, secondhand smoke and other tobacco countermarketing advertisements, caller rates increased by 1.1, 0.2 and 0.4%, respectively. Caller rates significantly increased in quarters when cigarette excise tax increased (P less than 0.001) and when the percentage of the population covered by comprehensive smoke-free air laws increased (P = 0.022). Although advertisements promoting cessation are the most effective in driving quitline use, other topics, such as messages highlighting the dangers of secondhand smoke, also prompt their quitlines. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Critical Theory; Democracy; Political Attitudes; Government (Administrative Body); Citizenship; Middle Class; Whites; Anxiety; Television; Communication (Thought Transfer); Empowerment; Disadvantaged

Abstract:
For many communication scholars, critical pedagogy has proven a valuable teaching approach intended to strengthen democracy and empower the disenfranchised. However, the pedagogical practice becomes problematic when employed as a way to help the already enfranchised maintain their privileged position. This is the very problem posed by the conservative radio and television personality Glenn Beck. As we argue here, Beck routinely used techniques associated with critical pedagogy to encourage his primarily white, middle-class audience to feel disenfranchised by their own government and a liberal intellectual elite. Instead of encouraging democratic engagement, Beck urged his audience toward antagonistic relations anathema to democracy. His ability to do this encourages us to rethink the practice of critical pedagogy as a public modality, which is to emphasize its democratic political goals. In the end, we argue that Beck's ability to ape critical pedagogy for undemocratic ends should remind communication scholars of the importance of both stasis and materiality in their own practices of critical pedagogy and scholarship. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Television; Programming (Broadcast); Popular Culture; Surgery; Physicians; Professional Identity; Racial Identification; Sexual Identity; Decision Making; Adult Learning; Adult Education; Educational Research

Abstract:
In this article, the author outlines an analysis of the American show "Grey's Anatomy" as an example of how popular culture represents identity and the process of professional identity construction in a medical workplace, particularly the surgical service of a large urban hospital. In discussing identity, she connects professional identity to other categories of identity, notably gender, as well as race and sexuality. Although "Grey's Anatomy" and its characters are fictional, she concurs with others who argue that popular culture is a rich source of learning about one's self and social contexts. Because of its focus on surgical residency, "Grey's Anatomy" is a unique cultural representation of adult learning related to work and identity, and the transition between and blurring of education and work. Although medical shows have been a steady fixture on television, few, if any, have dealt so explicitly with learning and identity. It is that focus that interests the author about this particular show. The author proceeds with a review of previous research in this area, with an emphasis on scholarship from her field of adult education. She then outlines central concepts and terms, before summarizing her methodological approach and providing an overview of "Grey's Anatomy" and its characters. These sections set up her analysis of the show. She concludes with some thoughts about the implications of her analysis, and its contributions to conceptual and pedagogical work. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Citizenship Education; Civics; Teaching Methods; High School Students; Television; Programming (Broadcast); Politics; Thinking Skills; Political Attitudes; Social Studies

Abstract:
This study describes one high school civics teacher's use of film as a way to improve his students' understanding of politics. Using episodes of "The West Wing," an award-winning political drama, over the course of a semester, the teacher was able to create an authentic context for political instruction that allowed his students to practice thinking politically, better understand real-life political events, and make connections across the formal curriculum. The findings from this study offer several implications for both the teaching of politics in secondary education as well as the use of film in secondary social studies courses. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Engineering Education; Questionnaires; Correlation; Predictor Variables; Student Motivation; Self Efficacy; Goal Orientation; Self Concept; Engineering; Television; Elementary Secondary Education; Grade 9; Creative Activities; Expectation; High School Students; Secondary School Curriculum; Curriculum Implementation; Prediction; Class Activities; Design; Problem Solving; Student Attitudes; Student Surveys

Abstract:
Inasmuch as design is a central activity in K-12 engineering education, understanding the students' motivation during engaging in engineering design activities will help educators to develop and evaluate strategies for engineering design challenges, and improve curriculum. The objective of this study is to better understand the relationship between students' interest and expectancy for success while engaged in two design activities in grades 9-12. The primary difference between the two activities was the strategy used to solve the design problems from a predictive analysis and a creative approach. Constructs of motivation for students' interest include task value (TV) and intrinsic goal orientation (IGO) and extrinsic goal orientation (EGO). Expectancy for success includes control of learning beliefs and self-efficacy for learning and performance. In this study, students (n = 31) from three high schools that implement the Project Lead the Way curriculum in three states in the US participated in the study. Immediately after completing their design projects, each student was asked to complete a modified version of the Motivated Strategies for Learning Questionnaire survey instrument which evaluates their interest and expectancy for success. The results show that students were more intrinsically motivated to engage in a design activity that involves a predictive analysis than a creative approach. No significant correlation was found between students' expectancy for success and EGO in design tasks that utilized either predictive analysis or creative approach. The study also found that TV and IGO were good predictors for students' expectancy for success. Demographic information associated with students' motivation in the design activities is also presented. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Autism; Comparative Analysis; Television; Siblings; Interactive Video; Video Games; Social Networks; Internet; Children; Adolescents; Parents; Pervasive Developmental Disorders; Measures (Individuals); Extracurricular Activities

Abstract:
This study examined the nature of television, video game, and social media use in children (ages 8-18) with autism spectrum disorders (ASD, n = 202) compared to typically developing siblings (TD, n = 179), and relative to other activities. Parents completed measures assessing children's screen-based and other extracurricular activities. Children with ASD spent approximately 62 % more time watching television and playing video games than in all non-screen activities combined. Compared with TD siblings, children with ASD spent more hours per day playing video games (2.4 vs. 1.6 for boys, and 1.8 vs. 0.8 for girls), and had higher levels of problematic video game use. In contrast, children with ASD spent little time using social media or socially interactive video games. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Television; Music; Nonprint Media; Industry; Career Choice; Musical Composition; Films; Music Education; Occupational Information; Employment Qualifications; Employment Opportunities; Careers; Wages

Abstract:
In this article, the author talks about his career as a composer and offers some advice for aspiring composers. The author works as a composer in the movie industry, creating music that supports a film's story. Other composers work on television shows, and some do both television and film. The composer uses music to tell the audience what kind of movie it is and to help convey what the actors are expressing. The music can vary, depending on the emotion in each scene. The author studies each project and decides where music will be most effective. When he does live recordings of music for a project, he writes sheet music for each instrument, rents a studio, records the pieces, then edits and mixes the tracks. After the music is recorded, he sends it to the production company along with a list of the precise locations where the music needs to be put into the picture. He says there is no minimum education and no particular career path to become a composer. Spend a lot of time studying the art of composition. One needs to have a firm grasp of the technical stuff. The author makes a concerted effort to keep up with the technological changes in the industry. He reads a lot of magazines and music websites online. He also spends a lot of time exchanging ideas with his colleagues and peers and hearing what they're doing. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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