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Sesame Street “Dalam Pengembangan Bahasa Inggris Anak Usia Dini
Jurnal Golden Age, Universitas Hamzanwadi Vol. 5 No. 02, Juni 2021, Hal. 185-195 E-ISSN : 2549-7367 https://doi.org/10.29408/jga.v5i01.3489 Analisis Film Serial Televisi “Sesame Street “Dalam Pengembangan Bahasa Inggris Anak Usia Dini Resti Marguri 1, Rismareni Pransiska 2 Universitas Negeri Padang 1, 2 Email : [email protected] , [email protected] Abstrak Tujuan dari penelitian ini yakni untuk menganalisis film serial televisi Sesame Street dalam pengembangan Bahasa Inggris anak usia dini. Pada penelitian ini peneliti memakai metode kualitatif dengan pendekatan deskriptif. Pada film ini yang akan dianalisis yaitu kosakata, artikulasi atau pelafalan kata, bahasa tubuh, dan ungkapan sederhana. Setiap serial film ini memiliki kosakata yang sangat beragam serta dapat menambah pembendaharaan bahasa anak, memiliki artikulasi atau pelafalan kata yang jelas karena diucapkan langsung oleh penutur asli Selanjutnya pada penyajian film ini bahasa tubuh yang ditampilkan pun sangat jelas dan sesuai dengan penempatan kata Bahasa Inggris yang dilontarkan pada subtitle sehingga anak lebih mudah memahami makna dari Bahasa Inggris film ini. analisis selanjutnya pada film ini yaitu ungkapan sederhana berbahasa Inggris yang ada didalam film ini juga sangat banyak ditemukan yang nantinya dapat anak pratekkan dalam berkomunikasi sehari-hari karena bahasanya lebih simple dan sederhana serta ungkapan sederhana sangat umum dipakai dalam komunikasi sehari- hari. Kata kunci : Film Serial Televisi Sesame Street, Bahasa Inggris, Anak Usia Dini Abstrack The purpose of this study was to analyze the television series Sesame Street in the development of early childhood English. In this study, researchers used a qualitative method with a descriptive approach. In this film what will be analyzed are vocabulary, word articulation or pronunciation, body language, and simple expressions. -
Afterschool for the Global Age
Afterschool for the Global Age Asia Society The George Lucas Educational Foundation Afterschool and Community Learning Network The Children’s Aid Society Center for Afterschool and Community Education at Foundations, Inc. Asia Society Asia Society is an international nonprofi t organization dedicated to strengthening relationships and deepening understanding among the peoples of Asia and the United States. The Society seeks to enhance dialogue, encourage creative expression, and generate new ideas across the fi elds of policy, business, education, arts, and culture. Through its Asia and International Studies in the Schools initiative, Asia Society’s education division is promoting teaching and learning about world regions, cultures, and languages by raising awareness and advancing policy, developing practical models of international education in the schools, and strengthening relationships between U.S. and Asian education leaders. Headquartered in New York City, the organization has offi ces in Hong Kong, Houston, Los Angeles, Manila, Melbourne, Mumbai, San Francisco, Shanghai, and Washington, D.C. Copyright © 2007 by the Asia Society. All rights reserved. Printed in the United States of America. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form, or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publisher. For more on international education and ordering -
Crossing Borders
Programme research 42 23/2010/E Shalom M. Fisch, Hsueh Yeh, Zhou Zongkui, Chi Jin, Maissa Hamed, Zeinab Khadr, Gabriela Martínez Noriega, Adriana Hinojosa Céspedes, Allison Druin, Mona Leigh Guha Crossing borders Learning from educational media in 4 countries This international study on Sesame Workshop’s multi-media project Panwapa was conducted with 4- to 7-year-olds in the US, China, Mex- ico and Egypt. Panwapa’s educa- tional aim is to promote global citi- zenship. The main questions were: What can children learn from these TV, print and online materials? Are there differences in the learning outcomes across countries? any research studies have Used by permission Workshop. © Sesame proven that educational Ill. 1: Screenshot of the English-language Panwapa website Mtelevision can help chil- ing similarities and differences, and serve children in poverty (especially dren learn subjects such as language, understanding and being responsive outside the U.S.), the children in the literacy, mathematics, science, and to economic disparity (Cole, 2008). It study were largely middle class and social studies (e.g. Fisch, 2004). Yet, addresses these goals through videos above. (Of course, “middle class” re- the changing landscape of television (that portray either Muppet stories fers to very different economic levels gives rise to new questions that have or the lives of real children in vari- in different countries, because such not been researched before. For ex- ous countries), online games and ac- judgments are relative to the over- ample, television has become increas- tivities (e.g. Panwapa World, a virtual all economic level of each country.) ingly global, but most research has community in which users can create For this reason, the demographics of been conducted in only one country, pages to describe themselves and visit our sample were not nationally rep- rather than comparing learning from a pages created by other kids around resentative, but they were sufficient given program across countries. -
Sesame Street Combining Education and Entertainment to Bring Early Childhood Education to Children Around the World
SESAME STREET COMBINING EDUCATION AND ENTERTAINMENT TO BRING EARLY CHILDHOOD EDUCATION TO CHILDREN AROUND THE WORLD Christina Kwauk, Daniela Petrova, and Jenny Perlman Robinson SESAME STREET COMBINING EDUCATION AND ENTERTAINMENT TO Sincere gratitude and appreciation to Priyanka Varma, research assistant, who has been instrumental BRING EARLY CHILDHOOD in the production of the Sesame Street case study. EDUCATION TO CHILDREN We are also thankful to a wide-range of colleagues who generously shared their knowledge and AROUND THE WORLD feedback on the Sesame Street case study, including: Sashwati Banerjee, Jorge Baxter, Ellen Buchwalter, Charlotte Cole, Nada Elattar, June Lee, Shari Rosenfeld, Stephen Sobhani, Anita Stewart, and Rosemarie Truglio. Lastly, we would like to extend a special thank you to the following: our copy-editor, Alfred Imhoff, our designer, blossoming.it, and our colleagues, Kathryn Norris and Jennifer Tyre. The Brookings Institution is a nonprofit organization devoted to independent research and policy solutions. Its mission is to conduct high-quality, independent research and, based on that research, to provide innovative, practical recommendations for policymakers and the public. The conclusions and recommendations of any Brookings publication are solely those of its author(s) and do not reflect the views of the Institution, its management, or its other scholars. Support for this publication and research effort was generously provided by the John D. and Catherine T. MacArthur Foundation and The MasterCard Foundation. The authors also wish to acknowledge the broader programmatic support of the William and Flora Hewlett Foundation, the LEGO Foundation, and the Government of Norway. Brookings recognizes that the value it provides is in its absolute commitment to quality, independence, and impact. -
· · · · · Raising Global Citizens
Sesame Family Newsletter - October 10, 2007 11/12/07 6:13 AM Sesame Workshop Click here to unsubscribe 10, 2007 Raising Global Featuring: Games and More: Citizens · Around and Around Playing in Panwapa and Around It Goes World by Jordan Brown JOIN PANWAPA to · "But, DAD, I Was play these games. A father and son Globally Responsible explore the world… without leaving home. Yesterday!" · Hide-and-Seek with · Finn Becomes a Koko Panwapa Kid · Panwapa Movie Play · Creating a Along "Welcome Kit" for · Panwapa Videos Our Community · Weekly Trivia · When Kids Inspire Their Parents > Read this issue Sesame Street Podcast- Get Sesame Street Now on iTunes! ringtones and wallpapers for your cellphone at Sesame Street Mobile! Presenting Panwapa! Sesame Workshop is proud to present PANWAPA --a new multimedia experience for children ages 4-7. Its ambitious mission is to inspire children to be “global citizens.” Child psychologists and educators believe that learning “social responsibility” and becoming engaged in the world around them are keys to healthy development. By exploring the web-based world of Panwapa, curious children and their families experience many of the world’s languages and cultures through engaging games, an immersive global environment, streaming videos, and printable activities. Best of all, PANWAPA is safe and FREE! Panwapa means “here on this earth” in the Tshiluba language, spoken in the Democratic Republic of the Congo in central Africa. Panwapa is also the name of an imaginary floating island that is the home of Azibo, Koko, and other new Muppet characters. Produced in partnership with the Merrill Lynch Foundation, Panwapa is a fun, innovative place where children from around the world can discover and grow together. -
Nurturing Creativity in Children: a Jalan Sesama Initiative
Nurturing MuhammadCreativity Zuhdi in Children: Director of Education, Research and Outreach A Jalan Sesama Initiative Muhammad Zuhdi Director of Education, Research and Outreach Jalan Sesama Presented at 15th UNESCO-APEID International Conference “Inspiring Education: Creativity and Entrepreneurship” Jakarta, 6 – 8 December 2011 What is Jalan Sesama? • An educational initiative that utilizes the strengths of media to deliver educational messages to Indonesian children. • The Indonesian version of SESAME STREET • Co-production: Sesame Workshop (New York) and PT. Creative Indigo Production (Jakarta) • Programs: – TV Show (Trans7: 2008 – 2010, Kompas TV: 2011 - ... ) – Magazine (Gramedia) – Outreach Programs (West Jawa, West Nusa Tenggara, Papua: 2011 – 2012) targetting ECED (PAUD) • Funded by USAID Mission Use television and other media to help Indonesian children ages 3 to 6 learn basic skills that help them prepared for entry into primary school. Main Characters PUTRI MOMON JABRIK TANTAN The Sesame Workshop Model Sesame Workshop co-productions are always designed to consistently entertain and educate. An innovative approach which applies and at the same time combines various skills in the production field, mastery of children’s educational material, and research. Proven to be effective and has influenced children’s lives all over the world for more than 40 years. Jalan Sesama & Creativity In Season 5 of its TV Show, Jalan Sesama addresses creativity as the theme. Why Creativity? • Skill necessary for children • Important, but often -
Big Dreams Sparked by a Spirited Girl Muppet
GLOBAL GIRLS’ EDUCATION Big Dreams Sparked by a Spirited Girl Muppet Globally, an estimated 510 million women grow up unable to read and write – nearly twice the rate of adult illiteracy as men.1 To counter this disparity in countries around the world, there’s Sesame Street. Local adaptations of Sesame Street are opening minds and doors for eager young learners, encouraging girls to dream big and gain the skills they need to succeed in school and life. We know these educational efforts yield benefits far beyond girls’ prospects. They produce a ripple effect that advances entire families and communities. Increased economic productivity, reduced poverty, and lowered infant mortality rates are just a few of the powerful outcomes of educating girls. “ Maybe I’ll be a police officer… maybe a journalist… maybe an astronaut!” Our approach is at work in India, Bangladesh, Nigeria, Egypt, South Africa, Afghanistan, and many other developing countries where educational and professional opportunities for women are limited. — Khokha Afghanistan BAGHCH-E-SIMSIM Bangladesh SISIMPUR Brazil VILA SÉSAMO China BIG BIRD LOOKS AT THE WORLD Colombia PLAZA SÉSAMO Egypt ALAM SIMSIM India GALLI GALLI SIM SIM United States Indonesia JALAN SESAMA Israel RECHOV SUMSUM Mexico PLAZA SÉSAMO Nigeria SESAME SQUARE Northern Ireland SESAME TREE West Bank / Gaza SHARA’A SIMSIM South Africa TAKALANI SESAME Tanzania KILIMANI SESAME GLOBAL GIRLS’ EDUCATION loves about school: having lunch with friends, Watched by millions of children across the Our Approach playing sports, and, of course, learning new country, Baghch-e-Simsim shows real-life girls things every day. in situations that have the power to change Around the world, local versions of Sesame gender attitudes. -
D E S I G N I N G D I G I T a L E X P E R I E N C E S F O R P O S I T I V E Y
Designing Digital Experiences for Positive Youth Development From Playpen to Playground Marina Umaschi Bers OXFORD UNIVERSITY PRESS PART I The Digital Landscapes for Youth OVERVIEW This first part of the book looks at the question of what children and adolescents are currently doing with new technologies and how this is having an impact on their development. It is made up of three chapters that take on a developmental span of children's relationship with technol ogy: early childhood, the elementary years, and high school. Leveraging the concept of landscape, or a space purposefully designed with a goal, each chapter has a central metaphor to illuminate the role of new tech nologies for promoting the core developmental milestones of each age group. The goal of these metaphors is to help the reader understand the digital world as a developmental space. The hope is to show possible ways for adults to become design partners in its creation. Each chapter is interspersed with vignettes describing children's personal experiences with technology. Some come from my own research projects over the last 16 years. Others come from observing young people's interactions with popular technologies. A summary at the end highlights key ideas visited in this first part of the book. CHAPTER 1 Digital- Playgrounds vs. Virtual Playpens in Early Childhood Think about a two year old. She is ready to explore the world. She is fear less. She is curious. Everything she finds, she touches, she opens, she closes, she, sorts, she hides, she moves, she pushes. She plays. Everyone she encounters, she tries to communicate, she pretends, she asks, she tells, she shows, she gestures. -
Proceedings of the World Summit on Television for Children. Final Report.(2Nd, London, England, March 9-13, 1998)
DOCUMENT RESUME ED 433 083 PS 027 309 AUTHOR Clarke, Genevieve, Ed. TITLE Proceedings of the World Summit on Television for Children. Final Report.(2nd, London, England, March 9-13, 1998). INSTITUTION Children's Film and Television Foundation, Herts (England). PUB DATE 1998-00-00 NOTE 127p. AVAILABLE FROM Children's Film and Television Foundation, Elstree Studios, Borehamwood, Herts WD6 1JG, United Kingdom; Tel: 44(0)181-953-0844; e-mail: [email protected] PUB TYPE Collected Works - Proceedings (021) EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS Children; *Childrens Television; Computer Uses in Education; Foreign Countries; Mass Media Role; *Mass Media Use; *Programming (Broadcast); *Television; *Television Viewing ABSTRACT This report summarizes the presentations and events of the Second World Summit on Television for Children, to which over 180 speakers from 50 countries contributed, with additional delegates speaking in conference sessions and social events. The report includes the following sections:(1) production, including presentations on the child audience, family programs, the preschool audience, children's television role in human rights education, teen programs, and television by kids;(2) politics, including sessions on the v-chip in the United States, the political context for children's television, news, schools television, the use of research, boundaries of children's television, and minority-language television; (3) finance, focusing on children's television as a business;(4) new media, including presentations on computers, interactivity, the Internet, globalization, and multimedia bedrooms; and (5) the future, focusing on anticipation of events by the time of the next World Summit in 2001 and summarizing impressions from the current summit. -
Sesame Street Version 2.0 by Cataquack Warrior
Sesame Street Version 2.0 By Cataquack Warrior Sunny days, sweeping the clouds away… You’re on your way to a certain street, and you can bet that there will be lots of interesting things to do and learn once you arrive. Time Since you’re going to start on the same street regardless, we’ll instead ask what year you’re starting. Roll a 1d6 to determine the decade of your stay. 1. 1969 2. 1979 3. 1989 4. 1999 5. 2009 6. Free Choice- Pick any year that Sesame Street has been active. Species There are all sorts of people here on Sesame Street, so pick whichever one you want. Roll a 1d30+5 to determine your starting age or pay 50 CP to choose. Pay 50 CP to select your gender, or else keep the gender from your last jump. Drop-In- You come as you were from the previous jump. Native Human- You may not be as unusual as some of the other creatures on Sesame Street, but you are still a key part of the community. Grouch- Noted for your flattened head and lack of a nose, you are notable for your grouchy behavior and love for disgusting things. Even so, you can still find a place to be happy – I mean miserable – on Sesame Street. Monster- Monsters come in all sorts of shapes and sizes, but they are by the large furry and not that scary once you get to know them. Vampire- A vampire of the Von Count line, to be more precise. -
Tickle Me Obama: Lessons from Sesame Street
Tickle Me Obama: Lessons from Sesame Street Most presidents are easy to pin down on our cultural maps. Ronald Reagan was raised in Dixon, Ill., but we placed him in Hollywood, telling America's story on the big screen. Bill Clinton may have been the Man from Hope, Ark., but the mischief of nearby Hot Springs was in his blood. George W. Bush was practically born on the Yale campus, yet Texas was his true terroir. Which brings us to Barack Obama, who belongs ... where exactly? Kansas? Kenya? Hawaii? Harvard? None of these quite fit our blender in chief, but it struck me recently that Obama does have a cultural home: he's the first President from Sesame Street. When Sesame Street founder Joan Ganz Cooney met Obama at a fundraiser last year, she was prepared to hear what she always does. "I'd have bet you a million dollars," she says, "that Obama would tell me how his kids watched Sesame Street." But instead the President‐to‐be told her that he and his little sister watched the show. "I realized that this is the first President young enough to say that." The Obamas clearly have a deeper personal connection to the show than their White House predecessors did; it was aimed, after all, at kids like them. (Full disclosure: I have a personal connection too; some of my friends work on Sesame Street, and they aren't furry.) When Michelle Obama visited the set in Queens, N.Y., to talk about "healthy habits" a few weeks ago, she was practically fizzing. -
Empowering Global Citizens Empowering Global Citizens a World Course
Empowering Global Citizens Empowering Global Citizens A World Course F M. R, V C, C K. C, J H, E. B. O’D Fernando M. Reimers is the Ford Foundation Professor of the Practice of International Education and the director of the Global Education Innovation Initiative and of the International Education Policy Program at Harvard University. Professor Reimers is an expert in the field of global education policy and in- novation. His research and teaching examine how education policy, leader- ship, instruction and innovation empower children and youth to develop the skills they need to thrive in the twenty-first century. He directs the Global Education Innovation Initiative, he and his colleagues recently finished a comparative study of the goals of education as reflected in the curricula in Chile, China, India, Mexico, Singapore, and the United States. These findings are presented in the book Teaching and Learning for the Twenty- first Century: Educational Goals, Policies, and Curricula from Six Nations published by the Harvard Education Press. This book is also available in Chinese, Portuguese and Spanish language editions. Another recent book, Fifteen Letters on Education in Singapore examines the lessons that can be learned from Singapore’s efforts to build a robust teaching profession, and is available in paperback and as an e-Book. He has authored, edited, or coed- ited fourteen books and ninety research articles and chapters on education. He teaches graduate courses on education policy and educational innova- tion at the Harvard Graduate School of Education. These courses are also offered online via the Harvard Extension School.