Actas Del Primer Congreso Internacional De Buenas Prácticas En Patrimonio Mundial: Arqueología

Total Page:16

File Type:pdf, Size:1020Kb

Actas Del Primer Congreso Internacional De Buenas Prácticas En Patrimonio Mundial: Arqueología The “Hikayat Simsim” Multimedia Edutainment Project in Jordan and its Role in Early Childhood Cultural Heritage Knowledge El proyecto educativo multimedia “Hikayat Simsim” en Jordania. Su papel en la educación sobre Patrimonio Cultural en la infancia Naif A. HADDAD (1), Khaled A. HADDAD (2), Phoebe SLOANE (2) (1) Department of Conservation Science, Queen Rania Institute of Tourism and Heritage, the Hashemite University, Zarqa , Jordan, E-mail: (2) Jordan pioneers multimedia and TV production, Amman ,Jordan, Abstract In Jordan, it a is fact that cultural heritage resources are suffering. Many young children in Jordan and other countries of the Arab world are not taught about archaeology or other means of respecting and preserving the past. In order to reach children, we must utilize tools already popular with them, such as television and games, to teach lessons about Cultural Heritage. However, in order to interest children in these issues, it is essential to use modern multimedia tools. Hikayat Simsim is a national Jordanian Educational Multimedia project co-pro- duced by Jordan Pioneers for Multimedia in Jordan and Sesame Workshop in New York. One of the main aims of the project is to create a new generation of Jordanian children proud of themselves and their country, their own culture, respectful of other cultures, and empowered to embark on both formal and informal educational endeavours, using its entertaining Muppet characters. This paper attempts to discuss how the cultural heritage concept and material appear in the particular case of the Hikayat Simsim project with respect to two unique and complementary aspects: (1) The television show se- ries; (2) The educational outreach initiative. The paper will also address how Hikayat Simsim, can develop me- thods to promote appreciation, awareness of cultural heritage issues among children. This will be achieved by the support of presentation of ideas, based on the educational goals of Hikayat Simsim curriculum. Key words: Entertaining Muppet Characters, Early Childhood Education, Awareness, Multimedia, Cultural Heritage, Hikayat Simsim, Outreach material. Resumen: Durante los primeros años, y desde la perspectiva de los propios niños, el juego y el aprendizaje están unidos. Cuando alcanzan los cinco años, la gran mayoría ha aprendido mucho. Sin embargo, todavía están lejos de com- prender los elementos del Patrimonio Cultural de su entorno local como parte de sus vidas, eso es algo ajeno a la vida escolar. Así, a la mayoría de la infancia en Jordania y en otros países del mundo árabe no se les enseña nada de Arqueología o de respeto hacia los restos del pasado. Está claro que con el fin de llegar a la infancia, hay que utilizar las herramientas que les son más conocidas, como la televisión y los juegos, así como los recursos multimedia. Esto es lo que pretende Hikayat Simsim, un proyecto educativo multimedia producido por “Pioneros de Jordania para la multimedia”, en Jordania, y “Sesame Workshop” en Nueva York. Uno de sus objetivos principales es crear una nueva generación de niños y niñas jordanos orgullosos de sí mis- mos, de su país y de su propia cultura, además de respetuosos con las otras culturas. Para ello se utilizan los personajes Muppet de entretenimiento. Este trabajo analiza cómo el concepto de Patrimonio Cultural se intro- duce, en el proyecto Hikayat Sims im mediante dos aspectos complementarios: 892 Actas del Primer Congreso Internacional de Buenas Prácticas en Patrimonio Mundial:Arqueología 892-908 ISBN: 978-84-695-6782-1 N. A. Haddad et al The “Hikayat Simsim” Multimedia Edutainment... (1) La serie de televisión, (2) La iniciativa de extensión educativa. También se ocupará de cómo el proyecto Hikayat SimSim consigue promover el aprecio y el conocimiento del Patrimonio Cultural entre la infancia. Palabras clave: Muppets, Patrimonio, Educación Infantil, Conciencia, multimedia, material de divulgación 1. Introduction tural Heritage. However, to discuss cultural Over the past half-century, child develop- heritage topics and activities that children ment research has provided an increasingly enjoy, any treatment should include topics comprehensive knowledge base to explain that interest both young and older targeted how young children acquire skills and kno- children, parents and teachers. It is fact that wledge and define the environmental sup- 2D &3D animation, games web site games, ports needed to stimulate and sustain outreach material and Muppet held chil- development [1]. Early childhood educa- dren’s attention. Therefore, a well designed, tion, however, is a critical means to address age –appropriate, and culturally sensitive many of children’s developmental needs; educational and social activities during the the environment in which young children early childhood years must be provided to grow plays a major role in children’s deve- facilitate interaction with the greater envi- lopment. During early years, from chil- ronment, and foster learning of an array of dren’s own perspective, playing and social, emotional and basic cognitive skills. learning are not always separate in practices In Jordan, it is fact that cultural heritage [2]. By the time children are five years old, resources is suffering. Many young children the vast majority have learned a great deal. in Jordan and other countries of the Arab They have reached “developmental compe- world are not taught about archaeology or tence” and “maturity,” meaning that they other means of respecting, preserving even have achieved the normative learning documenting the past. In order to reach chil- benchmarks of their community [3]. Never- dren, we must utilize tools already popular theless, the notion of young children step- with them, such as television and games, to ping out of the classroom to experience teach lessons about cultural heritage. Howe- history, art and culture heritage as a living ver, in order to interest children in these is- and breathing phenomena in their local en- sues, it is essential to use modern vironment has become alien to school life. multimedia tools [7]. It has long been recognized that teaching For the purposes of this paper, cultural children about cultural heritage and ar- heritage is defined as manmade evidence of chaeology is essential to preserving history any aspect of culture, past or present. Cul- [4, 5]. Teaching young children to care for ture includes all aspects of human society. historically important sites and traditions is According to the United Nations Economic essential to preserving any society’s cultural and Social Council (UNESCO), cultural he- heritage [6]. Children, however, like seeing ritage used to refer mostly to physical ruins other children engaging in activities to learn from ancient civilizations. The definition of from. By promoting enjoyment and interest cultural heritage has grown to include any in participating in cultural heritage practi- aspect of culture from past or present tradi- ces, children Cultural Heritage appreciation tions [8], which is what this paper focuses can be build up. This is basic issue to create on. The UNESCO separates man made cul- generation of good Citizens to respect and tural heritage into tangible cultural heritage, to be responsible for preserving their Cul- such as ruins or artwork, and intangible cul- Proceedings of the First International Conference on Best 893 Practices in World Heritage: Archaeology 892-908 ISBN: 978-84-695-6782-1 N. A. Haddad et al The “Hikayat Simsim” Multimedia Edutainment... tural heritage, such as theatre, dance, litera- answer constituent questions [11]. There ture, and telling of oral histories [9]. would also appear to be a trend for more cross-curricular work, involving arts and 2. The role of multimedia edutainment in other (non-arts) subject areas working toge- children cultural heritage enhancement ther on creative and/or cultural themes. Science and technology can be used not Recently, Virtual heritage and archaeo- only to document, restore, conserve and logy start to play significant role in explo- preserve archaeological sites, historical mo- ring issues involved in creating immersive numents and artifacts themselves but also to cultural heritage projects enhancing our promote awareness and appreciation. The perspective and understanding of the envi- rapid development in multi-media tools , es- ronments in which our ancestors lived and pecially in TV , filming, animation, website worked. However, in spite of various con- games, outreach material for children’s shall cerns and objections regarding the appro- take place in supporting the efforts in chil- priateness and educational efficacy of dren awareness and appreciation about their virtual reality, there remain compelling cultural heritage issues. This can foster the reasons for believing that virtual heritage children appreciation of the people involved projects warrant serious investigation and in cultural heritage and the work they do, can provide strong tools for learning [12]. seeing them at work and their creative pro- Virtual archaeology refers to the use of 3D cesses. computer models of ancient buildings and The glory of cultural heritage, actually, artifacts visualized through immersive tech- is captured best through the pictures and nologies. VR hardware and software are re- sound provided by television, computers, flected in the creation of a number of and other multimedia modern technologies. educational and cultural heritage programs However, instructional television received targeted at the widest
Recommended publications
  • The BG News January 20, 1989
    Bowling Green State University ScholarWorks@BGSU BG News (Student Newspaper) University Publications 1-20-1989 The BG News January 20, 1989 Bowling Green State University Follow this and additional works at: https://scholarworks.bgsu.edu/bg-news Recommended Citation Bowling Green State University, "The BG News January 20, 1989" (1989). BG News (Student Newspaper). 4887. https://scholarworks.bgsu.edu/bg-news/4887 This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License. This Article is brought to you for free and open access by the University Publications at ScholarWorks@BGSU. It has been accepted for inclusion in BG News (Student Newspaper) by an authorized administrator of ScholarWorks@BGSU. Entertainment/Dining Guide in Friday Magazine THE BG NEWS Vol. 71 Issue 69 Bowling Green, Ohio Friday, January 20,1989 Bush reflects Reagan image by Scott R Whltehead and mor, R-Fifth District, Ohio, said "He has talked openly about improving education, Gillmor Elizabeth Kimes over the past eight years, Rea- some of the issues, such as edu- said there is much work to be gan strengthened the image and cation and the environment, but done. economy of the United States. Bush will not have to pursue the "Education is still going to "I think Reagan will be per- kind of increase in defense that remain state and local responsi- Gillmor Senate WASHINGTON — As the Rea- ceived as one of the better presi- Reagan had to when he took of- bility as 93 or 94 percent of the gan era comes to a close, all dents," Gillmor said.
    [Show full text]
  • 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.
    [Show full text]
  • Egypt Education Legacy 35 Years of a Partnership in Education
    EGYPT EDUCATION LEGACY 35 YEARS OF A PARTNERSHIP IN EDUCATION January 2012 This report was produced for review by the United States Agency for International Development, Mission to Egypt (USAID/Egypt), under a task order of the Global Evaluation and Monitoring (GEM II) IQC, Contract No. EDH-E-23-08- 00003-00. It was prepared by the Aguirre Division of JBS International, Inc. Cover page photo by GILO project EGYPT EDUCATION LEGACY January 2012 The authors’ views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. This document is available in printed and online versions. The online version is stored at the Development Experience Clearinghouse (http://dec.usaid.gov). Additional information can be obtained from [email protected]. ACKNOWLEDGMENTS The U.S. Agency for International Development (USAID) would like to express sincere gratitude to the many institutions and people who have made the 35-year partnership in Egypt’s education sector so fruitful. The education system has benefited from the valuable collaboration of many Egyptian officials and policy makers. First, we would like to express our sincere gratitude to the Government of Egypt, primarily the Ministry of Education. Several officials have led this office over the years, and we acknowledge each and every one of them. We are also grateful to staff in departments and units at the central, governorate (Muddiraya), district (Idara), and school levels. Success in the sector is due largely to the support and sincere cooperation of all these key actors. USAID would especially like to thank Dr.
    [Show full text]
  • Sanibona Bangane! South Africa
    2003 ANNUAL REPORT sanibona bangane! south africa Takalani Sesame Meet Kami, the vibrant HIV-positive Muppet from the South African coproduction of Sesame Street. Takalani Sesame on television, radio and through community outreach promotes school readiness for all South African children, helping them develop basic literacy and numeracy skills and learn important life lessons. bangladesh 2005 Sesame Street in Bangladesh This widely anticipated adaptation of Sesame Street will provide access to educational opportunity for all Bangladeshi children and build the capacity to develop and sustain quality educational programming for generations to come. china 1998 Zhima Jie Meet Hu Hu Zhu, the ageless, opera-loving pig who, along with the rest of the cast of the Chinese coproduction of Sesame Street, educates and delights the world’s largest population of preschoolers. japan 2004 Sesame Street in Japan Japanese children and families have long benefited from the American version of Sesame Street, but starting next year, an entirely original coproduction designed and produced in Japan will address the specific needs of Japanese children within the context of that country’s unique culture. palestine 2003 Hikayat Simsim (Sesame Stories) Meet Haneen, the generous and bubbly Muppet who, like her counterparts in Israel and Jordan, is helping Palestinian children learn about themselves and others as a bridge to cross-cultural respect and understanding in the Middle East. egypt 2000 Alam Simsim Meet Khokha, a four-year-old female Muppet with a passion for learning. Khokha and her friends on this uniquely Egyptian adaptation of Sesame Street for television and through educational outreach are helping prepare children for school, with an emphasis on educating girls in a nation with low literacy rates among women.
    [Show full text]
  • To Download a PDF of the Guild's Library List
    AV-001 Brother Bread, Sister Puppet 1 9 9 2 Farber, Jeff 80min PERF VHS BREAD & PUPPET AV-002 Ah! The Hopeful Pageantry Of Bread & Puppet 1 9 9 8 Halleck, Deedee & Schumann, 84min PERF VHS BREAD & PUPPET AV-003 Adventures Of Prince Achmed 1 9 9 4 Reininger, Lotte 64min PERF VHS LOTTE REININGER/ AV-004 Teatro Muf "Conversations Withoutt Words" ND ? ? PERF VHS AV-005 The American Puppet 2 0 0 1 ? ? HISTORY VHS AMERICAN PUPPETRY AV-006 The Story Of The Tulasi Plant ND Purnina Puppet Theatre ? ? PERF VHS AV-007 Kukla, Fran And Ollie 1 9 8 5 Burr Tillstrom 30min PERF VHS TILLSTROM AV-007A Kukla, Fran And Ollie 1 9 8 5 Burr Tillstrom 30min PERF DVD TILLSTROM AV-008 An Evening With Jim Henson And Frank Oz 1 9 8 9 Henson/Oz 75min LECTURE VHS MUPPETS AV-008A An Evening With Jim Henson And Frank Oz 1 9 8 9 Henson/Oz 75min LECTURE DVD MUPPETS AV-009 Puppet Festival 1991 Telegraph 1 9 9 1 1 2 0 m i PERF VHS FESTIVAL AV-010 Puppet Festival 2 0 0 1 Blake, Warner 72min PERF VHS FESTIVAL AV-011 Hands Of Enchantment: P Of A Festival 1987 1 9 8 7 P Of A 1 1 0 m i PERF VHS FESTIVAL AV-012 P Of A National Festival 1989 1 9 8 9 P Of A 1 0 9 m i PERF VHS FESTIVAL AV-013 P Of A National Festival 1993 1 9 9 3 P Of A 1 2 0 m i PERF VHS FESTIVAL AV-013A P Of A National Festival 1993 1 9 9 3 P Of A 1 2 0 m i PERF VHS FESTIVAL AV-015 In Pursuit Of Excellence: P Of A Nat.
    [Show full text]
  • Jim Henson's Fantastic World
    Jim Henson’s Fantastic World A Teacher’s Guide James A. Michener Art Museum Education Department Produced in conjunction with Jim Henson’s Fantastic World, an exhibition organized by The Jim Henson Legacy and the Smithsonian Institution Traveling Exhibition Service. The exhibition was made possible by The Biography Channel with additional support from The Jane Henson Foundation and Cheryl Henson. Jim Henson’s Fantastic World Teacher’s Guide James A. Michener Art Museum Education Department, 2009 1 Table of Contents Introduction to Teachers ............................................................................................... 3 Jim Henson: A Biography ............................................................................................... 4 Text Panels from Exhibition ........................................................................................... 7 Key Characters and Project Descriptions ........................................................................ 15 Pre Visit Activities:.......................................................................................................... 32 Elementary Middle High School Museum Activities: ........................................................................................................ 37 Elementary Middle/High School Post Visit Activities: ....................................................................................................... 68 Elementary Middle/High School Jim Henson: A Chronology ............................................................................................
    [Show full text]
  • Menlo Park Juvi Dvds Check the Online Catalog for Availability
    Menlo Park Juvi DVDs Check the online catalog for availability. List run 09/28/12. J DVD A.LI A. Lincoln and me J DVD ABE Abel's island J DVD ADV The adventures of Curious George J DVD ADV The adventures of Raggedy Ann & Andy. J DVD ADV The adventures of Raggedy Ann & Andy. J DVD ADV The adventures of Curious George J DVD ADV The adventures of Ociee Nash J DVD ADV The adventures of Ichabod and Mr. Toad J DVD ADV The adventures of Tintin. J DVD ADV The adventures of Pinocchio J DVD ADV The adventures of Tintin J DVD ADV The adventures of Tintin J DVD ADV v.1 The adventures of Swiss family Robinson. J DVD ADV v.1 The adventures of Swiss family Robinson. J DVD ADV v.2 The adventures of Swiss family Robinson. J DVD ADV v.2 The adventures of Swiss family Robinson. J DVD ADV v.3 The adventures of Swiss family Robinson. J DVD ADV v.3 The adventures of Swiss family Robinson. J DVD ADV v.4 The adventures of Swiss family Robinson. J DVD ADV v.4 The adventures of Swiss family Robinson. J DVD ADV v.5 The adventures of Swiss family Robinson. J DVD ADV v.5 The adventures of Swiss family Robinson. J DVD ADV v.6 The adventures of Swiss family Robinson. J DVD ADV v.6 The adventures of Swiss family Robinson. J DVD AGE Agent Cody Banks J DVD AGE Agent Cody Banks J DVD AGE 2 Agent Cody Banks 2 J DVD AIR Air Bud J DVD AIR Air buddies J DVD ALA Aladdin J DVD ALE Alex Rider J DVD ALE Alex Rider J DVD ALI Alice in Wonderland J DVD ALI Alice in Wonderland J DVD ALI Alice in Wonderland J DVD ALI Alice in Wonderland J DVD ALI Alice in Wonderland J DVD ALI Alice in Wonderland J DVD ALICE Alice in Wonderland J DVD ALL All dogs go to heaven J DVD ALL All about fall J DVD ALV Alvin and the chipmunks.
    [Show full text]
  • Selected Books on East Asia for Pre-K to 5 Grade
    Selected Books on East Asia for Pre-K to 5th Grade The following list of books contains recommendations complied by professional children’s librarians, library journals, and Asia educators for books that cover Asian folktales, culture, art, language, music, crafts, and various other themes. Books are listed according to title, with full information provided on content, level, region of interest, etc. These books provide an excellent introduction to students at the PreK to 5th grade level to a number of topics of interest, and include both fiction and nonfiction and a wide variety of styles and reading levels. Many books are also marked for their quality in being used for reading aloud. Complied by the Carnegie Library of Pittsburgh Children’s Department and the Asian Studies Center at the University of Pittsburgh. * Please note that any title beginning with an article such as “a”, “an”, or “the” will be alphabatized by the first letter of the next word. ISBN numbers given are generally ISBN-13 codes for standard hardcover or paperback editions. Books which are out of print may often be obtained at public libraries or via used bookstore networks such as http://www.abebooks.com. Ancient China (DK Eyewitness Books) Arthur Cotterell (Author) ISBN: 978-0756613822 Audience: Grade 4 and up Keywords: photography, history, art, culture Region: China From School Library Journal: Done in typical "Eyewitness" format, this volume touches upon such topics as Chinese history, the first emperor, inventions, health and medicine, waterways, food and drink, clothing, the Silk Road, and arts and crafts. Material from as recent as the last dynasty, which ended in 1911, is included; because all of the information is presented in double-page spreads, some cover extremely wide time frames.
    [Show full text]
  • 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.
    [Show full text]
  • West Islip Public Library
    CHILDREN'S TITLES (including Parent Collection) - as of January 1, 2013 NRA Abraham Lincoln PG Ace Ventura Jr. pet detective (SDH) NRA Action words, volume 1 NRA Action words, volume 2 NRA Action words, volume 3 NRA Activity TV: Magic, vol. 1 G The adventures of Brer Rabbit (SDH) NRA The adventures of Carlos Caterpillar: Litterbug TV-Y The adventures of Chuck & friends: Friends to the finish G The adventures of Ichabod and Mr. Toad (CC) G The adventures of Milo and Otis (CC) G Adventures of Pinocchio (CC) PG The adventures of Renny the fox (CC) PG The adventures of Sharkboy and Lavagirl in 3-D (SDH) NRA The adventures of Teddy P. Brains: Journey into the rain forest PG The adventures of TinTin (CC) NRA Adventures with Wink & Blink: A day in the life of a firefighter (CC) NRA Adventures with Wink & Blink: A day in the life of a zoo (CC) G African cats (SDH) PG Agent Cody Banks 2: destination London (CC) PG Alabama moon G Aladdin (2v) (CC) G Aladdin: the Return of Jafar (CC) PG Alex Rider: Operation stormbreaker (CC) NRA Alexander Graham Bell PG Alice in wonderland (2010-Johnny Depp) (SDH) G Alice in wonderland (2v) (CC) G Alice in wonderland (2v) (SDH) (2010 release) PG Aliens in the attic (SDH) NRA All aboard America (CC) NRA All about airplanes and flying machines NRA All about big red fire engines/All about construction NRA All about dinosaurs (CC) NRA All about dinosaurs/All about horses NRA All about earthquakes (CC) NRA All about electricity (CC) NRA All about endangered & extinct animals (CC) NRA All about fish (CC) NRA All about
    [Show full text]
  • 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.
    [Show full text]
  • 1 DONNA LEINWAND: (Sounds Gavel.) Good Afternoon. Welcome to the National Press Club for Our Speakers Luncheon. My Name Is Donn
    NATIONAL PRESS CLUB LUNCHEON WITH GARY KNELL SUBJECT: THE CHALLENGES OF EVER-CHANGING MEDIA MODERATOR: DONNA LEINWAND, PRESIDENT, NATIONAL PRESS CLUB LOCATION: NATIONAL PRESS CLUB BALLROOM, WASHINGTON, D.C. TIME: 12:30 P.M. EDT DATE: TUESDAY, DECEMBER 8, 2009 (C) COPYRIGHT 2008, NATIONAL PRESS CLUB, 529 14TH STREET, WASHINGTON, DC - 20045, USA. ALL RIGHTS RESERVED. ANY REPRODUCTION, REDISTRIBUTION OR RETRANSMISSION IS EXPRESSLY PROHIBITED. UNAUTHORIZED REPRODUCTION, REDISTRIBUTION OR RETRANSMISSION CONSTITUTES A MISAPPROPRIATION UNDER APPLICABLE UNFAIR COMPETITION LAW, AND THE NATIONAL PRESS CLUB. RESERVES THE RIGHT TO PURSUE ALL REMEDIES AVAILABLE TO IT IN RESPECT TO SUCH MISAPPROPRIATION. FOR INFORMATION ON BECOMING A MEMBER OF THE NATIONAL PRESS CLUB, PLEASE CALL 202-662-7505. DONNA LEINWAND: (Sounds gavel.) Good afternoon. Welcome to the National Press Club for our speakers luncheon. My name is Donna Leinwand. I'm President of the National Press Club and a reporter with USA Today,. We’re the world’s leading professional organization for journalists, and we’re committed to a future of journalism by providing informative programming and journalism education, and fostering a free press worldwide. For more information about the National Press Club, please visit our website at www.press.org. On behalf of our 3,500 members worldwide, I'd like to welcome our speaker and our guests in the audience today. I'd also like to welcome those of you who are watching us on C-SPAN. We're looking forward to today’s speech, and afterwards I will ask as many questions from the audience as time permits. Please hold your applause during the speech so that we have time for as many questions as possible.
    [Show full text]