June 2010 | Volume #32
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Abridged Bibliography: Research Base for Tap, Click, Read (2015) Tapclickread.Org
Abridged Bibliography: Research Base for Tap, Click, Read (2015) TapClickRead.org Adams, Marilyn Jager. 2011. Technology for Developing Children’s Language and Literacy: Bringing Speech-Recognition to the Classroom. New York: Joan Ganz Cooney Center at Sesame Workshop. www.joanganzcooneycenter.org/wp- content/uploads/2011/09/jgcc_tech_for_language_and_literacy.pdf. Alexander, Karl L., Linda Steffel Olson, and Doris R. Entwisle. 2007. “Lasting Consequences of the Summer Learning Gap.” American Sociological Review 72 (April): 167–80. www.nayre.org/Summer%20Learning%20Gap.pdf. Alper, Meryl and Rebecca Herr-Stephenson. 2013. “Transmedia Play: Literacy across Media.” Journal of Media Literacy Education 5, no. 2: 366–69. Http://digitalcommons.uri.edu/jmle/vol5/iss2/2/. Anderson, Daniel R., Aletha C. Huston, Kelly L. Schmitt, Deborah Linebarger, and John C. Wright. 2001. Early Childhood Television Viewing and Adolescent Behavior: The Recontact Study. Monographs of the Society for Research in Child Development 66, no. 1. www.ncbi.nlm.nih.gov/pubmed/11326591. Anderson, Janna and Lee Rainie. 2014. Digital Life in 2025. Washington, DC: Pew Research Center, March 11. www.pewinternet.org/2014/03/11/digital-life-in-2025/. Barr, Rachel, Alexis Lauricella, Elizabeth Zack, and Sandra L. Calvert. 2010. “Infant and Early Childhood Exposure to Adult-Directed and Child-Directed Television Programming: Relations with Cognitive Skills at Age Four.” Merrill-Palmer Quarterly 56, no. 1 (January): 21–48. http://digitalcommons.wayne.edu/mpq/vol56/iss1/3/. Barron, Brigid, Gabrielle Cayton-Hodges, Laura Bofferding, Carol Copple, Linda Darling- Hammond, and Michael H. Levine. 2011. Take a Giant Step: A Blueprint for Teaching Young Children in a Digital Age. -
ARTICLES of INTEREST August 3, 2018 QUOTE(S)
ARTICLES OF INTEREST August 3, 2018 QUOTE(S) OF THE WEEK “Every great inspiration is but an experiment - though every experiment we know, is not a great inspiration.” – Charles Ives “When everything seems to be going against you, remember that the airplane takes off against the wind, not with it.” – Henry Ford “I personally think there's going to be a greater demand in 10 years for liberal arts majors than there were for programming majors and maybe even engineering, because when the data is all being spit out for you, options are being spit out for you, you need a different perspective in order to have a different view of the data.” – Mark Cuban “Imagination is not only the uniquely human capacity to envision that which is not, and therefore the fount of all invention and innovation. In its arguably most transformative and revelatory capacity, it is the power to that enables us to empathize with humans whose experiences we have never shared.” – J. K. Rowling “We especially need imagination in science. It is not all mathematics, nor all logic, but it is somewhat beauty and poetry.” – Maria Mitchell “Knowledge once gained casts a light beyond its own immediate boundaries.” – John Tyndall “As to Bell's talking telegraph, it only creates interest in scientific circles... its commercial values will be limited.” – Elisha Gray “One of the problems with posing a 'bold new plan' is that you can't just extrapolate from previous plans.” – Nathan Myhrvold VIDEO(S) OF THE WEEK Our Favorite Fictional Female Scientists Science Goes to the Movies Computer -
Bolick, C., & Diem, R
Maloy, R., Trust, T., Kommers, S., Malinowski, A., & LaRoche, I. (2017). 3D modeling and printing in history/social studies classrooms: Initial lessons and insights. Contemporary Issues in Technology and Teacher Education, 17(2), 229-249. 3D Modeling and Printing in History/Social Studies Classrooms: Initial Lessons and Insights Robert Maloy University of Massachusetts Amherst Torrey Trust University of Massachusetts Amherst Suzan Kommers University of Massachusetts Amherst Allison Malinowski Williston Northampton School Irene LaRoche Amherst Regional Middle School This exploratory study examined the use of 3D technology by teachers and students in four middle school history/social studies classrooms. As part of a university- developed 3D Printing 4 Teaching & Learning project, teachers integrated 3D modeling and printing into curriculum topics in world geography, U.S. history, and government/civics. Multiple sets of data were collected documenting classroom implementation of 3D technology. Seven key insights emerged: Teachers and students initially found it challenging to imagine ways to use 3D printed physical objects to represent social science concepts; students found 3D printing projects were a positive, self-fulfilling way to show their ideas about history topics; teachers and students found the 3D modeling program difficult to use; 3D modeling and printing altered the teacher-as-expert/student-as-novice relationship; 3D modeling and printing changed how teaching and learning happened in history/social studies classrooms; partnering with content and technical experts was an important element of success; and some teachers shifted their thinking about the value of using 3D printing in history/social studies classes. These insights can help facilitate the integration of 3D technologies in history/social studies classrooms. -
Endowments and Funds As of June 30, 2010
2009-2010 Contributors E ND O W M E N TS A ND FUNDS Many donors choose to establish named endowments or funds, which provide critical support for productions and projects in general or specific program areas. They also offer special recognition opportunities. The following is a list of named endowments and funds as of June 30, 2010. The Vincent Astor Endowment for Literacy Programming The Arlene and Milton D. Berkman Philanthropic Fund Lillian and H. Huber Boscowitz Arts and Humanities Endowment The Aron Bromberg / Abe Raskin Partners Fund Irving Caesar Lifetime Trust for Music Programming The Joanne Toor Cummings Endowment for Children’s Programming FJC – A Foundation of Philanthropic Funds The Rita and Herbert Z. Gold Fund for Children’s Programming The Lillian Goldman Programming Endowment The M.J. Harrison/Rutgers University Broadcast Fellowship Program The Robert and Harriet Heilbrunn Programming Endowment The JLS/RAS Foundation Endowed Income Fund The John Daghlian Kazanjian Endowment The Anna-Maria and Stephen Kellen Arts Fund The Bernard Kiefson Endowment for Nature Programming The Reginald F. Lewis Endowment for Minority Fellowship Programs The Frits and Rita Markus Endowment for Science and Nature Programming The Abby R. Mauzé Endowment Fund for Arts and Humanities Programming The George Leonard Mitchell Fund The Henry and Lucy Moses Endowment for Children’s Programming The Abby and George O’Neill Program Endowment Fund The George Page Endowment for Science and Nature Programming The Dr. Edward A. Raymond Endowment for Science and Nature Programming Dr. Helen Rehr Endowment for Education and Outreach Blanchette Hooker Rockefeller Fund Endowment for Humanities Programming May and Samuel Rudin Family Foundation Minority Fellowship Program The Dorothy Schiff Endowment for News and Public Affairs Programming The Hubert J. -
Art – Reflexiones Acerca De La Gestión De La Calidad En
Alfonso SÁNCHEZ-TABERNERO Reflexiones sobre la gestión de la calidad en empresas de comunicación Al acabar la segunda guerra mundial, Japón había sufrido tal vez la mayor humillación de su historia; su rendición y posterior sometimiento a los aliados implicó la pérdida del liderazgo militar. Como recordaban los viejos samurais, la valentía, la lealtad y el honor eran las virtudes más admiradas en el imperio del sol naciente. La derrota milit ar podía hacer dudar de la valentía y de la lealtad de los japoneses, y sobre todo constituía una dolorosa afrenta a su honor. A partir de 1945, Japón comprendió que, cerradas las puertas a su expansión en Asia, su liderazgo debería concentrarse en el ámbi to comercial. Su cultura, con una fuerte influencia de la filosofía de Confucio, era particularmente apropiada para ese propósito. El confucianismo defiende la necesidad de guardar lealtad al Estado y al emperador, y de respetar a los mayores y las tradici ones familiares; destaca la importancia de la educación [1] , del sentido de la disciplina y de la planificación; y critica el individualismo. Estos principios configuraban un sustrajo social y cultural que encajaba correctamente en el tejido económico de los mercados más desarrollados: las empresas vivían procesos de cambio, de mayor internacionalización y de creciente complejidad. En esos años de posguerra, Estados Unidos disponía de muchas ventajas para consolidar su hegemonía económica: su liderazgo militar era incuestionable, así como su estabilidad política; poseía el mayor mercado interno; las principales multinac ionales del mundo eran de capital americano; el sistema político, económico y cultural sentaba las bases del "sueño americano": igualdad de oportunidades, apoyo a los emprendedores, y promoción del prestigio social de los que se arriesgan, trabajan y triunfan. -
„JETIX“ Aktenzeichen: KEK 503 Beschluss in Der Rundfu
Zulassungsantrag der Jetix Europe GmbH für das Fernsehspartenprogramm „JETIX“ Aktenzeichen: KEK 503 Beschluss In der Rundfunkangelegenheit der Jetix Europe GmbH, vertreten durch die Geschäftsführer Jürgen Hinz, Stefan Kas- tenmüller, Dene Stratton und Paul D. Taylor, Infanteriestraße 19/6, 80797 München, – Antragstellerin – w e g e n Zulassung zur bundesweiten Veranstaltung des Fernsehspartenprogramms „JETIX“ hat die Kommission zur Ermittlung der Konzentration im Medienbereich (KEK) auf Vorlagen der Bayerischen Landeszentrale für neue Medien (BLM) vom 02.06.2008 in der Sitzung am 19.08.2008 unter Mitwirkung ihrer Mitglieder Prof. Dr. Sjurts (Vorsitzende), Prof. Dr. Huber, Dr. Lübbert und Prof. Dr. Mailänder entschieden: Der von der Jetix Europe GmbH mit Schreiben vom 21.05.2008 bei der Bayeri- schen Landeszentrale für neue Medien (BLM) beantragten Zulassung zur Veran- staltung des bundesweit verbreiteten Fernsehspartenprogramms JETIX stehen Gründe der Sicherung der Meinungsvielfalt im Fernsehen nicht entgegen. 2 Begründung I Sachverhalt 1 Zulassungsantrag Die Antragstellerin hat mit Schreiben vom 21.05.2008 bei der BLM die Verlänge- rung der zum 30.09.2008 auslaufenden Zulassung für das Fernsehspartenpro- gramm JETIX um weitere acht Jahre beantragt. Die BLM hat der KEK den Antrag mit Schreiben vom 02.06.2008 zur medienkonzentrationsrechtlichen Prüfung vorge- legt. 2 Programmstruktur und -verbreitung 2.1 JETIX ist ein deutschsprachiges, digitales Spartenprogramm für Kinder mit dem Schwerpunkt auf Unterhaltung. Gesendet werden täglich von 06:00 bis 19:45 Uhr Action-, Humor- und Abenteuerformate. Die Zielgruppe sind Kinder im Alter zwi- schen 6 und 14 Jahren. 2.2 JETIX wird als Pay-TV-Angebot verschlüsselt und digital über die Programmplatt- form der Premiere Fernsehen GmbH & Co. -
Disney Channel’S That’S So Raven Is Classified in BARB As ‘Entertainment Situation Comedy US’
Children’s television output analysis 2003-2006 Publication date: 2nd October 2007 ©Ofcom Contents • Introduction • Executive summary • Children’s subgenre range • Children’s subgenre range by channel • Children’s subgenre range by daypart: PSB main channels • Appendix ©Ofcom Introduction • This annex is published as a supplement to Section 2 ‘Broadcaster Output’ of Ofcom’s report The future of children’s television programming. • It provides detail on individual channel output by children’s sub-genre for the PSB main channels, the BBC’s dedicated children’s channels, CBBC and CBeebies, and the commercial children’s channels, as well as detail on genre output by day-part for the PSB main channels. (It does not include any children’s output on other commercial generalist non-terrestrial channels, such as GMTV,ABC1, Sky One.) • This output analysis examines the genre range within children’s programming and looks at how this range has changed since 2003. It is based on the BARB Children’s genre classification only and uses the BARB subgenres of Children’s Drama, Factual, Cartoons, Light entertainment/quizzes, Pre-school and Miscellaneous. • It is important to note that the BARB genre classifications have some drawbacks: – All programme output that is targeted at children is not classified as Children’s within BARB. Some shows targeted at younger viewers, either within children’s slots on the PSB main channels or on the dedicated children’s channels are not classified as Children’s. For example, Disney Channel’s That’s so raven is classified in BARB as ‘Entertainment Situation Comedy US’. This output analysis is not based on the total output of each specific children’s channel, e.g. -
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 ............................................................................................ -
FLYER OCTONAUTAS.Indd
SYNOPSIS: FORMAT: The Octonauts follows a team of adventure heroes who dive into action 4 seasons completed whenever there is trouble under the sea. In a fleet of aquatic vehicles, they 5th season in production rescue amazing sea creatures, explore incredible new underwater worlds, Episodes: 116 x 11’ + 9 Specials and often save the day before returning safely to their home base, the Octopod. Buoyed by the companionship of three leading characters – Cap- tain Barnacles Bear, Lieutenant Kwazii Cat, and Medic Peso Penguin – the Octonauts are always ready to embark on an exciting new mission! TARGET: Based on the richly imaginative books by award-winning design team, 3 - 6 Meomi, the TV series combines elements of classic team adventure with dazzling CGI animation to transport preschoolers into a world they can’t ordinarily visit: the ocean. The show will arouse the curiosity and feed the imagination of preschoolers, answering questions in a journey of discovery through the world’s oceans. REPRESENTATION Spain, Italy and Portugal HIGHLIGHTS: LOS OCTONAUTAS • A global TV success airing in more than 140 countries. • A worldwide brand since 2010, a 5th season in co-production with the #1 Chinese network CCTV. • Prime time slot in 2017, major brand in Clan, broadcast com- mitment and scheduling co-ordinated amongst Clan, Ypsilon and retail. New Toy releases in 2017 and beyond 2020 • Launch in Italy September 2017 Cartoonito. Prime time broad- cast 3 times a day, key launch for the channel. • Fisher-Price Worldwide Master Toy. Spain retail launch 2017, Portugal and Italy retail launch 2018. • Launch in Portugal 2018 Canal Panda. -
Cartoon Business Erlands) (Neth Echt Utr 16, 20 Ch Ar 3 M -2 21
Cartoon Business erlands) (Neth echt Utr 16, 20 ch ar 3 M -2 21 Conference > New Emerging Business Models in Animation www.cartoon-media.eu pitching event for animated transmedia projects www.cartoon-media.eu Pub-MAS-15-Digit-programme-3.indd 1 16/02/16 13:51 Partners CARTOON BUSINESS IS ORGANISED BY WITH THE SUPPORT OF IN COLLABORATION WITH CARTOON IS SPONSORED BY 3 NFF: THE GO-TO FESTIVAL FOR DUTCH CINEMA INSPIRATION CO-PRODUCTION MARKET FOR 20 EUROPEAN FEATURE LENGTH PROJECTS CALL FOR ENTRIES 15 MARCH – 15 JUNE FILMFESTIVAL.NL/PROFESSIONALS Willemien van Aalst Gerben Schermer Festival Director - NFF Festival Director - HAFF Dear participants, elcome! We are delighted to meet you in the city that both the Netherlands Film Festival (NFF) and Holland Animation Film Festival (HAFF) operate from. We are proud to host the Cartoon W Business seminar in tandem with our solid partners. Annually in late September, the Netherlands Film Festival (NFF) is a vibrant event for connecting both filmmakers and audiences. The NFF, with the concurrent Holland Film Meeting, is the authoritative festival for Dutch cinema, fostering the interests of the Dutch film and film culture by drawing wide attention to it and by deepening and broadening knowledge about the discipline. We are very happy to see our great city brighten up with scores of animation enthusiasts and professionals in March at HAFF and now at Cartoon Business as well. HAFF is one of the leading international animation festivals and official partner of Cartoon d’Or. It is important to have these events celebrate the art and build on sustaining it. -
AMB Dissertation for Grad Div 3-24-17
GENDER STEREOTYPES WITHIN TV SHOWS FOR PRESCHOOLERS AND THEIR EFFECTS ON CHILDREN’S STEREOTYPES A DISSERTATION SUBMITTED TO THE GRADUATE DIVISON OF THE UNIVERSITY OF HAWAI`I AT MĀNOA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN PSYCHOLOGY MAY 2017 By Ashley Morris Biddle Dissertation Committee: Ashley Maynard, Co-chairperson Kristin Pauker, Co-chairperson Yiyuan Xu Charlene Baker Cheryl Albright Keywords: gender stereotypes, children’s media i DEDICATION My dissertation is dedicated to Madison, Jordan, Abby, Hannah, Mica, Kari, Kai, Kimo, Charlie, Reid, Cade, Chappell, Hina, Sebastian, Cody, Livia, Havana, Jazz, Ellie, Kūaolama, Miliopuna, Avary, Thea, Liam, and the countless other young children who have invited me to participate in their worlds throughout the years. Your willingness to share your observations and ideas has fueled my fascination with this topic. Your hugs, smiles, and insights have buoyed me in rough waters. And to Edith, whose ever-stronger kicks motivated me during the writing of this dissertation, whose birth was the greatest post-defense gift, and whose newborn snuggles helped with the edits. You promise to be my most meaningful adventure in child development. ii ACKNOWLEDGMENTS First, I thank the members of my dissertation committee. They have not only provided substantive feedback at every step in this project, but have pushed me to think deeper about my findings and how they can be applied to the field as a whole. A special thank you to my two advisors, Ashley Maynard and Kristin Pauker, who have invested a considerable amount of time into making me the scholar I am today. -
'The Monster at the End of This Book' Is Still Selling — and Inspiring Authors
Democracy Dies in Darkness 50 years later, ‘The Monster at the End of This Book’ is still selling — and inspiring authors By Danny Freedman Jan. 27, 2021 at 8:00 a.m. EST As a 4-year-old, Brad Parks was so ravenous for “The Monster at the End of This Book” that his older brother — facing endless requests to read the story — finally recorded a version on an audio cassette. For Parks, now an accomplished author, the book was a formative introduction to suspense. “The fact is,” he says, “I am 46 years old, I write thrillers for adults, and in some ways all I’ve ever tried to do is replicate ‘The Monster at the End of This Book.’ There is a monster at the end of all of my novels, and I want you to feel this unbearable compulsion to turn pages and find out what it is.” Parks is far from the only one to get hooked on the story. The book, featuring Grover from “Sesame Street,” was published by Little Golden Books in 1971, and 50 years later nearly 13 million copies of various editions have been sold. “But that Little Golden Book — that classic, the way it first came out — is the one that continues to just sell and sell and sell,” says Mallory Loehr, a senior vice president at Random House who oversees its imprints for young readers. It’s one of the top-10 selling Little Golden Books of all time. A decade-old interactive app version has been downloaded more than half a million times and is among the most popular book apps.