Search

Defense industry is one of the sectors that boosts technological advancement and act as a trigger. In this industry, where personnel training plays a vital role, supporting military training with technology provides a great advantage on the battlefield. When we look at the problems that need to be solved, it is seen that the soldier's devotion to duty, his sense of absolute obedience and the soldier's need to be free from emotional depression. Recently, the masses have undergone intense migration movements due to the climate crisis, epidemics, hunger and wars. In this context, it seems that local people in the migrated region have a feeling of fear and hatred towards the newcomers. Mass media are the primary factors that cause this perception, called xenophobia. In this study, how perception management can be done through mass media and what the consequences may be will be discussed from a dystopian perspective and using the semiotic analysis method. As an example, through the images and dialogues in the "Men Against Fire" episode of the Black Mirror series, it will be examined how the soldier's motivation to become conditioned to the task during the training process is provided with technological support, and how effective the media can be in the context of perception management. As a result of the research, the outrage that xenophobic thought will cause in society, the dangers that arise in case of loss of control, and the role of the media in this process will be revealed and solution suggestions will be offered.

This paper focuses on integrating multimodal communication into the English-as-a-foreign-language classroom to enhance the development of students' multimodal communicative competence, multiliteracies, and 21st-century skills. To do so, I compiled a corpus of authentic materials from Lady Whistledown's Society Papers in Julia Quinn's novel "The Viscount Who Loved Me" (2000), her appearances as narrator in the Netflix series "Bridgerton" (2022), and some tweets posted by @Bridgerton. This corpus was used to plan and design a game-based teaching proposal. Finally, the paper offers a critical analysis and suggests how this proposal can feasibly contribute to fostering students' multimodal communicative competence.

Many values and values that are founded on culture and culture play an essential role in understanding societies and transferring the existence of those societies to future generations. There are national heroes of each culture with valuable points, differences, and similarities from its history or its history to the present day. With these similarities, differences and cultural values, each society carries itself to a different point from other societies. There are various methods in the cultural education of societies, and the success of these methods gives results in proportion to the number of people they can achieve. Television programs and television play an essential role in mass education. The Turkish series sector usually carries traces of national identity and cultural values. Turkish series often reflect Turkey's historical, cultural and social values. Turkish series reflecting local traditions and customs usually offer cultural education to the audience. Traditional clothes, language use, and food culture elements are frequently processed in series. In addition, the transfer of historical events and cultural heritage is frequently included in these series. In these aspects, Turkish series play an important role in increasing the cultural awareness of society and protecting national identity. The Turkish series sector and cultural education, together with the traces of identity and cultural education in terms of the Magnificent Century series descriptive analysis and indicator scientific method, were examined with examples. When scientific methods examine descriptive analysis and indicators, many elements such as historical events, cultural structures, clothes, language use and traditional lifestyles are found. This study will discuss the educational relationship by analyzing the' Magnificent Century' series.

The development of key linguistic abilities is essential for young children and their academic success at school, in particular for children with a migration background who are at a greater risk of developing language deficits. Here, family interactions can provide valuable opportunities to support children's linguistic learning within the Home Literacy Environment (HLE). Although the importance of the HLE for children's language acquisition has often been investigated, research has not focused on specific facets of the HLE and other influencing factors that may be associated with early linguistic abilities such as television exposure (TE). A sample of 190 preschool children (M[subscript age]= 63.58 months, SD[subscript age] = 4.42) was used to analyse the associations of the facets of the HLE and TE with children's early linguistic abilities, namely phonological awareness (PA), vocabulary, and letter knowledge. In particular, this study aims to understand the role of the HLE facets and TE as potential mediators between migration background and children's early linguistic abilities, when controlling for socioeconomical status (SES), children's sex and age. The findings indicate that the association between migration background and children's early linguistic abilities was fully mediated by all four facets of the HLE and by TE. Consequently, these mediators may be good targets for intervention and the support of preschool children's linguistic development.

Familiarity with technology has become a requirement for independent living, however there is limited information on technology access and use for people with Down syndrome (DS). The aim of this study is to describe technology, gaming, and social-media use in people with DS. Parents/caregivers (N = 220) of individuals with DS aged 5-35 years (49% female) completed an online questionnaire. They felt that technology and social media use, and to a lesser extent gaming, played an important role in their son/daughter's life. However, many had concerns about their son/daughter's safety online, and identified challenges they faced with using technology, such as using a mouse and speech recognition. We also found substantial parental interest in learning more about technology-use in DS, particularly the impact of using social media. This paper summarises important details about technology-use in people with DS, providing foundational information for the design of effective technology-based activities and support.

The sharp rise over the past decade in young children's access to various forms of screen media (e.g., smartphones, tablets, TVs) has posed new and significant challenges to caregivers in managing children's use of this type of media. For caregivers of young children with externalizing behavior problems, managing children's time with screen media is especially important and challenging. In this article, we summarize evidence of bidirectional links between early externalizing behavior problems and unhealthy screen media use in young children and discuss the extent to which prior interventions have responded to the needs of caregivers of children with these problems. We propose a conceptual model for an intervention to promote healthy screen media use for children with externalizing behavior problems that leverages current behavioral parenting interventions.

The audiences of generalist television's newscasts reflect that the viewers' interests and loyalties are constantly changing. Research shows that several elements influence the success of programs and formats, but in this paper, we draw attention to the factors that determine the credibility of newscasts. We also want to know how pluralism is safeguarded in newscasts, as we consider that credibility and pluralism are two intertwined values that influence one another. As credibility is a subjective value, it is required to find new information criteria that is suitable and of the utmost rigor. The main aim is to delve into whether there is a consensus on the basic parameters for the definition, identification, and assessment of credibility of nationwide public service media in Spain. Moreover, we are also interested in whether audience figures can be used to determine the degree of trust of newscasts. The analysis brings forward the observations of researchers, scholars and media professionals that offer a vision on the different approaches that integrate the multiple aspects affecting news consumption and interpretation. We conclude that credibility is a concept composed of multidimensional components, resulting from a process where different filters condition fact perception. That is why a story can have different meanings, related to the different point of views of citizens.

This research was prompted by the phenomenon of binge-watching Korean television series (K-drama) amongst college students in Taiwan, where English as a foreign language (EFL) is a required course. The researcher-teacher sought to create a pedagogically useful list of the frequent semantically non-compositional multi-word expressions (MWEs) for EFL learners with K-drama fever who often binge-watch K-dramas. A corpus of 25+ million English subtitled words derived from 240 K-dramas across different genres was compiled. Based upon a set of criteria (frequency, range, meaningfulness, well-formedness, non-decomposability and semantic non-compositionality), a total of 326 MWEs of 2 to 6 words were selected. The 326 phrasal expressions are mostly composed of the first 3000 word families. As with other individual word lists, it is hoped that the listing of the non-compositional MWEs may serve as a reference for General English teachers.

Binge-watching refers to the consecutive viewing of episodes of a fictional series, usually of the drama genre, in a single session. The approaches to its background, practice, and effects are diverse and controversial. Using a qualitativeexploratory approach analysed with Grounded Theory, this paper studies the experience of binge-watching users from data collected from a sample of 20 individuals combined with techniques such as group meetings, in-depth interviews and projective techniques. Results lead to the identification of two underlying patterns of behaviour associated with the consumption of dramatic content: planned binge-watching and unplanned binge-watching. Planned binge-watching is the intentional consumption of more than two consecutive episodes of a fictional series whose psychological effects are mainly gratification based on evasion. Planned series consumption has a socializing effect, especially among young people. Unplanned binge-watching is the unintentional and spontaneous chained viewing of more than two episodes of a fiction series. The viewing unit is each individual episode, linked to the next by the curiosity aroused by the plot. The psychological effects are gratification derived from evasion, followed by a feeling of guilt derived from the loss of control. The study concludes with the formulation of seven hypotheses for empirical verification, academic and professional implications, and future lines of research.

The use of technologies in the classroom has become one of the main allies for university teachers in pedagogical innovation, especially during, and after the pandemic. Therefore, the main objective of this article is to investigate how different types of innovative technologies are most effective in increasing motivation among university students. For this purpose, the level of motivation for learning stimulated by different technologies used as pedagogical support is compared. A motivation focused instructional model was implemented in conjunction with technologies such as machine learning, augmented reality, additive manufacturing, smart mobile devices, Moodle platforms, interactive smart TVs, as well as traditional lectures. The motivation was quantified through an extensively validated questionnaire designed for this purpose. A non-experimental quantitative research approach was applied to collect, process, and analyze the research data. A three-stage experimental design was used. The questionnaire was administered to 540 engineering students. The data extracted showed significant differences between the different technologies studied, highlighting interactive television, machine learning, and augmented reality over other technologies, which serves as input for academic management to direct efforts, funds and teacher training in new tools to support the teaching process.

Television watching and video/computer playing are favorite leisure activities among children and adolescents. Individuals with attention deficit hyperactivity disorder (ADHD) have several special characteristics in relation to attention and impulsivity compared with non-ADHD individuals. This study investigates parental perceptions of electronic media use among children and adolescents with ADHD and a control group. A total of 54 participants with ADHD and 51 controls aged 7-15 years old took part in the study. A questionnaire was constructed to collect quantitative data from parents. ADHD children tend to spend more time per day on electronic devices compared to non-referred children. Age but not gender seemed to affect the frequency of children's media play. Inattention, anxiousness and disorganization are more common in the ADHD group in activities such as reading, doing homework, doing sports or playing with toys in comparison to media activities. Parents of both groups worry a lot about their child's habits of videogame playing. Finally, parents of ADHD children recognize some of the benefits of videogames in the areas of memory, attention and motivation but not in the academic area. In conclusion, the present study highlights important aspects of the topic of media use by children with ADHD as well as risk factors to take into account.

Labels and epithets relating to gender, sexuality, ethnicity, color, and disability have long been divided into acceptable and offensive categories. This paper examines how differences in culture and historical contexts can cause an issue when translating English media into Arabic by examining how they are subtitled in different contexts. Examples of dialogue that used offensive or inoffensive labels were extracted from different media for the purpose of this study, which included four movies, eight series, and one TV show. The films included "Passing," "Perks of Being a Wallflower," "Gook" and "The Fundamentals of Caring"; the series comprised "Atlanta," "Breaking Bad," "Fresh of the Boat," "Derry Girls," "I Am Not Okay With This," "Dead End Paranormal Park," "Feel Good," and "Degrassi: Next Class"; and the TV show was "Atypical." The examined translations were chosen with the least potential influence of ideological manipulation and censorship; therefore, they were either Netflix or fan translations. Comparing and contrasting the degree of offense in the source and target texts and analyzing the reasoning behind this, it was found that the English and Arabic terms may have similar components but lacked the same connotations for their language speakers. What makes certain labels positive or neutral and others negative is beyond their semantic components; instead, the weight comes from the background and usage of the terms. Direct translations or even keeping the term as it was originally failed at providing the Arabic-speaking audience the same impact as that of the ST since there is still a contextual gap. This also means that having the same referent does not mean that words have the same sense. This suggests that using target language terms that refer to the same group as the source text could result in inadequate translations. The study recommends that further studies be conducted on how translators may purposely manipulate texts for ideological purposes or to meet censorship criteria.

With a runtime of 47 years, Saturday Night Live has long served as a societal mirror that captures and creates popular culture. In recent years the show has been criticized for its lack of diverse hosts, cast and staff. Out of 930 episodes only seven episodes have been hosted by an Asian host, four of whom identify as Chinese. This research examined those four episodes through quantitative analysis, finding that the qualities of each of the hosts' characters range from just below neutral to moderately positive. The use of stereotypes and satirical racial humor varied. Jackie Chan and Lucy Liu's episodes had the highest concentration of both overt and covert stereotypes, while Awkwafina had a similar number with a lower concentration. The infrequency of Chinese representation on the show is a social issue. Such a small sample size does not allow for conclusions to be drawn. Rather, this research paints a picture of how the four Chinese hosts are portrayed on SNL as influenced by their own unique identities and the year of their appearance. In addition, the insights this case study offers has implications for shows performed in colleges and K-12 schools. Directors and sponsors of school based shows can learn from this case study how to avoid perpetuating stereotypes and how to advance diversity, equity and inclusion at their institutions.

Collaborative Problem Solving (CPS) skills are receiving increased attention in the current workforce and in lifelong learning. In learning and labor contexts, successful teamwork is however not always guaranteed, due to several reasons, such as an unequal level of individual participation. Training in CPS for all groups is therefore needed. However, resources for CPS competence development are scarce. As part of our project entitled Supporting Teamwork in Ambient Learning Spaces (STEAMS), we, therefore, designed an interactive professional training on CPS, in which CPS is perceived both as a method and as a goal. In this paper, we outline the design process of our CPS training along with some crucial decisions we needed to make, and we aim to illustrate how implementing productive failure in the learning design can foster adults' CPS-competencies development.

It is widely accepted that one of the most important series that sheds light on the triangle of science-technology-society is the Fringe series. This study intends to make teacher candidates analyze the Fringe in the triangle of science-technology-society and to get their views on the future technologies mentioned in the series and the dilemmas about the effects of these technologies on society. The phenomenology method, one of the qualitative research methods was used when designing the study. During the application process, the teacher candidates were shown the Fringe series and based on the science and technology applications in this series as well as the effects of these applications on society, the existing phenomena related to the subject in the context of science-technology-society were examined. Semi-structured interview questions for the Fringe developed by the researchers were used as a data collection tool. As a result of the study, it was seen that the science teacher candidates evaluated the events in the Fringe with different perspectives on the science-technology-society triangle.

In Greece, Educational Radiotelevision, a department of the Ministry of Education, combines digital archiving and digital documentary making within the framework of a national competition for Greek secondary and high schools about local history. This article analyses the factors lying behind the creativity of 27 16-year-old students who created a digital archive and a digital documentary for this competition. Data were collected in the form of the teacher/researcher's observation journal, student-participants' completed pre- and post-project questionnaires, and the drafts and final products of their digital creations. The exploratory case study conducted offers qualitative data, analysed with the use of inductive thematic analysis, and draws upon social semiotics to interpret these themes through the application of textual and multimodal analysis. Data show that student-participants' creativity is incited by their motivation to have their work recognised, and it is boosted by their chance to express their cultural memory, to contribute to its formation for future generations, and also to express their student, teenage and local identities.

This study explored the dominant discourses on online distance education (ODE) that emerged in South Korean society before, during, and after the COVID-19 pandemic. The authors conducted a topic modeling analysis of 8,865 news articles published by 24 South Korean media outlets between 2019 and 2021. Using the Latent Dirichlet Allocation (LDA) algorithm and social network analysis software (NetMiner), the top five topics and the top ten words associated with each topic were identified from each period. The authors observed significant changes not only in the number of news articles but also in the depth of the conversations published each year. The results have revealed several key points. First, ODE, previously considered marginal and abnormal, gained in normality across all educational levels in Korean society. Second, ODE discourses have been shaped by the unique cultural, historical, and technological infrastructure in South Korea. Third, a clear division between social-justice-oriented and business-oriented ODE discourses reflect a persistent inequality in Korean society. Finally, ODE discourses matured in 2021, with more critical and realistic perspectives on both the positives and negatives of ODE. The useful implications of such insights for post-pandemic ODE research and practice are further discussed.

This research was carried out to determine the opinions of teachers and parents about the reflection of the TV series watched by primary school students on the games they play. In the study, an interview form was applied to teachers and parents, who belonged to the study group from which qualitative data was collected. The participants of the research were chosen among the 3rd and 4th-grade primary school students' classroom teachers and parents in Samsun province and its districts (Alçam, Asarcik, Atakum, Ayvacik, Bafra, Çarsamba, Havza, Ilkadim, Kavak, Lâdik, Ondokuz Mayis, Salpazari, Tekkeköy, Terme, Vezirköprü, Yakakent) in the 2020-2021 academic year. The study group of the research consisted of 61 parents and 61 teachers. The analysis of the data was carried out by using the descriptive analysis technique through the qualitative analysis program MAXQDA 22. As a result of the analysis of the opinions obtained from the teachers and parents, it was concluded that the 3rd and 4th grade students who watched TV series were influenced by these TV shows. They played mostly violent games and imitated the TV series characters they watched earlier in their plays.

The article examines the influence of English movies, series and cartoons on students majoring in English at a university in Bangladesh. The objective of this study was to ascertain the potential impact of films, series, and cartoons on the acquisition of the English language and to determine the extent of their influence. This quantitative research centered on the English department located in Dhaka, Bangladesh. A set of questionnaires was employed to administer a series of inquiries to 140 students. The research uses both primary and secondary data sources. Primary data sources include surveys and interviews, while secondary data sources encompass journals, publications, previous research, and websites. This study has shown the significant impact exerted by English films, series, and cartoons on the EFL learners. The development of English language proficiency--reading, speaking, listening, writing--was noticeably improved. It is found that watching English series, cartoons and movies is a quick and effective way for EFL students to pick up the language. The approach functions as an audiolingual method, incorporating visual aids and facilitating situational language instruction. Moreover, the subtitles have been found to enhance both reading and writing abilities, as well as promote social interactions and foster a deeper understanding of the culture of native speakers. This research will also provide valuable insights for future scholars and researchers.

This study aimed to explore the magazines and topics that female college students like to read, and the topics that senior and junior high school reading textbooks contain. Findings of questionnaire-surveys with female college students at King Saud University revealed that 77% of the students read women's magazines; 77% like to read about fashion and make-up; 66% read articles about movies, singers, and actors; 24% read poetry; 1-4% read religious, educational, literary, political, computer and internet, and historical articles. Analysis of the reading schoolbooks showed that 10% of the reading texts are devoted to Quranic verses and Prophet Mohammed's Hadiths; 29% are about Islamic history; 13% focus on general topics, and 11% deal with classical literature. It can be concluded that female college students like to read magazines and topics that prevail in satellite T.V. broadcasting and social media such as Instagram. Both magazines and satellite T.V. shows marginalize young people's local culture and distract them from vital social, and political issues. There is a discrepancy between the types of topics students read at school and those they like to read at home. Therefore, this study recommends that reading texts in the school textbooks be re-selected, re-constructed and re-designed in terms of layout, colors, pictures, paper quality, and choosing an attractive cover. It also recommends the utilization of online courses, blogs, mind-mapping software, mobile reading apps and audiobooks, digital reading, global topics and global culture, speed reading practice, and reading from multiple resources. High school and college students should be introduced to new books, magazines, and e-books. Extensive reading of serious topics should be started from the primary grades; reading texts should be diversified; developing students' appreciation skills and visiting book fairs, public libraries, publishing houses, cultural centers should be emphasized as well.

Repeated viewing of the same video is a common strategy among autonomous language learners as well as a much used pedagogical strategy among foreign language (FL) teachers. Learners may watch the same video more than once, to increase global comprehension of the target language or to focus their attention on linguistic aspects, such as new vocabulary or pronunciation. This study sought to examine to what extent repetition is more efficient for vocabulary learning if the second viewing follows the first immediately, or a week later. Participants were upper intermediate-level college learners who were distributed into three groups, one watched a TV series episode twice in the same session, one also watched the same episode twice but one week apart, and the last (control) group did not watch the video. Tests of word meaning recognition and word meaning recall were administered before and after viewing (pretest-immediate posttest-delayed posttest). The pretest and posttests contained 23 target items and 17 distracters (single words and multi-word expressions). In addition, the study explored the influence of two learner factors, each related to one of two verbal input channels: sound recognition for the audio and reading efficacy (reading speed and comprehension) for the onscreen text. The results indicated significant vocabulary learning from viewing and slightly higher benefits for the spaced repetition group at immediate posttest. The results also showed a significant influence of previous target vocabulary knowledge and of aptitude, as measured by the LLAMA D test, but not of reading efficacy.

Television programs are a rich source of input for which we can utilize in vocabulary acquisition. With foreign language television programs becoming more accessible globally, there is the possibility to better use this input source for learning. Can we incorporate television viewing into classroom learning (intentional learning)? Or use it as a supplementary resource to in-class learning (incidental learning)? An area of particular interest with regards to vocabulary learning is formulaic sequences, as they tend to be difficult for language learners to acquire and master. There is very little research on formulaic sequences and viewing television, although it is a promising area because television viewing can offer rich vocabulary input and provide access to authentic language. The aim of this paper is to initiate the conversation around this topic through outlining the theoretical underpinnings, current research, and rationale for why viewing television is important; classroom implications for incorporating television viewing into the curriculum; and what areas could be researched about in future.

Since first airing on HBO in 2011, "Game of Thrones" (GOT) has proven to be a fruitful text for teaching and studying politics. In 2022 the prequal to GOT-House of The Dragon (HOTD) debuted on HBO. This paper conducts discourse analysis on the entire first season with two goals in mind. First, we demonstrate how pop culture is impacted by real world politics by examining the change in gender and racial representation in HOTD compared to GOT and argue that this change was a product of cultural backlash that GOT received and a result of changing political attitudes over the time of both shows airing. Second, we use the show's content as text to teach American and Comparative politics concepts. In the appendix we provide three examples of low, mid, and high-stake assignments that use show content in teaching political science courses.

HBO's "Lovecraft Country" is a model resource for developing speculative civic literacies, which are forms of meaning making aimed at helping students conceive of a more equitable democratic society. Speculative civic literacies and "Lovecraft Country" both center the tension between Afrofuturism and Afropessimism in the Afrocentric restorying of historic narratives to more accurately reflect the experiences of a wider range of people. By studying how "Lovecraft Country" portrays historic events, in particular the violent enforcement of the color line, students can gain an enriched understanding of how colonial knowledge production and necropower shapes their world. By engaging with subversive art, students learn to openly question dominant assumptions, including the sacred liberal assumption that democratic reform is sufficient to achieve genuine equity as a society. Finally, seeing how "Lovecraft Country" restories events with empowered Black protagonists, students can learn to engage in their own restorying, and thereby envision futures of equitable flourishing, while taking seriously the persistent challenges of social death in the present. By honing their narrative tools through engagement with rich speculative fiction, students learn to create spaces where the possible can permeate into our democratic reality.

The purpose of this study was to understand the lived experience of the Spanish-speaking Latino community during the COVID-19 shelter-in-place orders. A single remote focus group meeting was conducted with nine Spanish-speaking participants to explore how residents living amidst shelter-in-place orders made informed decisions about health, safety, and security during the early months of the pandemic. The focus group meeting lasted about 60-90 minutes, and this meeting was facilitated by bilingual/bicultural Latino research assistants trained in qualitative research methods. Study participants also completed the Household Pulse Survey developed by the U.S. Census Bureau, a 20-minute survey to understand the social, health, and economic impact of COVID-19. The mean age was 33 years [range 21-60, SD = 12.44], and most participants attended some or completed a college degree. The participants self-reported as heterosexual, and five self-reported as single or never married. At least four noted making less than $25,000 annually, and four reported that they were self-employed. Most of the participants resided in New Jersey (n = 6), whereas two were from Michigan and one was from New York. The themes that emerged from the focus group meeting were the following: (1) social media and televised news outlets propagated confusing and harmful public messages; (2) COVID-19 elicited negative feelings of uncertainty; and (3) participants had widespread concerns about the health of their family, others, and self. Public messages on COVID-19 were not only confusing but harmful, as Latino families were highly dependent on them when determining how to protect their families in the early days of the pandemic.

This article explores the dynamics of inter-generational conversations between queer and trans youth and queer and trans adults through an analysis of a routine segment on the reality show, RuPaul's Drag Race. At the end of each season, the drag queen contestants are asked to give a piece of advice to photos of their younger selves and, by proxy, the young people who may be watching the show from home. This article positions this segment as a pedagogical moment where the queens are forced into the role of teacher. However, like the categories of child and youth, RuPaul's request of the queens is not as innocent as it appears. In turning to address children directly, the queens must reckon with cis-heteronormative expectations of how adults can speak to children, about what topics can be discussed, and the tones such conversation must take. To explore these issues, the article examines this segment alongside scholarship about drag and ballroom cultures to place the show within larger contexts of queer and trans kinship structures. Then, turning to queer and trans studies in education and queer and trans childhood and youth studies, the essay examines the factors impacting how and when queer and trans youth and adults are allowed to be in conversation with youth, if at all.

This article analyses discussion of a narrative concerning sexual consent in a 2019 Spanish television series broadcast on Netflix called "Les de l'Hoquei" ("The Hockey Girls"). A thematic analysis was conducted on 105 comments made in response to three posts on the show's official Instagram account (all dated 27 May 2019), which summarise the series' storyline about the absence of sexual consent in the relationship between two main characters. The findings revealed two contrasting views. On the one hand, there were comments that interpret the situation by referring to stereotypes of romantic love, ignoring the conflict over sexual consent and instead treating the break-up as a problem that the couple should resolve in their own private way. On the other hand, there were comments that identify what happened as a situation of sexual non-consent, where the aspects that generated the most controversy were the use of the word 'rape' and the male character's responsibility for not having heeded the non-verbal signals given to him by his partner. From the perspective of relationships and sex education, it is concluded that audiovisual content and exchanges on social media can be useful tools when it comes to learning to acknowledge non-verbal signs of non-consent.

This article examines the latest developments in the corpus language planning interventions in the implementation of the codification (Haugen, E. (1983). The implementation of corpus planning: theory and practice. In J. Cobarrubias & J. A. Fishman (Eds.), "Progress in language planning. International perspectives" (pp. 269-289). Mouton.) of Catalan by Catalan-language media corporations, taking into consideration that Catalan is a pluricentric language (Darder, L. (2015). La variació lingüística en els mitjans audiovisuals com a estratègia conscient. "Treballs de sociolingüística catalana," 25, 303-316. https://raco.cat/index.php/TSC/article/view/342907; Costa-Carreras, J. (2021). Compositionality, pluricentricity, and pluri-areality in the Catalan standardisation. In A. Cortijo Ocaña & V. Martines (Eds.), "History of Catalonia and its implications for contemporary nationalism and cultural conflict" (pp. 182-197). IGI Global; Mas Castells, J. À. (2021). Invitació al pluricentrisme. Notes per a l'estudi d'una llengua pluricèntrica en conflicte. "Treballs de sociolingüística catalana," 31, 15-30. https://raco.cat/index.php/TSC/article/view/386900) that is standardised both "de facto" and "de jure." It concludes that Muhr, R. (2020). European pluricentric languages in contact and conflict -- An overview. In R. Muhr, J. À. Mas Castells, & J. Rueter (Eds.), "European pluricentric languages in contact and conflict" (pp. 11-64). Peter Lang approach to language variation management does not fit with the Catalan communicative space, and that the proposals, both of the term "multi-standard" by Auer, P. (2021). Reflections on linguistic pluricentricity. "Sociolinguistica," 35(1), 29-47. https://doi.org/10.1515/soci-2021-0003, and of the term "location" by Dollinger, S. (2019). "The pluricentricity debate on Austrian German and other Germanic Standard varieties." Routledge are not needed, as Mas Castells's (2021) definition of 'centre' is fully pertinent for Catalan. A sociolinguistic and standardological perspective has been adopted (Joseph, J. E. (1987). "Eloquence and power. The rise of language standards and standard languages." Frances Pinter; Costa-Carreras, J. (forthcoming). On the epistemological status of comparative standardology and standardisation. "Caplletra," 79 (fall 2025)) to compare the style guides of three audiovisual media corporations, with an exemplification on a particular issue in relation to both prescription and use. An appropriate description of the linguistic pluricentricity of three Catalan-language media corporations (Darder 2015; Costa-Carreras 2021; Costa-Carreras, J. (2022, June 15-17). "What ideological factors are relevant to analyse language variation management for Catalan?" Talk presented at the Symposium Rules and incentives in language policy and planning: Economic, legal and sociolinguistic approaches; Mas Castells 2021) is therefore offered: the Catalan Broadcasting Corporation with headquarters in Catalonia, the Valencian Broadcasting Corporation with headquarters the Valencian Country, and the Broadcasting Public Entity of the Balearic Islands with headquarters in the Balearic Islands.

Research examining the quality of life (QoL) in children with autism in relation to leisure behavior is extremely rare. An online survey of parents (N = 282) was conducted to help to fill this gap. Using structural equation model (SEM), the association between the parents' (informal) social support and children's QoL (reported by parents) was examined. In this, parental behavior, children's active leisure time, children's TV consumption, as well as children's self-worth (reported by the parents) were integrated. Findings suggested that the parents' (informal) social support, children's active leisure, and self-worth have a positive effect on children's QoL. Implications of the results are discussed.

Teaching public administration theory and linking it to practice can be challenging; yet are central goals to MPA programs. Using relevant examples that students can relate to is instrumental in achieving the pedagogical goals of linking theory to practice and achieving the NASPAA competencies. "New Amsterdam" is used as a case study for MPA students to achieve the above mentioned goals. In this work, I provide a list of episodes accompanied by themes of the episode and core public administration areas each apply to such as budgeting, human resources, decision making, as well as discussion questions used. This work contributes to our pedagogical toolbox by adding relevant examples in a healthcare administration setting that helps students master the NASPAA competencies while linking theory to practice.

This article explores the normative representations of higher education students in seven films and television series from four European countries. Drawing on the concept of the 'independent learner' as an 'ideal construction', I demonstrate how these texts offer complex and at times paradoxical representations of who gets positioned as the 'ideal' student. Popular culture texts, such as those analysed here, I argue, contribute to framing normative understandings of students. As examples of public pedagogy, these representations have significant ramifications for the popular understanding of what it means to be a student in contemporary higher education.

This paper investigates the potential that mediated text can have on expanding Lebanese young people's notions and understandings of sexuality beyond their personal boundaries and the immediate local context to uncover the portrayal of these notions within a global mediated space. It specifically seeks to examine the intersection between Lebanese youth media practices and sexual learning by identifying the extent to which watching the hit Netflix series "Sex Education," affected young people's sexual identities, knowledge and practices. Four focus groups, each comprised of six respondents, described the importance of the series in influencing young people's sexual learning and thoughts in a society where sexuality and sexual subjects are taboo. The four main discussion themes that were developed -- namely, Open Mindedness: transgression, acceptance and respect; Transformation: life skills and right choices; Gender Equality, Well-being and Health; Reliability/identification and the Need for Trustworthy Connections; and the Need to Re-educate Family and Society about Sex -- underscore the importance of the series as a learning tool, the need for the re-introduction of sexual education as part of school curricula in Lebanon, and the re-education of society more generally to help foster healthier sexual lives among young people.

African countries experience a lot of recurring conflicts because the underlying causes of most conflicts on the continent have either been unresolved or tackled at the surface level. This situation leads to the loss of lives and property. Ghana's National Peace Council (NPC) is one of the existing peace infrastructures whose mandate is to educate the public on peace and conflict management. However, there is a paucity of literature on how this peace council educates the Ghanaian population on peacebuilding. The study, therefore, sought to uncover strategies employed by Ghana's NPC in educating the public on peacebuilding. Data was gathered through interviews and focused group discussions with participants who work with the NPC. The study also relied on secondary data, which consisted of recordings of peace education programmes through mass media such as TV and radio. The findings revealed that two main strategies are employed by the NPC of Ghana, namely, the use of media platforms (TV and radio) and socio-entertaining strategies. In addition to traditional media, this study argues that the NPC should utilise modern media, such as social media and the Internet, for peace education. If utilised, these two media forms would reach a much larger audience and could be used to prevent conflict in Ghana.social medi

With the advent of the post-pandemic era, the integration of online and offline education has become one of the future development trends and major challenges. This article utilizes the Semantic Wave Theory to teach the "Film and Television Creative Course" through a combination of offline and online methods. While offline teaching is conducted, a teaching project Q&A practice is also carried out on the online "Xuexi Tong" Platform. Finally, by evaluating students' performances both online and offline using multiple indicators, the effectiveness of their participation in the course is analyzed from various perspectives. Furthermore, the statistical software SPSS was used to determine the significance of each metric's impact on student learning outcomes. The results show that students in the experimental group had better learning outcomes than those in the control group, and demonstrated a more positive emotional experience. The results also suggest that blended learning is a practical approach to improving student learning outcomes and promoting positive emotional experiences, ultimately enhancing teaching effectiveness.

For undergraduate students, excessive screen time is associated with poorer mental health and greater perceived stress. Objective: The purpose of the present investigation was to determine the potential moderating influence of physical activity and sleep on the relationship between screen time and stress. Participants & Methods: A cross-sectional sample of 513 undergraduate students between Fall 2017 & Spring 2020 were given a questionnaire to assess perceived stress level, physical activity engagement, screen time, and sleep. Results: Stepwise hierarchical regression analyses identified that screen time, sleep, and the three-way interaction between screen time, sleep, and physical activity were associated with stress. Post-hoc decomposition revealed that higher levels of physical activity and sleep both mitigated the relationship between screen time and stress. Conclusions: Findings suggest that modifiable health behaviors such as physical activity and sleep may be important factors for managing the negative effects of screen time on stress in college-aged adults.

This study explores the literacy and social practices of a young Omani emergent bilingual child who is beginning to develop bilingualism and biliteracy in Arabic and English through social interactions. One case study of a four-year-old child and her family living temporarily for her father postgraduate studies in Canada is presented. Framed on socio-cultural understandings of literacy development, the study discusses the role of multimodal home practices in the emergent biliteracy development of the child and generates new understandings about children's social practices that are embedded in their daily lives. The study also explores the role of these cultural practices in navigating between two systems of language and culture. The findings make visible how children's engagement with the social context of home, whether physical or through digital media, can enhance their biliteracy development.

This activity provides students with a way of understanding expectancy violations theory (EVT) by examining incidents that occurred during televised award shows. In this activity, in small groups, students will delve into well-known award-show incidents, such as Will Smith's slapping of Chris Rock at the 2022 Academy Awards, to understand the events leading up to the incident, what happened at the time of the event, and the repercussions occurring after. Using this information, students will work through the components of EVT to enhance their understanding of the theory and its lens through which to view relationships. This activity allows students to use their familiarity with pop culture to gain a greater understanding of EVT in order to better utilize the theory when examining their own interpersonal relationships. Courses: Introduction to Mass Media Communication, Interpersonal Communication, Mass Media Theory and Criticism, Organizational Communication. Objectives: Students will understand the principles of EVT; be able to explain EVTs components (expectancy, communicator reward valance, and violation valence); and be able to apply EVT to examples of interpersonal interactions.

The COVID-19 pandemic prompted a shift in K-12 educational delivery from primarily in-person classroom instruction to remote learning. Developing broadcast instruction is one way to provide learners who experience barriers to contemporary forms of remote learning, which are typically provided over the internet, a way to access quality mathematics instruction. Producing classroom-style video lessons for children is not as simple as recording a lecture, and ways to engage and interact with learners are limited. There is a little interplay between design principles used in mathematics-focused broadcast television programmes and mathematics classroom pedagogy. More research is needed to understand how teachers may adapt mathematics education design principles to develop broadcast lessons. We utilized an exploratory case study design to investigate how teachers conceptualize, enact, and reflect upon mathematics pedagogy in a broadcast environment. Data from created lessons, videotaped feedback sessions and semi-structured interviews were collected and analyzed. Results yielded three themes related to the instructional design, barriers and challenges, and equity: (a) "Goal-focused planning and delivery," (b) "Centrality of discourse," and (c) "Time." We discuss the results in relation to prior work at the intersection of mathematics and broadcast pedagogy and share implications for future research.

Elementary education is critical as it lays the foundation for learning, critical thinking, social and emotional development, individual growth, and self-confidence. Hence, studying the elementary students' educational progress is immensely important. This manuscript aims to investigate the factors that impact elementary students' academic performance, predict their academic performance, and use the above factors to identify the student's appropriate skilled level group based on their academic performance. In this study, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) score, a measurement to assess students' early literacy skills for K-6 graders, is used to quantify students' academic performance. A sample of 185 first and second graders and their features, including student's BMI (body mass index), amount of time the student spends watching television, student's gender, number of hours that a student sleeps each night, amount of time that the student spends reading books, student's race, and amount of time that the student spends on physical activity are used. Based on the regression analysis, second graders' academic performances are significantly impacted by their BMI values ([beta] = - 4.002, p < 0.05) and the amount of time students spend reading books ([beta] = 29.14, p < 0.05). The first graders' academic performances are significantly impacted by the amount of sleeping time ([beta] = 41.89, p < 0.01) and their gender ([beta] = - 37.129, p < 0.05). Furthermore, the experimental findings indicate that machine-learning techniques accurately predict the students' appropriate academic group. In the naive Byers classifier, students in the lowest academic performance group can be identified successfully with a sensitivity of 92%, and the students in the highest academic group can be identified with a specificity value of 100%.

This secondary analysis study examined patterns, predictors, and outcomes of dual language learners' (DLLs') development in Spanish and English. Research Findings: Latent profile analysis identified three groups of DLLs: Balanced Bilinguals (54%), English-Dominant Bilinguals (25%), and Spanish-Dominant Bilinguals (21%). These groups had fairly comparable Spanish skills at Head Start (HS) entry but showed distinct learning patterns in English and Spanish during the 2.5 years in HS and kindergarten (K), which resulted in group differences in dual-language skills at K. When their home and classroom environments were compared, Balanced Bilinguals had more Spanish exposure than English-Dominant Bilinguals and more English exposure than Spanish-Dominant Bilinguals. Spanish-Dominant Bilinguals generally had more Spanish exposure at home and in the classroom, less English exposure at home, and had parents with lower English proficiency. English-Dominant Bilinguals had fewer home literacy materials in Spanish and had fewer opportunities for Spanish exposure in their first HS classrooms. Balanced Bilinguals presented the highest K achievement; the other two groups showed comparable skills. Practice or Policy: This study demonstrated variations in dual-language learning among DLLs in HS and indicated the need for tailored strategies that address the unique needs of diverse DLLs presenting varying proficiency in their two languages.

A Netflix original six-episode series, "The Chair," examines the experiences of a woman faculty of color department chair at the fictional Pembroke College. One of the many stressors she must navigate is a response to an incompetent white male faculty (who is also her love interest) after he makes a Nazi salute during a lecture in class. By watching this series, many viewers learned about how higher education administrators may respond to situations where a faculty member engages in questionable speech. The ensuing drama that occurs on campus in response to the Nazi salute and the students' perceptions that the administration will and can do nothing of consequence to the professor showcases the messiness and intricacies of what has been termed "cancel culture." In this paper, I use intersectional analysis to examine "The Chair" and the messages it sends about race, privilege, and cancel culture in higher education.

Over the past 20 years, root cause analysis (RCA) has become one of the most widely used retrospective methods for detecting safety hazards in medicine and healthcare. Despite its wide use in management practice and growing popularity in academic research, there is currently a dearth of coverage of RCA in popular healthcare management textbooks and pedagogical publications. This paper addresses this gap by presenting innovative instructional materials and recommendations for teaching RCA in healthcare management. Using an episode of "Grey's Anatomy" TV show, this experiential learning exercise takes students through the steps of RCA and makes use of a range of RCA tools, including high-level flowchart, fishbone diagram, "five whys", corrective action plan, and others. The exercise, which was classroom tested and received positive student feedback, can be adapted to a range of healthcare management classes. Because RCA can have widespread, lifesaving consequences, healthcare management courses can significantly benefit from integrating this exercise into classroom pedagogies.

The refashioning of popular cultural resources has become a salient strategy for the construction of "hyper-real" spaces of cultural consumption worldwide. Taking Lefebvre's triadic model of space as the anchorage, this study proposes an analytical framework to examine the affective production of space. Ethnographic fieldwork was conducted in the Central Perk café in Shanghai as replicated from the American sitcom "Friends." The analysis reveals that resemiotization, recontextualization, and the spatial arrangements of the interior café enabled fan-customers to orchestrate individual-specific affective assemblages based on their varied familiarity with the sitcom and alignment with its affective values and characterization. It is found that these affective assemblages afforded fan-customers socio-atmospherics featuring a cozy, relaxed state of being and a home-like sense of belonging. The affective practices of the human-nonhuman participants turned this themed café into a lived space of affinities that helped the café owner and fan-customers cope with atomization and precarity in cosmopolitan life. It is argued that the proposed analytical framework can reveal the role of affect as a critical social force that enables individuals to fulfill their sociocultural needs and desires by appropriating transnational popular cultural resources and co-producing a cultural consumption space.