Academic literature on the topic 'Degree Discipline: Media Studies'
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Journal articles on the topic "Degree Discipline: Media Studies"
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Davidovitch, Nitza, Michael Byalsky, Dan Soen, and Zilla Sinuani-Stern. "The Cost Of More Accessible Higher Education: What Is The Monetary Value Of The Various Academic Degrees?" Contemporary Issues in Education Research (CIER) 6, no. 1 (January 2, 2013): 37. http://dx.doi.org/10.19030/cier.v6i1.7602.
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One of the main reasons for acquiring a Bachelor's Degree is the perception of higher education as a means of improving graduates' financial status. In light of the increased accessibility of higher education, a growing number of students hope to use their studies as a financial springboard. In the current study we sought to examine this perception and to check whether and to what degree baccalaureate degrees indeed improve graduates' financial situation. In cooperation with Israel's Central Bureau of Statistics we gathered data on 6,091 graduates who completed their studies at the Ariel University Center during 2000-2008. Data analysis included exploring graduates' rate of employment and monthly salary from the day they began their academic studies until eight years later. We divided and distinguished between graduates by discipline and gender. The findings show that graduates earn almost three times the national average salary (and five times the median salary) and indicate employment rates of nearly 100%. Analysis of findings by discipline indicates that the most profitable fields are computer sciences and mathematics, engineering, and architecture. Salaries in the natural and social sciences and in the humanities are significantly lower both compared to the former fields and to the national average salary, at least for this eight year span. Analysis of the data by sex showed that the rate of employment among men is 12% higher than among women and that there is a disparity in employment within each discipline as well. Research conclusions show that academic degrees per se are not a guarantee of financial or occupational security. Employees with degrees in the social sciences and the humanities may find that their pay is no higher than those with no degree. One of the implications of this issue, already evident at this stage is that students are attempting to attain higher degrees in the hope of improving their financial status. The equation of a higher education with a higher income seems to involve other components as well, such as graduates' field of study, seniority on the job, and field of occupation.
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Karmasin, Matthias, and Denise Voci. "The role of sustainability in media and communication studies’ curricula throughout Europe." International Journal of Sustainability in Higher Education 22, no. 8 (February 25, 2021): 42–68. http://dx.doi.org/10.1108/ijshe-10-2020-0380.
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Purpose This research aims to analyze to what extent sustainability and its related core aspects are integrated in media and communication's curricula of higher education institutions in Europe. Design/methodology/approach A total of n = 1068 bachelor and master’s degree programs, as well as their related curricula/program specifications, from 28 European countries were analyzed by means of content analysis. Findings Results show that the level of curricular integration of sustainability aspects in the field of media and communication is low (14%) to very low (6%) on module level. In most cases, sustainability remains an abstract guiding principle that is not translated into a dedicated course offer. This can indicate the difficulty of operationalizing such a concept as sustainability, which is experienced by not only higher education institutions but also policy and society as a whole. In addition, the results leave space for a reflection on the social and educational responsibility of higher education institutions. Research limitations/implications The authors are aware that not all teaching (content) is depicted in curricula. Especially where teaching is research-based, The authors assume that sustainability (communication) is more present as the curricula' analysis can represent it. In addition, the fact of solely investigating English language curricula can be seen as a further limitation. Originality/value This research is one of the few attempts to verify the actual integration level of sustainability aspects in the curricula of a specific sustainability-relevant discipline, which is neither conducted as a case study nor as a single-country analysis.
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Pope, Randolph D. "Why Major in Literature—What Do We Tell Our Students?" PMLA/Publications of the Modern Language Association of America 117, no. 3 (May 2002): 503–6. http://dx.doi.org/10.1632/003081202x61278.
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The progression from language instruction or composition to the higher discipline of literature is no longer the only or even preferred path everywhere. For example, MIT stresses that its literature program goes beyond the traditional:The program in Literature leading to the degree of Bachelor of Science in Literature is equivalent to the curricula in English (or literary studies) of the major liberal arts universities. The Literature curriculum is notable also for its inclusion, along with traditional literary themes and topics, of materials drawn from film and media, from popular culture, and from minority and ethnic culture. (“Major”)
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Caballero Aceituno, Yolanda, and Aroa Orrequia-Barea. "English Studies and Literary Education in the Era of Media Manipulation: Context, Perceptions, Feelings and Challenges." Revista Alicantina de Estudios Ingleses, no. 33 (December 23, 2020): 119. http://dx.doi.org/10.14198/raei.2020.33.02.
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This article analyses the components of a method of literary education aimed at strengthening critical awareness. It discusses whether the current academic context is hospitable to a literary education that fights against the over-simplification of our epistemological horizons. The popularisation of a utilitarian version of university study, the neglect of reflective practices and the marginalisation of the usefulness of the discipline of literature within the field of English Studies are some of the realities that we currently face. Within this context, a literary education involving activism can play an important role in promoting resistance against the pandemic of media manipulation we are in the midst of. After having examined the views of a group of students at the University of Jaén (Spain) concerning the importance of studying an English Studies degree in contemporary society, it is clear that such an education needs to be based on emotional aspects, paying special attention to the students’ feelings and perceptions. The results of our corpus-based study using Sentiment Analysis techniques evidence the emotional disaffection of students from certain subjects, namely literature, which are specifically aimed at encouraging critical thinking. Thus, one of the future challenges that must be faced is to foster positive emotions in our literature lessons, as they are essential to promote the students’ critical awareness and activism.
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Pearce Churchill, Meryl, Daniel Lindsay, Diana H Mendez, Melissa Crowe, Nicholas Emtage, and Rhondda Jones. "Does Publishing During the Doctorate Influence Completion Time? A Quantitative Study of Doctoral Candidates in Australia." International Journal of Doctoral Studies 16 (2021): 689–713. http://dx.doi.org/10.28945/4875.
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Aim/Purpose: This paper investigates the association between publishing during doctoral candidature and completion time. The effects of discipline and of gaining additional support through a doctoral cohort program are also explored. Background: Candidates recognize the value of building a publication track record to improve their career prospects yet are cognizant of the time it takes to publish peer-reviewed articles. In some institutions or disciplines, there is a policy or the expectation that doctoral students will publish during their candidature. However, doctoral candidates are also under increasing pressure to complete their studies within a designated timeframe. Thus, some candidates and faculty perceive the two requirements – to publish and to complete on time – as mutually exclusive. Furthermore, where candidates have a choice in the format that the PhD submission will take, be it by monograph, PhD-by-publication, or a hybrid thesis, there is little empirical evidence available to guide the decision. This paper provides a quantitative analysis of the association between publishing during candidature and time-to-degree and investigates other variables associated with doctoral candidate research productivity and efficiency. Methodology: Multivariate logistic regression analyses were used to examine the predictors (discipline [field of research], gender, age group, domestic or international student status, and belonging to a cohort program) of doctoral candidate research productivity and efficacy. Research productivity was quantified by the number of peer-reviewed journal articles that a candidate published as a primary author during and up to 24 months after thesis submission. Efficacy (time-to-degree) was quantified by the number of Full-Time Equivalent (FTE) years of candidature. Data on 1,143 doctoral graduates were obtained from a single Australian university for the period extending from 2000 to 2020. Complete publication data were available on 707 graduates, and time-to-degree data on 664 graduates. Data were drawn from eight fields of research, which were grouped into the disciplines of health, biological sciences, agricultural and environmental sciences, and chemical, earth, and physical sciences. Contribution: This paper addresses a gap in empirical literature by providing evidence of the association between publishing during doctoral candidature and time-to-degree in the disciplines of health, biological sciences, agricultural and environmental sciences, and chemical, earth, and physical sciences. The paper also adds to the body of evidence that demonstrates the value of belonging to a cohort program for doctoral student outcomes. Findings: There is a significant association between the number of articles published and median time-to-degree. Graduates with the highest research productivity (four or more articles) exhibited the shortest time-to-degree. There was also a significant association between discipline and the number of publications published during candidature. Gaining additional peer and research-focused support and training through a cohort program was also associated with higher research productivity and efficiency compared to candidates in the same discipline but not in receipt of the additional support. Recommendations for Practitioners: While the encouragement of candidates to both publish and complete within the recommended doctorate timeframe is recommended, even within disciplines characterized by high levels of research productivity, i.e., where publishing during candidature is the “norm,” the desired levels of student research productivity and efficiency are only likely to be achieved where candidates are provided with consistent writing and publication-focused training, together with peer or mentor support. Recommendation for Researchers: Publishing peer-reviewed articles during doctoral candidature is shown not to adversely affect candidates’ completion time. Researchers should seek writing and publication-focused support to enhance their research productivity and efficiency. Impact on Society: Researchers have an obligation to disseminate their findings for the benefit of society, industry, or practice. Thus, doctoral candidates need to be encouraged and supported to publish as they progress through their candidature. Future Research: The quantitative findings need to be followed up with a mixed-methods study aimed at identifying which elements of publication and research-focused support are most effective in raising doctoral candidate productivity and efficacy.
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Wamala, Robert, and Joseph C. Oonyu. "Completion Time Dynamics For Masters And Doctoral Studies At Makerere University." Contemporary Issues in Education Research (CIER) 5, no. 2 (April 3, 2012): 131. http://dx.doi.org/10.19030/cier.v5i2.6946.
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This paper examines the dynamics of completion time of masters studies and how such dynamics relate to those of doctoral studies at Makerere University, Uganda. The assessment is based on administrative data of 605 masters degree students at the University in the 2004 and 2005 enrollment cohorts. The total elapsed time from first enrollment to submission of final dissertation copy was adopted as a measure of completion time. A time-to-event approach in a Cox model was applied in the investigations. A median completion time of 3.8 years (range, 1.85.9) suggests a delayed completion of studies. The established associations, modeled by a range of candidate, candidature, and institutional variables including discipline area corroborate the results obtained by the analysis of doctoral completion time at the University. The findings suggest that masters completion dynamics mirror those of doctoral studies at the University.
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Kleberg, Madeleine. "Feminism och genus i svensk medieforskning." Tidskrift för genusvetenskap 24, no. 2 (June 15, 2022): 7–28. http://dx.doi.org/10.55870/tgv.v24i2.4150.
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This artide is an overview of feminist or gender perspectives within Swedish media research during the last ten to fifteen years. Books and contributions to anthologies are described and the research sorted into two categories, populär culture within media and journalism. Although this categorisation is to be questioned due to blurred boundaries of fact and fiction in media, it is useful in an overview in order to avoid the risk of neglecting one orthe otherfield. One can conclude that feministic or gender oriented research about populär culture in the media is mostly dealing with the content and questions of gender constructions, especially representation of women, but there is also an increasing interest for male constructions including representation of relations between women and men. There is a claim for not talking of the existence of one woman voice but instead of a manifold of women's voices. Little is to be found regarding the reception of populär culture and even less regarding conditions of production. The research about journalism is more oriented towards texts by women journalists and often historically oriented. Here questions of gender constructions are not salient and to some degree this can be understood by the unwillingness to let journalistic products be analysed as constructions. Nevertheless one of the most remarkable features of the feminist media research in Sweden during the last decade has been to identify and make visible (and readable) women journalists from the early part of the last century. Media and communication studies as a discipline was established at the Swedish universities around 1990. As a new academic field it should be expected to be free of old traditional bonds, but gender or feministic aspects within media research constitutes less than 10 percent of the total registered media research.
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Wilson, Virginia. "A Content Analysis of Google Scholar: Coverage Varies by Discipline and by Database." Evidence Based Library and Information Practice 2, no. 1 (March 14, 2007): 134. http://dx.doi.org/10.18438/b8dw26.
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Objective – To ascertain the coverage by discipline, publication date, publication language, and upload frequency of the scholarly articles found in Google Scholar.
Design – Comparative content analyses.
Setting – Electronic information resources accessible via the internet (both freely accessible and for-fee databases).
Subjects – Forty-seven online databases and Google Scholar.
Methods – The study compared the content of 47 databases (21 Internet resources freely available to the general public; 26 restricted-access databases) covering a variety of subjects with the content of Google Scholar. Each database was assigned to one of the following discipline categories: business, education, humanities, science and medicine, social science, and multidisciplinary. From April through July 2005, researchers generated random samples of 50 article titles from each of the 47 databases and searched the titles on Google Scholar to determine inclusion.
Related studies were conducted for publication date and publication language analysis, and for the Google Scholar upload frequency study. For the publication date study, random samples from one database (PsycINFO) with a high degree of variability in Google Scholar coverage were searched for 1990, 2000, and 2004. For the publication language study, Google Scholar coverage of PsycINFO articles in English was compared to coverage of PsycINFO articles published in non-English languages. For the upload frequency study, two databases chosen for their high degree of coverage (BioMed Central and PubMed) were monitored to determine how often the new content was uploaded to Google Scholar.
Main Results – This study revealed that content covered by Google Scholar varies greatly from database to database and from discipline to discipline. Of the 47 databases studied, coverage ranged from 6% to 100%. Mean and median values of coverage for all databases were both 60%. The mean discipline category scores varied from the humanities databases at 10% coverage, to the social sciences and education at 39% and 41% respectively, to science and medicine databases at 76% coverage. Mean coverage was 77% for the multidisciplinary databases. Mean coverage of open access journal databases was 95%, freely accessible databases had 84% mean coverage, and single publisher databases had 83% mean coverage.
The publication language study found a bias towards English language publications. As well, a publication date bias was found – coverage of earlier dates was not as thorough as coverage of more recent publications. In the upload frequency study, for BioMed Central and PubMed there appears to be an approximately 15-week delay in the uploading of new material to Google Scholar.
Conclusions – The results of this study serve to alert researchers and information professionals that Google Scholar (in beta test mode at the time of the study) has poor coverage in certain areas. To those with access to commercial databases, this serves as a cautionary tale. To those with a dearth of commercial databases, Google Scholar is a welcome site and can provide at least some information. The researchers state that the search engine itself could make future content studies unnecessary if it decides to make its content collection methodology transparent to users. Upload frequency, Google Scholar’s linking services, the advanced search option, and the “cited by” feature could all be subjects of future studies. For its first year in operation, Google Scholar offers a broad range of discipline coverage with substantial depth in some areas. At the time of the study, Google Scholar was working with libraries and vendors to connect search results to library-licensed full text.
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Cuevas-Alonso, Miguel, and Carla Míguez-Álvarez. "Metadiscursive Markers and Text Genre: A Metareview." Publications 9, no. 4 (December 3, 2021): 56. http://dx.doi.org/10.3390/publications9040056.
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Given the interest in the study of metadiscourse as the communication of ideas and the way people use language in different communicative situations, this paper attempted to find the degree of confluence between metadiscourse markers from different studies and to show how patterns of metadiscourse analysis based on various written genres can be applied to a wider range. The mean values for the frequency of marker use and their respective deviations were determined by comparing a significant number of studies on metadiscourse elements. To ensure comparability, those following Hyland’s model were chosen. The units of analysis were grouped into two broad categories based on discursive characteristics: Academic genres (research articles, theses, and textbooks) and non-academic genres, which included documents ranging from newspaper editorials or opinion columns to Internet texts and other forms of digital communication. The results of our study highlight that the disparity in interactive markers between academic and non-academic texts is relatively small. This difference has been identified by previous studies, and it is confirmed herein that the difference may be related to the use of academic language, the topic, or the object of study. In contrast, the mean values of the interactive markers in non-academic texts are considerably higher than those in academic texts. At the same time, the texts seem to be organised along two axes (interactional and interactive) in distinct areas. Despite our initial assumptions that the data would be subject to individual variations, that differences would be found between different sections of the same genre within the same academic discipline, and that the results would vary if certain texts were added or excluded, we observed certain trends in the behaviour of the documents, although it prevailed that, within each category, the texts should be studied individually.
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Nogami, Gen. "Historical sociology in Japan: Rebalancing between the social sciences and humanities." International Sociology 36, no. 2 (March 2021): 160–70. http://dx.doi.org/10.1177/02685809211005346.
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The origin of historical sociology can be traced to Max Weber’s theory of modernization, which is an appropriate approach for studies in Japan. However, the Japanese image of ‘historical sociology’ is not that of a comparative history based on social scientific interests but is a history closer to cultural and social history and the history of ideas with an emphasis on descriptive research. This originates from the high degree of freedom given to the use of sources in the historical study of collective consciousness. Accordingly, it was easy to accept the impact of the linguistic turn. Subsequently, Japanese historical sociology evolved into discourse-historical research, media-historical research, and constructionist-historical research. In recent years, historical research on social issues and quantitative historical sociology have become increasingly popular. Historical sociological research has been differentiated into various separate sub-disciplines so it is difficult to identify a cohesive historical sociology as a field. However, the tradition of a high degree of freedom in terms of the use of sources continues to provide a stimulus for historical sociological studies in Japan.
Dissertations / Theses on the topic "Degree Discipline: Media Studies"
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Chu, Shun-chi Donna, and 朱順慈. "Disciplining media: the encounters between the cultures of media and school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29739603.
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Cheung, Eric Sui Ting. "Media consumption patterns of Taiwanese women living in New Zealand and their implications for adjustment to New Zealand society this thesis is submitted to Auckland University of Technology in partial fulfilment of the degree of Master of Communication Studies, 2003 /." Full thesis. Abstract, 2003. http://puka2.aut.ac.nz/ait/theses/CheungE.pdf.
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Denton, Frances Louise. "The form of identity in virtual space : a thesis presented in partial fulfilment of the requirements for the degree of Master of Fine Arts at Massey University, Wellington, New Zealand." Massey University, 2010. http://hdl.handle.net/10179/1267.
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Within constructed spaces our identities are evident in our interaction with objects, language and practice. The spaces that are understood as "virtual" are additions to an environment we have to locate our bodies within. Objects of technology, an engagement with language or a practice of art utilise our bodies as the zero point for experience of space. "Virtual space" is constructed through the use of objects we associate with the idea of "virtual space" such as consoles, computers and phones. The critical evaluation of virtual space has battled with the idea of the "disincarnated" experience of content, where the body is not the starting point. Virtual space is populated by objects that have physical form. Much like the impossibility of a person surviving on information alone it has become evident that the idea of a virtual disembodied utopia must come back down to earth. The discussion of the form of our identity in virtual space has had to redefine what virtual is, and how form can participate in constructing space. The discussion of form has had to contextualise a concrete practice and a beginning point within the body. The ideas and theories of Lakoff and Johnson, Carr, Talbolt, Fei, Dibble, Rendell, Turkle, Barthes, Davies, Sontag, Hockney, and Merleau-Ponty are evidence that there is an embodied point of view and human experience of "virtual" space. This thesis will use concrete spatial strategies of an artistic and auto-ethnographic practice to show that virtual space and the form of identity are concrete components of everyday environments. Form plays pivotal role in deconstructing or constructing space. Through the use of panorama, as an object of technology as well as a strategy, space is constructed using form. The term avatar used to discuss the "form" of identity in virtual spaces, and in particular what we currently recognise as "online" software driven, or connective virtual spaces. I have recognised that virtual space as not separate but augmentative and I will discuss how the avatar has been utilised within my practice to define virtual space as augmentative to everyday spaces.
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Kinzley, Simon. "The impact of a university pre-sessional course on the academic writing behaviours of a group of Chinese undergraduates students studying for a degree in media and cultural studies." Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.587537.
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This thesis focuses on the results of a longitudinal study conducted at Lancaster University into a group of Chinese students studying for a BA in Media and Cultural Studies. Taking as its starting point the contention that adjusting to the conventions and expectations of a different academic culture can be just as traumatic for participants as those experienced by educational professionals asked to undertake fundamental changes in their professional practices at times of educational innovation, Henrichsen' s (1989) Hybrid Model of the Diffusion/Implementation Process is used to provide a framework for the analysis. Through a combination of interviews with the students and their lecturers, as well as an analysis of their written work and essay feedback, the students were tracked from" the start of the University's pre-sessional course through to the start of their third term of degree study. The study analysed the extent to which these students adopted the practices of academic writing advocated on the pre-sessional course and the possible reasons for students' willingness, unwillingness or failure to adopt.
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Xiao, Yu. "Feels like at home a study of local Chinese media in New Zealand : a thesis presented in partial fulfillment for the degree of Master of Arts (Communication Studies) at the Auckland University of Technology (AUT), 2007 / Yu Xiao (Michael)." Click here to access resource online, 2007. http://aut.researchgateway.ac.nz/handle/10292/371.
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Qin, Xiaomei. "A comparison between media representation of Asian international students and their own accounts of experience in New Zealand a thesis presented in partial fulfillment of the degree of Masters of Arts (Communication Studies) at the Auckland University of Technology (AUT), 2003 /." Full thesis. Abstract, 2003. http://puka2.aut.ac.nz/ait/theses/QinX.pdf.
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Madgeskind, Sharon Mary. "Motivation for change in the discipline of children : a thesis presented in partial fulfilment of the requirements for the degree of Master of Social Work, Massey University, Auckland, New Zealand." 2009. http://hdl.handle.net/10179/1333.
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Since becoming the first English speaking country to legislate against the physical discipline of children in 2007, there has been much debate in New Zealand for and against the parental practice of smacking. For some it has meant a welcome amendment to legislation that protects the human rights of children, for others it raises fears that parents can be criminalised for smacking their children and that the rights of parents to discipline their child, as they see fit, are being eroded. Working for an organisation that fully supports the Amendment to Section 59 of the Crimes Act, 1961 and that promotes the human rights of children; the motivating factors that encourage a parent to stop the practice of physically disciplining their child became of interest to the researcher for this thesis. Ten participants, who had used physical discipline and who had made a decision to stop the practice, were recruited to take part in a qualitative study. The data collected was analysed through a thematic analysis process using five motivational contexts found in previous research on the topic. The five contexts were experiential, relational, biographical, regulatory and ideological (Davis, 1999). The findings of the research for this thesis concur with the previous research and add further information about the motivating factors. The findings also identify the strategies that parents have found useful to achieve success in their endeavour to change their disciplinary practice. Furthermore the importance of and the distinction between the human rights of the child and parental rights have been highlighted.
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Bancroft, Malcolm James. "From popular art to mass culture : autonomous technology and the intellectual history of fast food : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Media Studies at Massey University." 2005. http://hdl.handle.net/10179/1601.
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In recent years, Media Studies has become increasingly influenced by the Social Sciences. In particular, aesthetic approaches within the field have been diminishing. Humanistic research into fast food is just as scarce. This study seeks to reclaim the humanistic endeavour of aesthetic media research, and to apply it to a study of American fast food. The McDonald's hamburger is used as the prototype. The study explores the difficulty in postulating an aesthetic arena in Media Studies. A case is made for the burger as an instance of popular art, and various models of poplar art are engaged to this end. The burger does have aesthetic properties, but they are fleeting and inhibited by the technological nature of the artefact. At the same time, it also exists as an example of mass culture, as it increasingly sets the framework for popular art. An existentialist approach to fast food shows up its compulsive nature, and the autonomous role of technology emerges as a theme which both helps explain its popularity and helps to limit its artistic potential.
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Mayor, Lindsay. "Negotiating sexualities : magazine representations of sexualities and the talk ot teen and young adult readers : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Arts in Cultural Studies at the University of Canterbury /." 2006. http://library.canterbury.ac.nz/etd/adt-NZCU20070205.150709.
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Marriott, Tanya. "Storytelling memories : a tangible connection to bomber command veterans : a thesis presented in partial fulfilment of the requirements for the degree of Masters in Design at Massey University, Wellington, New Zealand." 2009. http://hdl.handle.net/10179/1045.
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As we pass the 6oth anniversary of the end of World War Two (WW2) historians are diligently collecting the memoirs of veterans to preserve for future generations. Public archives of memorabilia, letters, photos and artefacts, in the process of digitisation are complimenting the stone memorials of the past. This material culture of memory discusses human interaction. “The poor, the rich, the brave and the afraid, the hero and the deserter” (Moriarty, 1999, p 654). In contemporary museum culture this digitised information is presented in either web-based systems, or interactive kiosks. However, this approach to packaging memories and historical data often leaves out much of the depth of the topic information, skimming the surface of the knowledge conveyed. New solutions to memory and artefact display have been developed effectively in the Churchill room’s exhibit designed by Small Design (Kabat,2008) and Memory Miner (Memory Miner, 2008), a home-based memory archive programme by John Fox. Both convey the memories and artefacts upon a mapped interface, using our desire to discover and connect with memories to navigate the narrative in a self-guided format. The Storytelling Memories project seeks to build on current research to formulate an interactive platform of memory immersion and experience within a museum environment. The project utilises a touch sensitive surface as an interface between the viewer and the memories. A physical controller, when placed near the interface surface will “unlock” contained memories, enabling an open-ended storytelling experience. The design encourages the user to interact directly with the memories to create their own dialogue, with the intention of developing a more emotive, personal connection to the Veteran.
Books on the topic "Degree Discipline: Media Studies"
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Sloot, Bart, and Aviva Groot, eds. The Handbook of Privacy Studies. NL Amsterdam: Amsterdam University Press, 2018. http://dx.doi.org/10.5117/9789462988095.
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The Handbook of Privacy Studies is the first book in the world that brings together several disciplinary perspectives on privacy, such as the legal, ethical, medical, informatics and anthropological perspective. Privacy is in the news almost every day: mass surveillance by intelligence agencies, the use of social media data for commercial profit and political microtargeting, password hacks and identity theft, new data protection regimes, questionable reuse of medical data, and concerns about how algorithms shape the way we think and decide. This book offers interdisciplinary background information about these developments and explains how to understand and properly evaluate them. The book is set up for use in interdisciplinary educational programmes. Each chapter provides a structured analysis of the role of privacy within that discipline, its characteristics, themes and debates, as well as current challenges. Disciplinary approaches are presented in such a way that students and researchers from every scientific background can follow the argumentation and enrich their own understanding of privacy issues.
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Pollock, W. J. Slow strain rate testing of high strength low-alloy steels: A technique for assessing the degree of hydrogen embrittlement produced by plating processes, paint strippers and other aircraft maintenance chemicals. Melbourne, Victoria: Dept. of Defence, Aeronautical Research Laboratories, 1985.
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Mishenin, Sergey. Information and analytical work. ru: INFRA-M Academic Publishing LLC., 2019. http://dx.doi.org/10.12737/987953.
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In the textbook the basic concepts concerning the organization and technology of information work of the student-historian are considered. It includes four sections: the first determines the place of the course's problems in the process of historical knowledge; the second tracks the principal features of facts, sources and research, which can potentially be the sphere of historical research; the third introduces the reader to the principles, conceptual apparatus, laws, methods and judgments as means of knowledge.; the fourth introduces the experience of constructing the text of the study, which sums up a certain result of the work done and allows you to " translate the process of learning a new state of relative knowledge."
Meets the requirements of the Federal state educational standards of higher education of the last generation.
It is intended for undergraduate students studying the discipline "Information and analytical work". It can be useful to persons preparing for admission to the master's degree in the areas of training "History" and "International relations", as well as all those interested in working with documents and other media.
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Lee, Francis, and Joseph Man Chan. Memories of Tiananmen. NL Amsterdam: Amsterdam University Press, 2021. http://dx.doi.org/10.5117/9789463728447.
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Memories of Tiananmen: Politics and Processes of Collective Remembering in Hong Kong, 1989-2019 analyzes how collective memory regarding the 1989 Beijing student movement and the Tiananmen crackdown was produced, contested, sustained, and transformed in Hong Kong between 1989 and 2019. Drawing on data gathered through multiple sources such as news reports, digital media content, on-site vigil surveys, population surveys, and in-depth interviews with activists, rally participants, and other stakeholders, it identifies six key processes in the dynamics of social remembering: memory formation, memory mobilization, memory institutionalization, intergenerational transfer, memory repair, and memory balkanization. The book demonstrates how a socially dominant collective memory, even one the state finds politically irritable, can be generated and maintained through constant negotiation and efforts by a wide range of actors. While Memories of Tiananmen mainly focuses on the interplay between political changes and the Tiananmen commemoration in the historical period within which the society enjoyed a significant degree of civil liberties, it also discusses how the trajectory of the collective memory may take a drastic turn as Hong Kong’s autonomy is abridged. The book promises to be a key reference for anyone interested in collective memory studies, social movement research, political communication, and China and Hong Kong studies.
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Brillenburg Wurth, Kiene, and Ann Rigney. The Life of Texts. NL Amsterdam: Amsterdam University Press, 2019. http://dx.doi.org/10.5117/9789463720830.
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This innovative introduction to literary studies takes 'the life of texts' as its overarching frame. It provides a conceptual and methodological toolbox for analysing novels, poems, and all sorts of other texts as they circulate in oral, print, and digital form. It shows how texts inspire each other, and how stories migrate across media. It explains why literature has been interpreted in different ways across time. Finally, it asks why some texts fascinate people so much that they are reproduced and passed on to others in the form of new editions, in adaptations to film and theatre, and, last but not least, in the ways we look at the world and act out our lives. The Life of Texts is designed around particular issues rather than the history of the discipline as such. Each chapter concentrates on a different aspect of 'the life of texts' and introduces the key debates and concepts relevant to its study. The issues discussed range from aesthetics and narrative to intertextuality and intermediality, from reading practices to hermeneutics and semiotics, popular culture to literary canonisation, postcolonial criticism to cultural memory. Key concepts and schools in the field have been highlighted in the text and then collected in a glossary for ease of reference. All chapters are richly illustrated with examples from different language areas.
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English, Media Studies and American Studies: CRAC Degree Course Guides, 1999 / 2000. Hobsons PLC, 1999.
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English, Media Studies and American Studies (CRAC Degree Course Guides: Series 1). Trotman & Co Ltd, 2005.
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English, Media Studies and American Studies (CRAC Degree Course Guides 2001/2002). Hobsons PLC, 2001.
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Kowalski, Grzegorz, and Karolina Bros. Discourse Studies - Ways and Crossroads: Insights into Cultural, Diachronic and Genre Issues in the Discipline. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2019.
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Kowalski, Grzegorz, and Karolina Bros. Discourse Studies - Ways and Crossroads: Insights into Cultural, Diachronic and Genre Issues in the Discipline. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2019.
Find full textBook chapters on the topic "Degree Discipline: Media Studies"
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Longstaffe, Stephen. "Employability and the English Literature Degree." In English Studies: The State of the Discipline, Past, Present, and Future, 83–99. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137478054_7.
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Chasi, Colin, and Ylva Rodny-Gumede. "Decolonising Communication Studies: Advancing the Discipline Through Fermenting Participation Studies." In The Palgrave Handbook of Media and Communication Research in Africa, 55–71. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-70443-2_4.
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Maris, Elena, and Nancy Baym. "Community Rankings and Affective Discipline: The Case of Fandometrics." In Transforming Communications – Studies in Cross-Media Research, 323–43. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96180-0_14.
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AbstractTumblr’s Fandometrics is a metrics project that posts weekly fandom rankings for TV shows, movies, music, video games, ‘ships,’ and more. Tumblr describes the rankings as representing “each fandom’s influence across Tumblr.” This influence is determined with a measurement that does not account for sentiment and yet provides prominence and voice to the ‘loudest’ fandoms. Building on work on audience measurement, we argue Fandometrics encourages social jostling by online communities for relevance on the Tumblr platform, and within fandom and wider culture. By equating the strength of communities with their status as influencers or markets, these rankings usher fans towards subjectivities that put data and quantitative rankings at the centre of societal value and inter-community relationships. We argue that as metrics become more visible to users, some communities respond with a kind of affective discipline, at times exaggerating, restraining, cloaking, or reconfiguring positive and negative affect in their online engagement in line with algorithmic requirements for measurement. We identify and discuss the major affective and social implications for the communities ranked by Tumblr’s Fandometrics. Finally, we discuss efforts by some users to resist or withdraw from Fandometrics and/or the communities that value its rankings, and efforts by fans to (re)claim their own data through self-measurement. We argue that with platforms’ increasing concentration of data power, critical data studies must attend to such community-driven alternative models of data and metrics. The fandom metrics phenomenon reflects larger anxieties about value, relevance, and power in increasingly metrified online spaces.
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Murad, Kamel Kurshid, Maha Al-Sarawi, Ahmed Oreqat, and Mazen Al-Fedawi. "The Degree of Dependence of Jordanian University Youth on Social Media During the Covid (19) Corona Pandemic: A Field Study." In Studies in Systems, Decision and Control, 489–502. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10212-7_41.
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Punzi, Maria Carmen, and Mirjam Werner. "Challenging the Menstruation Taboo One Sale at a Time: The Role of Social Entrepreneurs in the Period Revolution." In The Palgrave Handbook of Critical Menstruation Studies, 833–51. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-0614-7_60.
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Abstract Punzi and Werner offer an incisive analysis of the role of social entrepreneurs in the so-called ‘period revolution.’ The authors explore not only the market strategies and social media messaging of social enterprises, but also how other activists in the menstrual equity movement question or support their work. Building on interviews with 35 social entrepreneurs, communication with current and former Femcare employees, and participant observation of menstrual activists, this study provides a 360-degree view of the surprising number of social entrepreneurs who have entered the menstrual products space, their efforts to innovate and disrupt the industry, and the opportunities and potential pitfalls they face.
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Garzonio, Emma. "Performative Intermediaries Versus Digital Regulation. A Multidisciplinary Analysis of the Power of Algorithms." In Frontiers in Sociology and Social Research, 157–72. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11756-5_10.
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AbstractAs our economies, media, services and practices are becoming progressively more interconnected through and dependent on software and data-agile structures, efforts are being made worldwide to keep pace and to discipline this subject through regulatory frameworks. The ever-increasing pervasiveness of the role and power of digital platforms and intermediaries in our everyday lives has also broadened the scope of the reflection on their sociological, political, cultural and structural implications. Through a multidisciplinary approach, this contribution aims at defining and clarifying where algorithmic power and human regulation meet. To do so, both media studies and juridical discipline will come in handy in defining the theoretical framework of the first and the effectiveness of the second. Firstly, the theoretical background for understanding the “power of algorithms” will be outlined through a review of selected research literature on digital intermediaries, platform politics and algorithmic performance. Then, examination of the European digital regulation corpus will highlight the crucial issues that it aims to regulate, as well as the new perspectives that could impact and change the structure of the European digital space.
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Nieto, Miguel Ángel Pérez, Nieves Segovia Bonet, Ignacio Sell Trujillo, and Carlota Tovar Pérez. "Community Building in Times of Pandemic: University Camilo José Cela, Spain." In Knowledge Studies in Higher Education, 261–76. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_17.
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AbstractUniversity Camilo José Cela (UCJC) is a private university located in Madrid (Spain) that belongs to the SEK Education Group, an institution with 125 years of tradition and a strong innovation identity. This case study presents the response that UCJC has given to facilitate the adaptation of the educational community (students, families, and teachers) to the situation arising from the pandemic caused by COVID-19. It will explain the coordination actions between students from the School of Education at UCJC and the impact derived from their interventions. Specifically, it will detail students’ participation as teacher assistants in online teaching within the IB pedagogical model to respond to the demands of primary and secondary teachers. This collaboration is the most outstanding due to the number of students and schools involved and the efficacy and efficiency of its implementation.On the other hand, there were other interventions of a smaller scale but a high social impact committed to disadvantaged sectors of the population. For example, our students’ support gave refugee students from Syria reinforcing their training or the psycho-emotional, educational, and legal assistance that volunteers from the bachelor’s degree of law provided to children and families in social exclusion. It is also significant to highlight the UCJC international actions: the teacher training program, EachTeach, provided educational methodologies, resources, and media to refugee teachers at the Kakuma refugee camp (Kenya), helping them to raise awareness about COVID-19, and the Cambodian program dedicated to training volunteers on how to combat the pandemic on these vulnerable contexts, where children live on the streets.Finally, to define broader collaborations and scale these initiatives in the future, this case study will reflect on the reasons for the success achieved, especially in training and pedagogical innovation and in the use of educational technology. The UCJC and SEK Schools collaboration allowed the use of a common technological language, sharing values. The development of training, support, and advice, between the university community (professors and faculty students) and the schools’ community (teachers, students, and families), enabled a wide range of relevant issues to be addressed in dealing with COVID-19 by schools and the broader education community.
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Nieto, Miguel Ángel Pérez, Nieves Segovia Bonet, Ignacio Sell Trujillo, and Carlota Tovar Pérez. "Community Building in Times of Pandemic: University Camilo José Cela, Spain." In Knowledge Studies in Higher Education, 261–76. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_17.
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AbstractUniversity Camilo José Cela (UCJC) is a private university located in Madrid (Spain) that belongs to the SEK Education Group, an institution with 125 years of tradition and a strong innovation identity. This case study presents the response that UCJC has given to facilitate the adaptation of the educational community (students, families, and teachers) to the situation arising from the pandemic caused by COVID-19. It will explain the coordination actions between students from the School of Education at UCJC and the impact derived from their interventions. Specifically, it will detail students’ participation as teacher assistants in online teaching within the IB pedagogical model to respond to the demands of primary and secondary teachers. This collaboration is the most outstanding due to the number of students and schools involved and the efficacy and efficiency of its implementation.On the other hand, there were other interventions of a smaller scale but a high social impact committed to disadvantaged sectors of the population. For example, our students’ support gave refugee students from Syria reinforcing their training or the psycho-emotional, educational, and legal assistance that volunteers from the bachelor’s degree of law provided to children and families in social exclusion. It is also significant to highlight the UCJC international actions: the teacher training program, EachTeach, provided educational methodologies, resources, and media to refugee teachers at the Kakuma refugee camp (Kenya), helping them to raise awareness about COVID-19, and the Cambodian program dedicated to training volunteers on how to combat the pandemic on these vulnerable contexts, where children live on the streets.Finally, to define broader collaborations and scale these initiatives in the future, this case study will reflect on the reasons for the success achieved, especially in training and pedagogical innovation and in the use of educational technology. The UCJC and SEK Schools collaboration allowed the use of a common technological language, sharing values. The development of training, support, and advice, between the university community (professors and faculty students) and the schools’ community (teachers, students, and families), enabled a wide range of relevant issues to be addressed in dealing with COVID-19 by schools and the broader education community.
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Han, Jinghe. "Pragmatic Transfer: Reflecting on the Use of EMI Lecturers’ Pragmatic Markers." In SpringerBriefs in Education, 83–97. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-19904-2_6.
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AbstractAcknowledging the critical nature of EMI lecturers as bi- or multilinguals, this Chapter continues the investigation into cross-linguistic influence now turning attention to its pragmatic features. It focuses on the Chinese lecturers’ metalinguistic skills, particularly the L1 (Chinese) to L2 (English) transfer in their use of pragmatic markers (PMs). The investigation is informed by current studies arguing that highly proficient L2 language users do not necessarily make the most effective teachers, and the capacity to employ pragmatic strategies is essential to engage students’ learning; and that from amongst all the competencies in which lecturers should be proficient, one of the most essential is pragmatic competence. This Chapter provides an analysis of the participating EMI lecturers’ verbal characteristics of the PMs they implemented in their teaching. Whilst acknowledging individual differences, the trend of PM use and the degree of pragmatic transfer revealed in this group’s EMI teaching can be explained in terms of their pedagogical ideologies and subsequent practice, culturally influenced teacher-student relationships, the EMI discipline and its relevant subject matter and the lecturers’ language cognition as L2 users.
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Bremer, Anne, and Roger Strand. "Introduction." In Human Perspectives in Health Sciences and Technology, 1–15. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-92612-0_1.
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AbstractThis introductory chapter gives an overview of the context in which the book was written, and goes through the central themes being addressed. The book is a result of long-held collaborations between oncologists, clinicians, philosophers, STSers, anthropologists, economists, ethicists, and media studies scholars, who, for the most part, are affiliated to the Centre for Cancer Biomarker (CCBIO), in Bergen, Norway. In addressing the issues at stake and matters of concern around precision oncology and cancer biomarker research, the authors come to see precision oncology as a sociotechnical imaginary, around which a high degree of confusion between hope and reality is observed, and where debates around the feasibility and desirability of precision medicine are altogether political, social, ethical, scientific and medical. The contributions to this book variously approach the culture of biomarker research, powered to a significant extent by a sociotechnical imaginary of precision oncology, with a focus on the following overarching themes: (i) the uncomfortable knowledge that comes to undermine the legitimacy of precision oncology by point at its shortfalls, and the lack of ambivalence in the discourses and practices around precision oncology; (ii) the dynamics of framing and overflowing, when trying to control biological, social and ethical complexity; and (iii) the role of the economy of hope in legitimising and sustaining the imaginary of precision oncology, and the starch dichotomy between illness and disease it leads to.
Conference papers on the topic "Degree Discipline: Media Studies"
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Pearce Churchill, Meryl, Daniel Lindsay, Diana H Mendez, Melissa Crowe, Nicholas Emtage, and Rhondda Jones. "Does Publishing During the Doctorate Influence Completion Time? A Quantitative Study of Doctoral Candidates in Australia." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4912.
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Aim/Purpose This paper investigates the association between publishing during doctoral candidature and completion time. The effects of discipline and of gaining additional support through a doctoral cohort program are also explored. Background Candidates recognize the value of building a publication track record to improve their career prospects yet are cognizant of the time it takes to publish peer-reviewed articles. In some institutions or disciplines, there is a policy or the expectation that doctoral students will publish during their candidature. How-ever, doctoral candidates are also under increasing pressure to complete their studies within a designated timeframe. Thus, some candidates and faculty perceive the two requirements – to publish and to complete on time – as mutually exclusive. Furthermore, where candidates have a choice in the format that the PhD submission will take, be it by monograph, PhD-by-publication, or a hybrid thesis, there is little empirical evidence available to guide the decision. This pa-per provides a quantitative analysis of the association between publishing during candidature and time-to-degree and investigates other variables associated with doctoral candidate research productivity and efficiency. Methodology Multivariate logistic regression analyses were used to examine the predictors (discipline [field of research], gender, age group, domestic or international student status, and belonging to a cohort program) of doctoral candidate research productivity and efficacy. Research productivity was quantified by the number of peer-reviewed journal articles that a candidate published as a primary author during and up to 24 months after thesis submission. Efficacy (time-to-degree) was quantified by the number of Full-Time Equivalent (FTE) years of candidature. Data on 1,143 doctoral graduates were obtained from a single Australian university for the period extending from 2000 to 2020. Complete publication data were available on 707 graduates, and time-to-degree data on 664 graduates. Data were drawn from eight fields of research, which were grouped into the disciplines of health, biological sciences, agricultural and environmental sciences, and chemical, earth, and physical sciences. Contribution This paper addresses a gap in empirical literature by providing evidence of the association between publishing during doctoral candidature and time-to-degree in the disciplines of health, biological sciences, agricultural and environmental sciences, and chemical, earth, and physical sciences. The paper also adds to the body of evidence that demonstrates the value of belonging to a cohort pro-gram for doctoral student outcomes. Findings There is a significant association between the number of articles published and median time-to-degree. Graduates with the highest research productivity (four or more articles) exhibited the shortest time-to-degree. There was also a significant association between discipline and the number of publications published during candidature. Gaining additional peer and research-focused support and training through a cohort program was also associated with higher research productivity and efficiency compared to candidates in the same discipline but not in receipt of the additional support. Recommendations for Practitioners While the encouragement of candidates to both publish and complete within the recommended doctorate timeframe is recommended, even within disciplines characterized by high levels of research productivity, i.e., where publishing during candidature is the “norm,” the desired levels of student research productivity and efficiency are only likely to be achieved where candidates are provided with consistent writing and publication-focused training, together with peer or mentor support. Recommendations for Researchers Publishing peer-reviewed articles during doctoral candidature is shown not to adversely affect candidates’ completion time. Researchers should seek writing and publication-focused support to enhance their research productivity and efficiency. Impact on Society Researchers have an obligation to disseminate their findings for the benefit of society, industry, or practice. Thus, doctoral candidates need to be encouraged and supported to publish as they progress through their candidature. Future Research The quantitative findings need to be followed up with a mixed-methods study aimed at identifying which elements of publication and research-focused sup-port are most effective in raising doctoral candidate productivity and efficacy.
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Paroushev, Zhivko. "THE DISCIPLINE "ETHNO-CULTURAL LANDSCAPE STUDIES" IN THE MASTER-DEGREE CURRICULUM OF THE SPECIALTY "INTERNATIONAL TOURIST BUSINESS" IN UNIVERSITY OF ECONOMICS - VARNA." In TOURISM AND CONNECTIVITY 2020. University publishing house "Science and Economics", University of Economics - Varna, 2020. http://dx.doi.org/10.36997/tc2020.90.
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There are presented the essence, basic terminology, methodology and scientific perimeter of the discipline "Ethno-cultural landscape studies". By use of a brief historic overview, there is traced the development of the cultural landscape as a scientific notion from its onset to present times. Regulatory postulates of UNESCO are taken into consideration, which explain the meaning of the terms "tradition", "intangible cultural heritage" and "cultural landscape". There are also summed up the practical and applied benefits from studying the discipline: a model for making an ethno-cultural landscape profile of the tourist site as a ground for creating unique tourist products based on traditional culture and turning folklore rituality into a generator of touristic plots.
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Redondo Morán, Javier. "Le Corbusier, Missenard et Le Climat." In LC2015 - Le Corbusier, 50 years later. Valencia: Universitat Politècnica València, 2015. http://dx.doi.org/10.4995/lc2015.2015.1067.
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Resumen: La obra de Le Corbusier no puede ser entendida sin la influencia directa que han tenido los colaboradores durante toda su vida. Pensadores, ingenieros y arquitectos, especialistas en todas las disciplinas relacionadas con la arquitectura. Esta visión, ayuda a entender tanto su pensamiento como su obra. Todos ellos, personajes de extraordinarias cualidades, ocultos en mayor o menor medida tras la figura del maestro, aunque muchos pasarían a la historia como parte de los mejores arquitectos del siglo XX. Uno de estos colaboradores y quizá el más olvidado, fue André Missenard, colaborador aparentemente menor según las clásicas visiones de la historiografía de la arquitectura, siendo recogido en escasa bibliografía. Sin embargo, es el más importante a la hora de abordar la visión medioambiental propugnada por Le Corbusier en los años 50 y 60. Desde la documentación original de los proyectos, donde son continuas las alusiones a Missenard hasta sus aportaciones sobre ventilación natural, humedad, temperatura ambiental, superficies radiantes, calefacción, etc. Parte importante en los estudios climáticos realizados para el plan de Chandigarh, como la importante Grille Climatique. Abstract: Le Corbusier's work can not be understood without the direct influence that all employees had throughout his life. Thinkers, engineers and architects, specialists in all disciplines related to architecture. This view helps to understand his thinking and his work. All of them, had extraordinary qualities, hidden in varying degrees after the figure of Le Corbusier, though many would go down in history as some of the best architects of the twentieth century. One of these partners and perhaps the most forgotten, was André Missenard, seemingly minor contributor by conventional visions of historiography of architecture, being collected in scant literature. However, it is the most important in addressing environmental vision espoused by Le Corbusier in the years 50 and 60. Since the original project documentation, which are continuous allusions to Missenard up their contributions on natural ventilation, humidity, environmental temperature, radiant surfaces, heating, etc. Important part in climate studies for the plan of Chandigarh, as the important Grille Climatique. Palabras clave: sostenibilidad; clima; arquitectura; Chandigarh; Missenard; ventilación. Keywords: sustainability; weather; architecture; Chandigarh; Missenard; Ventilation. DOI: http://dx.doi.org/10.4995/LC2015.2015.1067
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Voci, Denise, and Matthias Karmasin. "Sustainability and Communication in Higher Education." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12831.
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Sustainability Sciences need communication to communicate knowledge effectively and to engage audiences toward sustainable development. Therefore, the present study examines to what extent media and communication aspects are integrated into sustainability science's curricula of higher education institutions in Europe. For this purpose, a total of n=1117 bachelor and master's degree programs and their related curricula/program specifications from 31 European countries were analyzed by means of content analysis. Results show that the level of curricular integration of media and communication aspects in the field of sustainability science is not (yet) far advanced (18%). This leaves room for a reflection on the perceived (ir-)relevance of communication as a crucial discipline and competence in the sustainability science area, as well as on the social and educational responsibility of higher education institutions.
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Sharma, Ramesh Chander, and Yashpaul Sharma. "Augmenting Learning through Virtual Reality Applications in Education." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.7986.
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Pedagogy of student engagement embodies creativity, student autonomy, engagement, and metacognition. We have been working on developing a framework for transformed pedagogies by designing and creating virtual reality experiences for learners. These transformative learning experiences enable learners to learn creatively by exploring and experimenting; as active citizen by making choices, taking decisions, and solving problems; engaging intellectually by generating ideas; reflecting on their own learning, and by learning how to learn through metacognition. We created virtual immersive experiences for the students using real-world content (360-degree media), synthetic content (computer-generated), or a mix of these two. Our work involved creating virtual reality content for places of historical interest in New Delhi and other parts of India. Our work is a type of high-end virtual reality low-end extended reality. We are exploring the usability of this framework in different discipline areas within the framework of theory of cognitive fit and situated learning theory, which allow a greater degree of student engagement for life-enriching experiences. We shall discuss our work we created as virtual reality-based content and its impact on enhancing learning.
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Massarolo, João. "Study Group on Interactive Media in Image and Sound (GEMInIS)." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.89.
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The Study Group on Interactive Media in Image and Sound (GEMInIS) is linked to the Postgraduate Program in Image and Sound, at the Federal University of São Carlos (UFSCar). The group's research lines are articulated in the theoretical and practical perspective of transmedia logic, prioritizing studies on multiplatform audiovisual communication (cinema, TV, video games, VOD, social media, and mobile devices, among others) as a thematic axis. The researchers developed are applied in the production of multiplatform audiovisual content, taking into account the dynamics of media, market and technological ecosystems, with emphasis on: studies on media convergence; structures of streaming platforms; formats and business models of media tech companies and video-on-demand services offered by television broadcasting; local and transnational audiovisual production arrangement; innovative serial fiction strategies; environmental narratives in the context of participatory culture and transmedia design. In this context, the reflections and analyzes on the processes of platforming of contemporary audiovisual incorporate transdisciplinary dialogue, rupture movements, literacy strategies and discussions on public policies for the Brazilian audiovisual sector. From these lines of work, we intend to discuss in this presentation the application domains developed by the group, specific to multiplatform audiovisual communication. (i) Specialization Course in Multiplatform Audiovisual Content Production (EAM) - Specialization course created in 2016, focused on practical applications, with the objective of training qualified specialists to work in the areas of communication, design, and arts, in the development of audiovisual content for platforms, thus expanding the field of professional performance in the audiovisual market. (ii) Post Graduation Program in Multiplatform Audiovisual Communication (PPGCOM) - Professional Master's Degree in Transmedia. Program conceived in the Stricto Senso Post-Professional Graduate Program, which prioritizes applied research based on transmedia logic, with innovative content, processes and projects. The Program requests to develop methodologies and design projects aimed at the development of multiplatform audiovisual communication. (iii) GEMInIS Journal (ISSN: 2179-1465 - Qualis: B2) Online publication, It’s dedicated to the dissemination of articles, reviews of works and on the context of media convergence and audiovisual production in multiple transmedia platforms. The journal can have open access to researchers who want to submit their work. (iv) GEMInIS International Journey (JIG) - Event held since 2014 with the theme of Multiplatform Transmedia Entertainment, with the objective of bringing together research groups that work at the intersection of the areas of communication, design and audiovisual, for the presentation and discussion of the results of their investigations. The presentation of the lines of action of the GEMInIS group try to find to discuss the importance of transmedia logic in the development of methodologies aimed at structured professional performance, based on the relationship between the university, the market, and the social impact of multiplatform communication.
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Stan, Maria Magdalena. "Self-Management Skills and Student Achievement – A Pilot Study." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/34.
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The adaptation pressure of youths to a labor market with a low predictability degree determines the necessity of developing certain competences which can be easily transferrable and which can ensure the personal and professional success. We have considered non cognitive abilities (attitudes, emotions, behaviours) which proved to be significant predictors of success and mental health (Heckman, 2008) and which contribute significantly to a rise in emotional strength and to a wide range of adaptative strategies imposed by contemporary society (Opre et al., 2018). The speciality literature confirms the importance of non-cognitive abilities in the students’ / pupils’ academic success (Heckman et al., 2006; Heckman, 2008; Deming, 2015; Balica et al., 2016). The predictability degree of diverse non cognitive abilities over academic success is different as most studies do not supply relevant data about abilities such as self-efficacy, growth mindset or social awareness (Claro & Loeb, 2019), while abilities like self-management defined as the ability to regulate one’s emotions, thoughts, and behaviors in different situations (Duckworth & Carlson, 2013) represents a good predictor of academic achievement (Blair & Raver, 2015; Riggs et al., 2016). We consider self-management as being that umbrella construct which refers to abilities such as self-control, self-regulation, self-discipline, will power and self-power (Duckworth & Kern, 2011). Under the circumstances in which students with major risk abandonment participate in specific activities to develop personal, socio-emotional and learning management abilities, our study proposes to examine the variation of self-management abilities of students who participated in these activities and of students who did not participate in the activities and who are not prone to risk abandonment. Also, we wish to investigate if there is a relation between students’ self-management abilities and student achievement.
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A. Buzzetto-Hollywood, Nicole. "Findings From an Examination of a Class Purposed to Teach the Scientific Method Applied to the Business Discipline." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4774.
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Aim/Purpose: This brief paper will provide preliminary insight into an institutions effort to help students understand the application of the scientific method as it applies to the business discipline through the creation of a dedicated, required course added to the curriculum of a mid-Atlantic minority-serving institution. In or-der to determine whether the under-consideration course satisfies designated student learning outcomes, an assessment regime was initiated that included examination of rubric data as well as the administration of a student perception survey. This paper summarizes the results of the early examination of the efficacy of the course under consideration. Background: A small, minority-serving, university located in the United States conducted an assessment and determined that students entering a department of business following completion of their general education science requirements had difficulties transferring their understanding of the scientific method to the business discipline. Accordingly, the department decided to create a unique course offered to sophomore standing students titled Principles of Scientific Methods in Business. The course was created by a group of faculty with input from a twenty person department. Methodology: Rubrics used to assess a course term project were collected and analyzed in Microsoft Excel to measure student satisfaction of learning goals and a stu-dent satisfaction survey was developed and administered to students enrolled in the course under consideration to measure perceived course value. Contribution: While the scientific method applies across the business and information disciplines, students often struggle to envision this application. This paper explores the implications of a course specifically purposed to engender the development and usage of logical and scientific reasoning skills in the business discipline by students in the lower level of an bachelors degree program. The information conveyed in this paper hopefully makes a contribution in an area where there is still an insufficient body of research and where additional exploration is needed. Findings: For two semesters rubrics were collected and analyzed representing the inclusion of 53 students. The target mean for the rubric was a 2.8 and the overall achieved mean was a 2.97, indicating that student performance met minimal expectations. Nevertheless, student deficiencies in three crucial areas were identified. According to the survey findings, as a result of the class students had a better understanding of the scientific method as it applies to the business discipline, are now better able to critically assess a problem, feel they can formulate a procedure to solve a problem, can test a problem-solving process, have a better understanding of how to formulate potential business solutions, understand how potential solutions are evaluated, and understand how business decisions are evaluated. Conclusion: Following careful consideration and discussion of the preliminary findings, the course under consideration was significantly enhanced. The changes were implemented in the fall of 2020 and initial data collected in the spring of 2021 is indicating measured improvement in student success as exhibited by higher rubric scores. Recommendations for Practitioners: These initial findings are promising and while considering student success, especially as we increasingly face a greater and greater portion of under-prepared students entering higher education, initiatives to build the higher order thinking skills of students via transdisciplinary courses may play an important role in the future of higher education. Recommendations for Researchers: Additional studies of transdisciplinary efforts to improve student outcomes need to be explored through collection and evaluation of rubrics used to assess student learning as well as by measuring student perception of the efficacy of these efforts. Impact on Society: Society needs more graduates who leave universities ready to solve problems critically, strategically, and with scientific reasoning. Future Research: This study was disrupted by the COVID-19 pandemic; however, it is resuming in late 2021 and it is the hope that a robust and detailed paper, with more expansive findings will eventually be generated. *** NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 18, 161-172. Click DOWNLOAD PDF to download the published paper. ***
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Armie, Madalina, José Francisco Fernández Sánchez, and Verónica Membrive Pérez. "ESCAPE ROOM AS A MOTIVATING TOOL IN THE ENGLISH LITERATURE CLASSROOM AT TERTIARY EDUCATION." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end058.
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The escape room, also known as escape game, is a gamification tool that aims to promote increased motivation and improved teamwork (Wood & Reiners, 2012). Recently, escape rooms have achieved prominence in the classroom as pedagogical instruments valid for any type of discipline. In the educational field in particular, the escape room can be defined as an action game in real time where the players, in teams, solve a series of puzzles or problems and carry out tasks related to the curricular contents worked on throughout the course, in one or more rooms with a specific objective and at a specific time (Nicholson, 2015). To do this, learners must put into practice the knowledge acquired about a particular subject, as well as their creative and intellectual abilities, and deductive reasoning. Despite being a pedagogical tool that has emerged as an innovative element in the last five years or so, the use of escape rooms for teaching-learning the English language at different educational levels has been studied qualitatively and quantitatively (Dorado Escribano, 2019; López Secanell & Ortega Torres, 2020). However, there is no study on the applicability of the escape room in the English literature classroom at the tertiary educational level. This paper aims to demonstrate how the inclusion of this innovative pedagogical tool can serve not only for teaching the language, but also for working on theoretical-practical contents of subjects focused on literary studies of the Degree in English Studies. In order to achieve the proposed objectives, the study will focus on the identification of types of exercises to implement as part of the educational escape room aimed at a sample of students; the preparation of tests/ exercises based on the established objectives; the design of a pre- and a post- questionnaire based on the established objectives; the implementation of the escape room in the literature class and the evaluation of the impact of this educational tool to foster students’ motivation.
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Zhang, Haipeng, Aidan Johnson, Sangjin Ryu, Seunghee Kim, and Chi (Kevin) Zhang. "Fabrication of Heterogeneous Hydrogel Models for Convection-Enhanced Drug Delivery Studies." In ASME 2021 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/imece2021-67615.
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Abstract Convection-enhanced drug delivery (CED) enables faster convective dispersion of drug molecules through soft, porous tissues than diffusion, which is beneficial for treating aggressive tumors. Advancing the CED technology requires rigorous characterization of fluid transport through soft, porous tissues. When a fluid flows through soft, porous tissues, the deformation and/or structural rearrangement of the hosting solid alters the pattern and efficiency of fluid propagation. Such hydro-mechanical coupling can be understood by experimentally studying fluid flows through hydrogel phantoms that mimic soft, porous tissues in vitro. However, current studies using hydrogel-based models are limited because homogenous hydrogel models with uniform properties have been employed. To overcome this limitation, we aim to develop heterogeneous hydrogel models for CED studies by embedding agar beads (1 w/v%) in an agarose gel block (0.2 or 0.6 w/v%), and this paper introduces our fabrication method in detail. The fabrication process includes two steps: fabrication of the gel beads and dispensing the gel beads in the agarose gel. In the first step, agar gel beads were fabricated with the rotating-liquid-based drop generation method. Hot agar gel solution (∼95°C) was injected through a syringe needle with its tip immersed in cold mineral oil (∼4°C) that rotates in rigid body motion. As agar gel solution drops were sheared off from the needle tip by the bulk mineral oil motion, they became spherical due to surface tension. While falling through the mineral oil, the gel drops were cooled and became gel beads. These agar gel beads were harvested, washed in water, and stored at 4°C. Microscopy imaging of the created gel beads confirmed that the sizes of the beads were uniform. In the second step of fabrication, agarose solution was prepared at 95°C, and the precooled agar beads were mixed in the agarose solution. Then, the mixture was poured into a precooled mold (a petri dish at −20°C), and then the mold was moved into a refrigerator immediately for quick cooling and gelation. Microscopy imaging of the embedded gel beads showed two heterogeneous agarose gel blocks with embedded agar beads were produced with different sized agar gel beads, different concentration of agarose gel, and different distribution of agar gel beads in agarose gel. The presented method has the following advantages. First, the size of agar beads can be adjusted by changing the injection speed of the agar solution and the rotation speed of the mineral oil. Second, the level of heterogeneity can be modulated by changing the properties of the gel beads and block and by adjusting the volume fraction between the gel beads and the gel block. Also, it is expected that the degree of fusion between the gel beads and the gel block could be controlled by adjusting the temperature of the agar gel beads and the agarose solution, and the cooling process of their mixture. Therefore, the suggested heterogeneous gel model has the potential to elucidating fluid flow through deformable, heterogeneous porous media and thus to advancing convection-enhanced drug delivery.