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Academic literature on the topic 'Doctor Foster (Television program)'
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Journal articles on the topic "Doctor Foster (Television program)"
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McKee, Alan. "IS Doctor Who Australian?" Media International Australia 132, no. 1 (August 2009): 54–66. http://dx.doi.org/10.1177/1329878x0913200107.
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As part of an ARC Discovery project to write a history of Australian television from the point of view of audiences, I looked for Australian television fan communities. It transpired that the most productive communities exist around imported programming like the BBC's Doctor Who. This program is an Australian television institution, and I was therefore interested in finding out whether it should be included in an audience-centred history of Australian television. Research in archives of fan materials showed that the program has been made distinctively Australian through censorship and scheduling practices. There are uniquely Australian social practices built around it. Also, its very Britishness has become part of its being — in a sense — Australian. Through all of this, there is a clear awareness that this Australian institution originates somewhere else — that for these fans Australia is always secondary, relying on other countries to produce its myths for it, no matter how much it might reshape them.
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Shapira, Noa, Yael Kali, Haggai Kupermintz, and Niva Dolev. "Teachers Foster Intergroup Empathy." International Journal of Multicultural Education 22, no. 3 (December 31, 2020): 1. http://dx.doi.org/10.18251/ijme.v22i3.2225.
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This study examined a professional development program aimed at supporting Jewish civics teachers in their efforts to promote empathy among their students toward Israeli Arabs. Previous results indicated an increase in outgroup empathy among teachers who watched and reflected upon clips from a television sitcom. This article focuses on skills teachers developed and strategies they designed and implemented following their experience with empathy processes. Our findings underscore the educative potential of indirect mediated contact in segregated societies, and the importance of developing empathic processes among teachers before they embark on the challenge of supporting their students in such endeavors.
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Volkova, Evgeniya V. "Communicative behavior of a professional language personality of a doctor in a media discourse (based on the material of television programs about health)." Media Linguistics 9, no. 4 (2022): 369–92. http://dx.doi.org/10.21638/spbu22.2022.405.
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The paper is devoted to the study of the specifics of the communicative behavior of a doctor’s professional linguistic personality in the media discourse. The relevance of the work is determined by the need for a systematic linguistic study of professional communication in new media-discursive conditions, as well as insufficient knowledge of the implementation of the professional linguistic personality of a doctor in the aspect of mediatization of medical discourse. The object of the study is the professional communication of a doctor in the media discourse. The subject of the study is the contexts of a medical TV program, representing the communicative behavior of a doctor’s PNL. The purpose of the study is to identify the discursive specifics of the communicative behavior of the professional language personality of a doctor in a television program about health. The research methodology was discourse analysis, on the basis of which the parameters for describing the doctor’s communicative behavior in the media discourse were determined. The features of doctor’s media communication in telediscourse are revealed taking into account the goals of professional activity and within the framework of the status-role culture of the profession, the processes of transformation of strategic planning of doctor’s communication are analyzed, the hierarchy of the communicative goals of a medical worker in television programs about health is determined. The discursive specificity of the doctor’s communicative behavior in television discourse is characterized. It has been established that the professional linguistic personality of a doctor in the media discourse is a special type of professional linguistic personality that functions in the media environment and is formed by a complex of social and communicative roles of a representative of the medical community and status in the media space.
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Fitriyanto, Dwi, and Fitrinanda An Nur. "Exploitation of women’s bodies in variety programs show D’café at Trans 7." Symposium of Literature, Culture, and Communication (SYLECTION) 2022 3, no. 1 (November 22, 2023): 975. http://dx.doi.org/10.12928/sylection.v3i1.14157.
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As time goes by, mass media has become a need that is almost inseparable from humans, one of which is television. Television has now become a means of entertainment for some people, many TV stations are competing to create programs to meet the entertainment needs of their viewers, not infrequently many violations are still broadcast in order to pursue TV program ratings, one of which is the exploitation of women. This research was made based on the many cases of exploitation of women's bodies that occurred in mass media such as television, especially the reality show program 'D'café' trans 7. Seeing this problem, the formulation of the problem in this research is; how women's bodies are exploited on the variety show program D'café on July 1 2021. This research aims to find out cases of exploitation of women, especially in the variety show program D'café trans 7. This research uses a qualitative content analysis method where researchers use data such as images from this verit show program to strengthen the results of this research. In this research, researchers used commodification theory. In the D'café broadcast on July 1 2021, Aspiration and Doctor Boyke were invited with a chat topic about sexual fantasies. The results of this research confirm that the beauty of women's bodies has always been used as a commodity capable of accumulating capital or generating profits. Because women are a very large market in the media industry which is believed to be able to attract many viewers to generate high ratings.
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Wulandari, Sursih, Marnis Nasution, and Mustafa Haris Munandar. "Implementasi Metode Case Based Reasoning Untuk Mendeteksi Kerusakan Televisi." JURNAL MEDIA INFORMATIKA BUDIDARMA 5, no. 2 (April 25, 2021): 624. http://dx.doi.org/10.30865/mib.v5i2.2952.
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The process of deteriorating television should indeed be done by an expert who is a television expert himself, but because television is a tool that is no longer common for people to know him, many people also have television in their respective homes. Even for television repairs, it is quite expensive, so some people who have televisions can do television maintenance at home. The lack of knowledge possessed by the community can lead to wrong handling of television maintenance / maintenance and this has a fatal impact. Hopefully the existence of this system can help the community in diagnosing the damage to their televisions. In that case they need not bother to call for repairmen or bring in a television repair shop. Here the authors provide solutions to solve the problems that often arise on television. In this study, it discusses how to care for television officers. The research objective is to analyze a desktop-based expert system program that contains the knowledge of an expert / doctor whose truth is believed to have the ability to be able to diagnose the disease from the symptoms of damage that has been damaged by television damage quickly and precisely. The stages of research carried out in this study include literature study, data collection, system design, system creation, system testing. Case Based Reasoning is a method used to build a knowledge-based system. The source of system knowledge is obtained by collecting the handling of cases by an expert / expert. Therefore, many problems in television damage are usually due to the negligence of the television owner himself. The first step in solving a problem is by first identifying the scope of the problem to be resolved, this also applies to any Artificial Intelligence (AI) programming. The results obtained in the study for the diagnosis of conjunctivitis were the value of old cases and new cases which obtained a high weight value, namely 1 from the third case
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Cho, Young-Wuk. "Suggestion for the training policy of physician-scientists in Korea." Journal of the Korean Medical Association 67, no. 2 (February 10, 2024): 68–75. http://dx.doi.org/10.5124/jkma.2024.67.2.68.
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Background: A physician-scientist refers to a person with dual Medical Doctor (MD) and Doctor of Philosophy (PhD) degrees, i.e., a physician who has acquired medical knowledge and skills as well as scientific knowledge and research abilities. This study examines the background and current status of physician-scientists in Korea and suggests policy directions to foster physician-scientists suitable for Korea.Current Concepts: With the start of the medical graduate school system in 2005, the MD-PhD dual degree program was implemented under the name of “medical scientist”. With the discontinuation of the medical graduate school system, the term “medical scientist” was replaced with “physician-scientist”. The importance of physician-scientists for the development of biomedical research and industry has been consistently emphasized. Therefore, the government has recently initiated a support policy to train physician-scientists.Discussion and Conclusion: To successfully foster physician-scientists in Korea, the following government policy aspects should be strengthened. First, sufficient economic support should be provided so that physician-scientists could immerse themselves in biomedical research. Second, to guarantee stable employment for physician-scientists, a national research institution such as the National Institute of Health in the United States should be established. Finally, the educational programs of the medical schools should be revised to strengthen the research-related knowledge and skills of the medical students.
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Burson, Rosanne, Katherine J. Moran, and Dianne Conrad. "Why Hire a Doctor of Nursing Practice–Prepared Nurse? The Value Added Impact of the Practice Doctorate." Journal of Doctoral Nursing Practice 9, no. 1 (2016): 152–57. http://dx.doi.org/10.1891/2380-9418.9.1.152.
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Nursing leaders are essential in promoting the doctor of nursing practice (DNP)-prepared nurse in various innovative roles (Nichols, O’Connor, & Dunn, 2014). However, according to the recently released RAND study,The DNP by 2015: A Study of the Institutional, Political, and Professional Issues That Facilitate or Impede Establishing a Post-Baccalaureate Doctor of Nursing Practice Program(Auerbach et al., 2014) employers and health care organizations need outreach and data to understand the added competencies and capabilities of DNP-educated nurses. Practicing DNPs are in an excellent position to demonstrate and educate our executive colleagues. The purpose of this article is (a) to foster nursing leadership’s understanding of the uniquely prepared nursing practice doctorate, (b) to illustrate how the DNP-prepared nurse is being integrated/used to their potential within health care systems to maximize clinical and population health outcomes, and (c) to issue a call to action for nursing leadership to engage the DNP-prepared nurse to accomplish organizational goals.
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Yao, Johnathan, Cameron Hunter, Rachel Jaber Chehayeb, Tara B. Sanft, Elizabeth Horn Prsic, Dana Dunne, and Angela Kang-Giaimo. "A medical school curriculum to foster the physician-patient relationship through narrative medicine." Journal of Clinical Oncology 42, no. 16_suppl (June 1, 2024): e21015-e21015. http://dx.doi.org/10.1200/jco.2024.42.16_suppl.e21015.
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e21015 Background: Narrative Competence is the ability to acquire, interpret and act on the stories of others.[1] Developing this skill can also improve health care practitioner’s sense of empathy and satisfaction with their work.[2] This study’s purpose is to evaluate the impact of a narrative medicine curriculum on medical students’ sense of connection to their patients and humanism in medicine. Methods: During the 2023 academic year, a narrative medicine assignment was introduced to the internal medicine oncology clerkship curriculum at the Yale School of Medicine. Third year medical students attended a training session on narrative medicine skills, interviewed a patient and wrote the patient’s story, and attended a session to read their written narrative. A survey was distributed to students asking for their reflections on the doctor patient relationship and the role of humanism in improving well-being and reducing burn out. Responses were de-identified and thematic analysis of responses was conducted. Results: 58 students participated in the training sessions and 11 (19%) completed a post-workshop free text survey with 5 questions reflecting on the doctor-patient relationship, the role of humanism in medicine, and the curriculum itself. Common themes that emerged include 1) how strong doctor-patient relationships makes medicine more meaningful, uplifting and enjoyable, 2) how seeking out a patient’s story is essential to the doctor-patient relationship and to optimal quality care, and 3) importance of doctor’s exhibiting care and sensitivity and placing diseases in context of their patients’ stories. Reflecting on the role of humanism in medicine, students reported that 1) taking the time to know your patients makes medicine rewarding, meaningful and worthwhile, 2) allows you to empathize and connect with patients more through recognizing their humanity and vulnerability and putting their frustrations in context, and 3) could be healing to both patient and provider. Further directions: Students suggested making the program mandatory, expanding to include pre-clerkship students and students on other clerkships, and providing more time and structure to facilitate interviewing patients and writing up their stories. Conclusions: A curriculum incorporating narrative medicine was effectively integrated and well-received by students and fostered an awareness of the rewards of listening to patient stories. References: [1] Charon R. The patient-physician relationship. Narrative medicine: a model for empathy, reflection, profession, and trust. JAMA. 2001;286(15):1897-1902. doi:10.1001/jama.286.15.1897; [2] Milota MM, van Thiel GJMW, van Delden JJM. Narrative medicine as a medical education tool: a systematic review. Med Teach. 2019;41(7):802-810. doi:10.1080/0142159X.2019.1584274.
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Bakhtiyar, Bakhtiyar, and Imas Rahmadhtul Hidayah. "Meningkatkan Minat Membaca Pada Anak Usia Sekolah Dasar Melalui Program Tayangan Televisi Dalam Perspektif Sosiologi." Trapsila: Jurnal Pendidikan Dasar 2, no. 01 (July 30, 2020): 52. http://dx.doi.org/10.30742/tpd.v2i01.1063.
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The study aims to describe (1). The role of parents fostering interest in reading elementary school age children through television programs. (2). The positive impact of the TV program "Tau Gak Sih" on the development of reading interest in elementary school age children. The research is objecting to a comprehensive detailed study of the main content, the role of parents in assisting watching television programs to foster interest in reading. The scope of the study includes analysis-based analysis activities, focusing on the role of managing elementary school children's interest in reading by assisting learning. Analysis requires realistic critical thinking to apply conceptualization, so that it uses a historical approach characterized by realistic critical inquiry into the development of a thought. Primary information sources are used as primary data. The technique of collecting data utilizes library research, which is reading various kinds of literature. The analysis was conducted descriptively qualitative, sourced from theoretical reading material, research and not research. The validity of the research can be achieved by utilizing content analysis, in order to analyze the meaning, the role of parents, the function of the family in developing interest in reading elementary school-age children through TV programs. Observation is used as an element to support the construction of the theory. The results of the study include; (1) Parents play an important role in providing assistance in fostering elementary school-age children's interest in reading through television programs. (2) The positive impact of the TV program "Tau Gak Sih" on the development of reading interest in elementary school age children is as a medium of learning, expanding knowledge and motivating reading activities
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Bezghin, Oleksii, and Olga Uspenska. "Educational and creative training at the third level of higher education: methodological principles of program design." Culturology Ideas, no. 24 (2'2023) (2023): 125–33. http://dx.doi.org/10.37627/2311-9489-24-2023-2.125-133.
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The article examines the methodological principles of creating educational and creative programs at the third level of higher education in the specialty “Performing Arts”. On the example of the program of the I. K. Karpenko-Kary Kyiv National University of Theater, Cinema and Television, the necessary requirements for the conceptual and methodological foundations of the construction of such programs were identified and considered. The components of such a program aimed at acquiring in-depth knowledge and improving professional training in the field of performing arts are analyzed. It is noted that the quality of the final learning results is ensured through the acquisition of competencies in the field of research, teaching and creative work. The proposed options for filling the program with components that can satisfy the requirements for the preparation of the degree holder at the educational and creative level of higher education and will contribute to the maximum disclosure and realization of his or her creative potential in further professional activity. The obtained conclusions and recommendations can create a methodological base for further improvement of the training system for those who obtain the degree of Doctor of Arts (D.A).
Books on the topic "Doctor Foster (Television program)"
1
John, Peel. Doctor Who. San Bernardino, Calif: Borgo Press, 1987.
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John, Peel. Doctor Who. [San Bernardino, Calif: Borgo Press, 1987.
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John, Peel. Doctor Who. San Bernardino, Calif: Borgo Press, 1987.
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Mark, Stammers, and Walker Stephen James, eds. Doctor Who the handbook: The first doctor. London: Doctor Who Books, 1994.
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Mark, Stammers, and Walker Stephen James, eds. Doctor Who: The Handbook: The Fourth Doctor. London: Doctor Who Books, 1992.
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Mark, Stammers, and Walker Stephen James, eds. Doctor Who the handbook: The sixth doctor. London: Doctor Who Books, 1993.
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James, Walker Stephen, ed. Doctor Who the handbook: The fifth doctor. London: Doctor Who Books, 1995.
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John, Peel. Files magazine spotlight on Doctor Who. San Bernardino, Calif: Borgo Press, 1987.
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John, Peel. Files magazine spotlight on Doctor Who. San Bernardino, Calif: Borgo Press, 1987.
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John, Peel. Files magazine spotlight on Doctor Who. San Bernardino, Calif: Borgo Press, 1987.
Find full textBook chapters on the topic "Doctor Foster (Television program)"
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Ray, Robert B. "Webley-Forsby." In The ABCs of Classic Hollywood, 218–21. Oxford University PressNew York, NY, 2008. http://dx.doi.org/10.1093/oso/9780195322910.003.0075.
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Abstract “A Webley-Forsby 45-automatic, eight-shot,” Spade replies, responding to Polhaus’s request to identify Archer’s murder weapon. “They don’t make them any more.” In fact, they never did. Even under its actual name, Webley-Fosbery produced only 38-caliber eight-shot revolvers. Hammett, who got both the name and the caliber correct, almost certainly underestimated this gun’s rarity: some reports suggest that as few as 40 were manufactured. By making Spade able to recognize an impossibly rare weapon that he would have almost certainly never seen, Hammett was endowing his hero with the kind of specialized knowledge championed by Sherlock Holmes. But why does Huston’s film depart from Hammett’s text? On the one hand, “Forsby” sounds like “Thursby,” a near-rhyme linking Archer’s murder weapon to his suspected killer. On the other, The Maltese Falcon’s effect depends far less on precise verisimilitude than on convincing presentation. If Spade’s description of the gun sounds right, the audience will accept it. Would it also accept the following uncanny coinci- dence? The revolver’s original manufacturer, an Englishman prove far longer than Hammett’s 200 pages. The film, in other words, both abridges and expands its written source, providing a more exhaustive history. In doing so, it confirms Irving Thalberg’s remark, cited elsewhere in this book: “In the future, the movies will be the best record of how we once lived.” A contemporary viewer will likely mistake “Wells” for “Welles,” the Orson Welles whose own accounts of Charles Foster Kane and the Ambersons amount to counternarratives that resist Hollywood’s “history as usual.” As if to further the confusion, Orson Welles’s initial fame derived from his radio play of H. G. Wells’s The War of the Worlds, designed to resemble a breaking- news report. The mass panic caused by Welles’s show resulted not only from its perfect mimicry of the news (the harried announcers, abruptly cut off; the crackling static), but also from its audience’s late tuning in (many people had been listening to Edgar Bergen and Charlie McCarthy). This latter factor seems peculiar to film, radio, and television. When, if ever, do we begin reading in the middle of a novel? Yet we often tune into a program already in progress, understanding and accepting the irretrievability of the missing scenes. Like Welles’s listeners, Spade enters the Falcon story in medias res: like them, he must learn to accept that story as a story, and not as something historically true.
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Case, Thomas L., Geoffrey N. Dick, and Craig Van Slyke. "Expediting Personalized Just-in-Time Training with E Learning Management Systems." In Encyclopedia of Human Resources Information Systems, 378–85. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-59904-883-3.ch056.
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E-learning may be described as the utilization of technology to support the delivery of education. Although e-learning has been around for a long time, the use of the “e” in front of “learning” began soon after the start of using the “e” in front of other terms such as “commerce,” “business,” and “governance.” More than 25 years ago, training firms began bringing students into training centers and sitting them in front of terminals hooked to boxes equipped with headphones. Training center staff would assist trainees in inserting video disks that included lessons on new products, processes, or programs. Training sessions typically lasted two or three hours or more. This was e-learning in its infancy and it was well-received by students because they could needed training when they wanted it; they no longer had to wait for the next instructor-led class scheduled for months in the future. E-learning also has roots in distance education (DE)—the process of providing education where the instruction and learning are in different physical locations (Kelly, 2000). Historically, distance education first emerged in the form of correspondence courses; materials would be mailed to students who would complete readings, reports, and exams and mail them back to course instructors to be evaluated. Television, videotaping, and satellite broadcasting allowed distance education to expand beyond textbooks and printed materials. Using these technologies, learners could experience a classroom-like environment without physically attending class. However, expensive production environments were required to achieve such learning experiences. Computer-based training (CBT) technologies are other precursors of e-learning. These evolved during the 1980s but because early multimedia development tools were primitive and hardware-dependent, the cost associated with CBT delivery was too high to foster widespread adoption. CBT growth was also limited by the need to physically distribute training new media such as CDs whenever updates to training content were made. Today, intranets and the public Internet make it unnecessary for learners to travel training centers because similar types of learning can be delivered directly to the desktop. Learning can take place 24/7 at locations and times that are most convenient to the learner. Intranets and the Internet provide a low-cost medium for content delivery and a cost-effective course development environment. Streaming video and audio is increasingly used to enliven the training/learning experience. Today’s e-learning technologies also enable trainers to simulate the environment in which learning will be applied and to provide the practice needed to master context-specific skills. Training content is now being personalized to ensure that individual students complete only the learning modules that they need or want. And, the development of systems to manage such learning is now producing world class training program content from mixtures of internal and external expertise.