Academic literature on the topic 'Elizabeth R (Television play)'

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Journal articles on the topic "Elizabeth R (Television play)"

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Hutasoit, Kennorton, and Henni Gusfa. "The effect of television media on beginner voters’ political participation." Jurnal Studi Komunikasi (Indonesian Journal of Communications Studies) 4, no. 3 (November 5, 2020): 583. http://dx.doi.org/10.25139/jsk.v4i3.2432.

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The political participation of beginner voters in the 2019 Indonesian General Elections in Belu Regency, East Nusa Tenggara Province (NTT) differentiate the current research from other studies. The television media were assumed to influence the political participation of beginner voters in the border region. Correlation test (r) was used to uncover the findings of this study. This study revealed a correlation between exposure to television mass media and political participation with 0.623 value, or strong correlation level category. Television media exposure also had a significant influence on political participation in the border district. Therefore, television broadcasting institutions which manage public frequencies play an important role in increasing the political participation of beginner voters at the border district by broadcasting political and election-related contents or programs.
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Martinez, Gabriela, Stephanie Ayers, Anaid Gonzalvez, Meg Bruening, Beatriz Vega-Luna, Flavio F. Marsiglia, and Sonia Vega-López. "Associations of Health-Related Conversations and Mealtime Media Device Use Among Parent-Adolescent Dyads." Current Developments in Nutrition 5, Supplement_2 (June 2021): 156. http://dx.doi.org/10.1093/cdn/nzab035_064.

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Abstract Objectives To determine how health-related conversations between parents and their adolescent children is associated with mealtime media device use by adolescents. Methods A sample of primarily Hispanic parents (n = 347; 43 ± 6.5 years; 89.3% female) of 6th, 7th or 8th grade adolescents enrolled in a parenting intervention focusing on the promotion of healthy nutrition and substance use prevention. Parents completed baseline surveys to self-report the frequency with which they had health-related conversations with their adolescent child (healthy eating, being physically active, adolescent's weight, adolescent weighing too much, eating differently to lose weight, exercising to lose weight), and the frequency with which the adolescent used media devices during mealtimes (television and movie watching, cellphone use or texting, handheld gaming devices, listening to music with headphones). Spearman's rank correlations were used to assess the associations between health-related communication and mealtime media device use. Results Reported conversations about healthy eating, being physically active, and general weight of the adolescent were not associated with reported use of media devices by adolescents during mealtimes. Having conversations related to the adolescent weighing too much was positively and significantly correlated with television/movie watching (r = 0.219; P < 0.0001), talking on a cellphone (r = 0.130; P < 0.05), using gaming devices (r = 0.140; P < 0.05), and listening to music with headphones (r = 0.136; P < 0.05). Having conversations about exercising to lose weight was also significantly correlated with television/movie watching during mealtimes (r = 0.137; P < 0.05). Conclusions Findings suggest that higher frequency of weight-related conversation is associated with higher usage of media devices during mealtimes. Whether parenting practices, parental concerns about their children's weight, and the home mealtime environment play a role on adolescent weight status in Hispanic households warrants further investigation. Funding Sources National Institute on Minority Health and Health Disparities and Health Resources and Services Administration of the U.S. Department of Health and Human Services as part of a Maternal Child Health Bureau Nutrition Training Grant.
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Eliasoph, Nina. "Speaking of Abortion: Television and Authority in the Lives of Women. By Andrea L. Press and Elizabeth R. Cole. Chicago: University of Chicago Press, 1999. Pp. 223. $25.00." American Journal of Sociology 106, no. 1 (July 2000): 232–34. http://dx.doi.org/10.1086/303120.

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Et al., Muhammad Ajmal. "Exploring the Role of Motivation in English Language Teaching: Learners and Teachers Perspective." Psychology and Education Journal 58, no. 1 (January 29, 2021): 534–45. http://dx.doi.org/10.17762/pae.v58i1.804.

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This study aims at exploring and investigating the role of motivation in learning and teaching of English language. It highlights the fact if extrinsic motivation is likely to have an impact on the learning process of a student stronger than intrinsic motivation, or both types of motivations have a significant role to play in the process. The study also focuses on the role of a teacher in building a conducive environment to sustain a healthy competition in teaching a second language. The questionnaire was sent to undergraduate students of 2 universities by using Google forms. The sample size for this research population was 60. There were a total of 19 (31.7%) male respondents and 41 (68.3%) female respondents. The results conclude that students’ guardians have a significant role to play in learning a new language. The primary method, for most students, to learn English language was through entertainment media such as television and movies. A significant motivator for students was the opinion of other people. There was a moderate, positive correlation between the two variables namely extrinsic and intrinsic motivation [r=.345, n = 60, p <.0005]. This shows that the two types of motivations are not mutually exclusive but can co-exist as they did in our sample. Both extrinsic and intrinsic motivations are crucial in the development of effective pedagogical practices.
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McMath, Arden, Naiman Khan, Barbara Fiese, and Sharon Donovan. "Screen Time is Related to Dietary Intake in Children at 24-Months-of-Age." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 1035. http://dx.doi.org/10.1093/cdn/nzaa054_107.

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Abstract Objectives Screen time throughout childhood is positively related to anthropometric measures, mediated partially through its impact on diet quality. Existing literature lacks specific data for 24 months (24MN) children and focuses primarily on television screen time rather than all sources of screen time (smart phones, tablets, and video streaming services). Thus, we explored the relationship between screen device usage and diet quality at this early age. Methods Parents and 24MN children (N = 396) were recruited from the STRONGKids 2 cohort study. Data included parent and child anthropometric measurements, physical activity time (Sports, Play, and Active Recreation for Kids Survey), dietary intake (Block Food Frequency Questionnaires), and the types and duration of screen time usage by the child (Common Sense Media Survey). Calories from macronutrients, sweets, added sugar, dietary fiber, and fruit and vegetable consumption were used to assess diet quality. Results 26% of children exceeded the Academy of Pediatrics Guidelines of &lt;2 h screen time per day. TV, DVDs, and shows on cellphones accounted for 79% of child screen time. 26% of children were overweight or obese, although BMI z-score at 24 MN was not related to screen time, physical activity time, or diet factors. Parent and child diet quality were related.; However, independent of parent diet, education, ethnicity, gender, and BMI, total screen time were associated with kcal consumed through sweets (r = 0.147, P = 0.014), added sugar intake in grams (r = 0.137, P = 0.023), and fruit consumption (r = −0.235, P &lt; 0.001). Passive screen use (TV, DVDs, shows on a cell phone or computer) was associated with total kcals (r = 0.127, P = 0.036), kcals from sweets (r = 0.137, P = 0.023) and added sugar intake (r = 0.138, P = 0.022), and fruit (r = −0.260, P &lt; 0.001) and vegetable consumption (r = −0.119, P = 0.049). Active screen use (playing games on a console, computer, cell phone, or other handheld device) was related to % fat intake (r = −0.119, P = 0.048). Conclusions Total and passive screen time at 24 MN are associated with factors indicative of poor diet quality, which could negatively impact child health. Funding Sources Supported by the NIH and the National Dairy Council. Arden McMath was supported by a United States Department of Agriculture (USDA) fellowship.
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Boztepe, Handan, Sevil Çınar, and Ayşe Ay. "School-age children’s perception of the hospital experience." Journal of Child Health Care 21, no. 2 (February 1, 2017): 162–70. http://dx.doi.org/10.1177/1367493517690454.

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In order to determine the perception of hospital experiences among school-age children’s (6–12 years), a descriptive and cross-sectional study was performed in 130 children hospitalized in a pediatric hospital with different diagnoses. Data were collected using a pediatric information form, questionnaire form, scale for attitudes towards hospital and healthcare personnel, and sources of anxiety generating thoughts scale (SAGTS). Children’s expectations of the nurses were to be well treated (62%), to perform painless procedures (20%), to play games together (12%), to be capable of their job (10%), and to be cheerful (10%). Children’s expectation of the hospital facilities was the availability of playgrounds and toys (19.2%), large and single rooms (15.4%), rooms with private bathroom (9.2%), and rooms with a television and Internet access (7.7%). A statistically significant, negative, and moderate linear relationship was found between the scale for attitudes towards hospital and healthcare personnel and SAGTS ( p < 0.05, r: −0.296). The present study was performed to define the children’s hospital experiences, keeping in mind that the best opinion on this matter is the child’s own opinion. The foundation of this understanding depends on admitting that the children can express their own opinions about the care they receive.
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Copeland, Huey, Hal Foster, David Joselit, and Pamela M. Lee. "A Questionnaire on Decolonization." October 174 (December 2020): 3–125. http://dx.doi.org/10.1162/octo_a_00410.

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The term decolonize has gained a new life in recent art activism, as a radical challenge to the Eurocentrism of museums (in light of Native, Indigenous, and other epistemological perspectives) as well as in the museum's structural relation to violence (either in its ties to oligarchic trustees or to corporations engaged in the business of war or environmental depredation). In calling forth the mid-twentieth-century period of decolonization as its historical point of reference, the word's emphatic return is rhetorically powerful, and it corresponds to a parallel interest among scholars in a plural field of postcolonial or global modernisms. The exhortation to decolonize, however, is not uncontroversial-some believe it still carries a Eurocentric bias. Indeed, it has been proposed that, for the West, de-imperialization is perhaps even more urgent than decolonization. What does the term decolonize mean to you in your work in activism, criticism, art, and/or scholarship? Why has it come to play such an urgent role in the neoliberal West? How can we link it historically with the political history of decolonization, and how does it work to translate postcolonial theory into a critique of the neocolonial contemporary art world? Respondents include Nana Adusei-Poku, Brook Andrew, Sampada Aranke, Ian Bethell-Bennett, Kader Attia, Andrea Carlson, Elise Y. Chagas, ISUMA, Iftikhar Dadi, Janet Dees, Nitasha Dhillon, Hannah Feldman, Josh T. Franco, David Garneau, Renee Green, Iman Issa, Arnold J. Kemp, Thomas Lax, Nancy Luxon, Nelson Maldonado-Torres, Saloni Mathur, Tiona Nekkia McClodden, Alan Michelson, Partha Mitter, Isabela Muci Barradas, Steven Nelson, Ugochukwu-Smooth C. Nzewi, Alessandro Petti, Paulina Pineda, Christopher Pinney, Elizabeth Povinelli, Ryan Rice, Andrew Ross, Paul Chaat Smith, Nancy Spector, Francoise Verges, Rocio Zambrana, and Joseph R. Zordan.
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Metres, Philip. "Remaking/Unmaking: Abu Ghraib and Poetry." PMLA/Publications of the Modern Language Association of America 123, no. 5 (October 2008): 1596–610. http://dx.doi.org/10.1632/pmla.2008.123.5.1596.

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So now the pictures will continue to “assault” us—as many Americans are bound to feel. Will people get used to them? Some Americans are already saying that they have seen “enough.”—Susan Sontag, “Regarding the Torture of Others”… a state anterior to language, to the sounds and cries a human being makes before language is learned.—Elaine Scarry, The Body in PainWhen The ABU Ghraib Prison torture scandal began to circulate throughout The MASS media in Spring 2004, most pundits and commentators neglected to note how those images hauntingly paralleled the 9/11 attacks, insofar as each event's widespread publicity—replayed and reposted images of physical and psychological destruction—participated in the very unmaking that the perpetrators intended. In other words, just as the terrorist act on the Twin Towers was an act of both material and symbolic destruction that required media representation of the planes hitting the towers, mass media's recirculation of visual images of naked and dominated Iraqi men completed the act that Charles Graner and other United States military police had begun. Though the disturbing video representation of the 9/11 attacks rapidly disappeared from television, the Abu Ghraib photos persisted far longer (see York). The rapid disappearance of video of the planes striking the buildings suggests its traumatic power for Americans. But why would the Abu Ghraib photos be less disturbing than those of the attacks of September 11, 2001—given what they say about United States conduct in the war? In this essay, I consider the Abu Ghraib effect in the wider context of imperial imaging of the other. Second, I analyze artistic and literary responses (including Fernando Botero's Abu Ghraib paintings, Daniel Heyman's etchings, and an anthology of poems on torture) that attempt to re-present Abu Ghraib and make visible the invisible of that torture. Third, I sketch out how Arab American poets have played (and can continue to play) a critical role in the conversation about the effects of United States policies in the Middle East. Finally, I share my own poetic project, a long poem called “–u –r—” that attempts to make audible the muted voices of the tortured Iraqis at Abu Ghraib.
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Syaiputra Wahyuda Meisa Diningrat, Luluk Janah, and Sakinatul Mardiyah. "Modified Bottle Cap for Improving Children’s Arithmetic Ability." JPUD - Jurnal Pendidikan Usia Dini 13, no. 2 (December 1, 2019): 249–63. http://dx.doi.org/10.21009/jpud.132.04.

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The preliminary study showed that the main problem, however, faced by kindergarten students are lack of mathematics skill, such arithmetic ability in kindergarten Galis. Therefore, the present study aims to investigate the effectiveness of a modified bottle cap as an educational game tool towards enhancement of arithmetic ability. Samples were prepared for the quasi-experiment research design involving 60 children, aged 4-5 years. A detailed comparison is made between the experimental condition, consisted of 30 students, received the educational game tool activities and the control condition which consisted of 30 students, received the instructional activities as usual. Before and after two weeks of the intervention with the game tool of a modified bottle cap, measures of arithmetic ability were administered to either experiment or control class. The results of the study indicated that in the experiment class, children’s arithmetic ability increased significantly compared to children in the control class. The differences may have been due to the intervention. To conclude, the modified bottle cap as an educational game tool effective to improve children’s mathematics skill, especially for arithmetic ability. However, the findings required the extended study on other research methods and the bigger size of the samples. Keywords: Early Childhood, Modified bottle cap, Early Arithmetic Ability. References: Aqib, Zainal. (2010). Belajar dan Pembelajaran di Taman Kanak-Kanak. Bandung: Yrama Widya. Arsyad, A. (2017). Media Pembelajaran. PT Raja Grafindo Pursada. Aunio, Pirjo; Tapola, Anna; Mononen; and Niemivirta, M. (2016). Early Mathematics Skill Development, Low Performance, and Parental Support in the Finnish Context. In Blevins-Knabe; A.M.B. Austin (Ed.), Early Childhood Mathematic Skill Development in the home environment. Cham, Switzerland: Springer. Ayuni, D., & Setiawati, F. A. (2019). Kebun Buah Learning Media for Early Childhood Counting Ability. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 3(1), 1. https://doi.org/10.31004/obsesi.v3i1.128 Barblett, L., Knaus, M., & Barratt-Pugh, C. (2016). The Pushes and Pulls of Pedagogy in the Early Years: Competing Knowledges and the Erosion of Play-based Learning. Australasian Journal of Early Childhood, 41(4), 36–43. https://doi.org/10.1177/183693911604100405 Barth, H., La Mont, K., Lipton, J., & Spelke, E. S. (2005). Abstract number and arithmetic in preschool children. Proceedings of the National Academy of Sciences of the United States of America, 102(39), 14116–14121. https://doi.org/10.1073/pnas.0505512102 Blevins-Knabe, B. (2016). Early Mathematical Development : How the Home Environment Matters. In Belinda Blevins-Knabe; Ann M. Berghout Austin (Ed.), Early Childhood Mathematics Skill Development in the Home Environment (pp. 8–9). Cham, Swutzerland: Springer. Copley, J. V. (2016). The Young Child and Mathematics. In M. Hogarty (Ed.), Numbers and Stories: Using Children’s Literature to Teach Young Children Number Sense (Second, pp. 1–14). https://doi.org/10.4135/9781483330907.n1 Depdiknas. (2005). Pedoman Pembelajaran di Taman Kanak-Kanak. Jakarta: Direktorat Pembinaan Taman Kanak-Kanak Sekolah Dasar. Depdiknas. (2007). Modul Pembuatan dan Penggunaan APE anak Usia 2-6 Tahun. Jakarta: Dirjen Pendidikan Luar Sekolah Direktorat PAUD. Dunekacke, S., Jenßen, L., Eilerts, K., & Blömeke, S. (2016). Epistemological beliefs of prospective preschool teachers and their relation to knowledge, perception, and planning abilities in the field of mathematics: a process model. ZDM - Mathematics Education, 48(1–2), 125–137. https://doi.org/10.1007/s11858-015-0711-6 Elizabeth, W. (2011). Cross-curricular Teaching to Support Child-initiated Learning in EYFS and KEY Stage I. In Suzanne and Kristine (Ed.), Early Childhood Educaiton: Yesterday, Today, and Tomorrow. New York: Routledge. Fitri, F., & Syamsudin, A. (2019, May). The Effectiveness of Race Track Games on Counting Ability and Child Learning Motivation. https://doi.org/10.2991/icsie-18.2019.78 Grindheim, L. T. (2017). Children as playing citizens. European Early Childhood Education Research Journal, 25(4), 624–636. https://doi.org/10.1080/1350293X.2017.1331076 Guslinda; Kurnia, R. (2018). Media Pembelajaran Anak Usia Dini. Surabaya: Jakad Publiser. Harris, B., & Petersen, D. (2017). Developing Math Skills in Early Childhood. Issue Brief. Mathematica Policy Research, Inc., (February), 1–6. Retrieved from http://ezproxy.library.uvic.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED587415&site=ehost-live&scope=site Haskell, S. H. (2000). The determinants of arithmetic skills in young children: Some observations. European Child and Adolescent Psychiatry, 9(SUPPL. 2), 77–86. https://doi.org/10.1007/s007870070011 Hurlock, Elisabeth, B. (1978). Perkembangan Anak, Jilid 2. Jakarta: Erlangga. Ismail, A. (2006). Education Games “Menjadi Cerdas dan Ceria dengan Permainan Edukatif.” Jacobi-Vessels, J. L., Todd Brown, E., Molfese, V. J., & Do, A. (2016). Teaching Preschoolers to Count: Effective Strategies for Achieving Early Mathematics Milestones. Early Childhood Education Journal, 44(1), 1–9. https://doi.org/10.1007/s10643-014-0671-4 Johnson, J. E., & Wu, M.-H. (2019). Perspectives on Play in Early Childhood Care and Educaiton. In M. B. Brown, Christopher; McMullen (Ed.), The Wiley Handbook of Early Childhood Care and Education (1st ed., p. 86). New Jersey: John Wiley & Sons. Kamus Besar Bahasa Indonesia Online. (2019). Retrieved from https://www.kamusbesar.com/prefix/nd Khasanah, I. (2013). Pembelajaran Logika Matematika Anak Usia Dini (Usia 4-5 Tahun) di TK Ikal Bulog Jakarta Timur. In Jurnal Penelitian PAUDIA (Vol. 2). Lai, N. K., Ang, T. F., Por, L. Y., & Liew, C. S. (2018). The impact of play on child development - a literature review. European Early Childhood Education Research Journal, 26(5), 625–643. https://doi.org/10.1080/1350293X.2018.1522479 Malapata, E., & Wijayanigsih, L. (2019). Meningkatkan Kemampuan Berhitung Anak Usia 4-5 Tahun melalui Media Lumbung Hitung. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 3(1), 283. https://doi.org/10.31004/obsesi.v3i1.183 Manjale, N. B., & Abel, C. (2017). Significance and adequacy of instructional media as perceived by primary school pupils and teachers in. 4(6), 151–157. Martin, R. B., Cirino, P. T., Sharp, C., & Barnes, M. (2014). Number and counting skills in kindergarten as predictors of grade 1 mathematical skills. Learning and Individual Differences, 34, 12–23. https://doi.org/10.1016/j.lindif.2014.05.006 Naz, A. A., & Akbar, R. A. (2010). Use of Media for Effective Instruction its Importance : Some Consideration. Journal of Elementary Education, 18(1–2), 35–40. OECD. (2019). Mathematics Performance (PISA) 2015. https://doi.org/10.1787/04711c74-en Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2017). Improving Mathematics Teaching in Kindergarten with Realistic Mathematical Education. Early Childhood Education Journal, 45(3), 369–378. https://doi.org/10.1007/s10643-015-0768-4 Passolunghi, M. C., Cargnelutti, E., & Pellizzoni, S. (2019). The relation between cognitive and emotional factors and arithmetic problem-solving. Educational Studies in Mathematics, 100(3), 271–290. https://doi.org/10.1007/s10649-018-9863-y Preeti. (2014). Education and role of media in education system. International Journal of Scientific Engineering and Research, 2(3), 174–175. Rahman, S. (2010). Alat Permainan Edikatif untuk Program PAUD. Palu: Tadulako University Press. Rohmah, N., & Waluyo, E. (2014). Arithmetic Dice Media as Counting Concept Introduction for Early Childhood. Naili Rohmah & Edi Waluyo / Indonesian Journal of Early Childhood Education Studies, 3(2), 127–133. https://doi.org/10.15294/ijeces.v3i2.9486 Rushton, S. (2011, June). Neuroscience, Early Childhood Education and Play: We are Doing it Right! Early Childhood Education Journal, 39(2), 89–94. https://doi.org/10.1007/s10643-011-0447-z Schacter, J., & Jo, B. (2017). Improving preschoolers’ mathematics achievement with tablets: a randomized controlled trial. Mathematics Education Research Journal, 29(3), 313–327. https://doi.org/10.1007/s13394-017-0203-9 Schwartz, S. (2005). Teaching YoungChildren Mathematics. Westport, Connecticut: Praeger. Selvi, K. (2010). Teachers’ competencies. Cultura. International Journal of Philosophy of Culture and Axiology, 7(1), 167–175. https://doi.org/10.5840/cultura20107133 Smaldino, S. E., Russel, J. D., & Lowther, D. L. (2014). Instructional Technology & Media for Learning (9th ed.). Jakarta: Kencana Prenada Media Group. Suryadi. (2007). Cara Efektif Memahami Perilaku Anak Usia Dini. Jakarta: Edsa Mahkota. Vogt, F., Hauser, B., Stebler, R., & Rechsteiner, K. (2018). Learning through play – pedagogy and learning outcomes in early childhood mathematics. 1807. https://doi.org/10.1080/1350293X.2018.1487160 Vogt, F., Hauser, B., Stebler, R., Rechsteiner, K., & Urech, C. (2018). Learning through play–pedagogy and learning outcomes in early childhood mathematics. European Early Childhood Education Research Journal, 26(4), 589–603. https://doi.org/10.1080/1350293X.2018.1487160 Wati, E. R. (2016). Ragam Media Pembelajaran (A. Jarot, Ed.). Yogyakarta: Kata Pena. Zulkardi, N. (2011). Building counting by traditional game: A Mathematics Program for Young Children. IndoMs. J.M.E, 2(1), 41–54.
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Sistiarani, Colti, Bambang Hariyadi, Saudin Yuniarno, and Endo Dardjito. "Mother's Perspective About Using the Gadget Safeness for Children." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (November 30, 2020): 313–20. http://dx.doi.org/10.21009/jpud.142.09.

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The rapid development of technology makes it easier for mothers to provide stimulation related to growth and development using gadgets. However, parental knowledge is needed about the safe limits of using a gadget in early childhood. This study aims to determine the perspective and behavior of mothers about the use of gadgets in toddlers. The method used is quantitative research with a cross-sectional approach. The participants of this study were thirty-one mothers who have early childhood and who are empowering family welfare. The inclusion criteria were mothers who agreed to be respondents, the exclusion criteria for mothers who did not have gadgets. This study uses a questionnaire measurement instrument for data collection. Data analysis was performed univariate and bivariate using the chi-square test. The results of the study concluded that the mother's knowledge regarding the safety of using a gadget was still lacking, with a value of around 54.8%, while the mother's behavior related to the same thing was better, which was around 58.1%. The relationship test shows that there is a strong enough relationship between maternal knowledge and maternal behavior in introducing or using gadgets in toddlers. Keywords: Early Childhood, Mother Perspective, Gadget Safeness References Appel, M. (2012). Are heavy users of computer games and social media more computer literate? Computers and Education, 59(4), 1339–1349. https://doi.org/10.1016/j.compedu.2012.06.004 Bandura, A. (1977). Social learning theory. Prentice-Hall. Cingel, D. P., & Krcmar, M. (2013). Predicting Media Use in Very Young Children: The Role of Demographics and Parent Attitudes. Communication Studies, 64(4), 374–394. https://doi.org/10.1080/10510974.2013.770408 Connell, S. L., Lauricella, A. R., & Wartella, E. (2015). Parental Co-Use of Media Technology with their Young Children in the USA. Journal OfChildren and Media, 9(1), 5–21. https://doi.org/10.1080/17482798.2015.997440 Haines, J., O’Brien, A., McDonald, J., Goldman, R. E., Evans-Schmidt, M., Price, S., King, S., Sherry, B., & Taveras, E. M. (2013). Television Viewing and Televisions in Bedrooms: Perceptions of Racial/Ethnic Minority Parents of Young Children. Journal of Child and Family Studies, 22(6), 749–756. https://doi.org/10.1007/s10826-012-9629-6 Jones, I., & Park, Y. (2015). Virtual worlds: Young children using the internet. Young children and families in the information age. Educating the young child (Advances in theory and research, implications for practice) (I. K. Heider & J. M. Renck (eds.); Volume 10). Springer. Lauricella, A. R., Wartella, E., & Rideout, V. J. (2015). Young children’s screen time: The complex role of parent and child factors. 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Young children’s initiation into family literacy practices in the digital age. Journal of Early Childhood Research, 15(1), 47–60. https://doi.org/10.1177/1476718X15582095 Mifsud, C. L., & Petrova, R. (2017). Young Children (0-8) and Digital Technology. In JRC Science and Policies Reports. Nevski, E., & Siibak, A. (2016). The role of parents and parental mediation on 0–3-year olds’ digital play with smart devices: Estonian parents’ attitudes and practices. Early Years, 36(3), 227–241. https://doi.org/10.1080/09575146.2016.1161601 Nikken, P. (2017). Implications of low or high media use among parents for young children’s media use. Cyberpsychology, 11(3 Special Issue). https://doi.org/10.5817/CP2017-3-1 Nikken, P., & de Haan, J. (2015). Guiding young children’s internet use at home: Problems that parents experience in their parental mediation and the need for parenting support. Cyberpsychology, 9(1). https://doi.org/10.5817/CP2015-1-3 Piotrowski, J. (2017). 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Dissertations / Theses on the topic "Elizabeth R (Television play)"

1

Rangwala, Shama. "Elizabeth Bowen and cinema." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=116104.

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Abstract:
The thesis focuses on the significance of the cinematic medium for Elizabeth Bowen's novels, from the level of prose and formal representations to broader aspects of narrative and character. The chapters on To the North (1932) and The House in Paris (1935) examine complementary issues of motion and stillness and the consequent impact on subjective experiences of time, space, knowledge, and identity. The final chapter expands the issue of genre revision in The Heat of the Day (1949) to the greater problem of precedent and the reconstruction of identity through storytelling; the novel not only uses formal cinematic techniques by evoking the tone of film noir, but also reconfigures narrative and character tropes of the genre. Thus the advent of cinema not only opened up formal possibilities in the language of fiction but also expanded the types of worlds and effects an author could depict.
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