Journal articles: 'TV education'

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Rebetez, Gérald. "‘TV Scopie’ and Media Education." Educational Media International 23, no. 2 (June 1986): 72–75. http://dx.doi.org/10.1080/0952398860230205.

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Yardley, Jonathan. "TV: Show Business or Education?" Design For Arts in Education 88, no. 6 (August 1987): 46–47. http://dx.doi.org/10.1080/07320973.1987.9935506.

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Green, Thomas A., Carl J. Schreck, Nathan S. Johnson, and Sonya Stevens Heath. "Education Backgrounds of TV Weathercasters." Bulletin of the American Meteorological Society 100, no. 4 (April 1, 2019): 581–88. http://dx.doi.org/10.1175/bams-d-17-0047.1.

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Abstract In the early days of television, most weathercasters lacked formal training in meteorology and instead relied on forecasts from other sources. Over the decades, degreed meteorologists became more common. A third category has recently emerged: people with certificates in broadcast meteorology from Mississippi State University (MSU). This certification and the related broadcast meteorology degrees from MSU provide weathercasters with an understanding of meteorology without advanced calculus or differential equations. This study makes no judgment on how a weathercaster’s education background might affect their on-air presentations but notes these courses are required by most guidelines for meteorological degrees, as well as the American Meteorological Society's Certified Broadcast Meteorologist (CBM) program. This study conducts a unique survey of television meteorologists using the education history listed on their station's website or LinkedIn. The backgrounds of 421 meteorologists were examined with the equivalent of a 94% response rate. Overall, 21% had a broadcast meteorology degree or certification from MSU, 64% had a traditional meteorology degree from MSU or another institution, 2% minored in meteorology or had military training, and 12% listed no or a partial education background in the field. Another way of viewing the data is that the MSU broadcast program alone has nearly as many graduates as the four largest traditional programs combined in our sample. These results were further broken down for various subsets of weathercasters, resulting in statistically significant variations by market size, region, ownership group, and gender.

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Bostan, Atila. "Impact of education on security practices in ICT." Tehnicki vjesnik - Technical Gazette 22, no. 1 (2015): 161–68. http://dx.doi.org/10.17559/tv-20140403122930.

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Williams, Ruth, Lowri Evans, and Nora Talal Alshareef. "Using TV Dramas in Medical Education." Education for Primary Care 26, no. 1 (January 2015): 48–49. http://dx.doi.org/10.1080/14739879.2015.11494308.

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Nuraeningsih, Rismiyanto. "Cable TV: Bringing Home Native Speaker to Increase Listening Comprehension of the Students of English Education Department Teacher Training and Education Faculty Muria Kudus University." Register Journal 4, no. 1 (July 1, 2016): 41. http://dx.doi.org/10.18326/rgt.v4i1.41-66.

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This study investigated the use of cable TV to increase listening comprehension of the students of English education department of Muria Kudus University. The aims were to find out: (1) the listening comprehension achievement of the students taught by using cable TV, (2) the students’ response towards the teaching of listening comprehension class by using cable TV, and (3) the students’ difficulties when being involved in the listening class taught by using cable TV are. A classroom action research was conducted with three cycles. The data was collected by using test, observation checklist, & a questionnaire. The subject consisted of 29 students joining Advanced Listening class. The findings show that: (a) The listening comprehension achievement of the students taught by using cable TV in cycle I, II, & III is fair, (b) The students have enthusiasm and seriousness and motivation in joining the class in all cycles, (c) In cycle III the students’ difficulties when being involved in the listening comprehension class taught by using cable TV are more and more decreasing. Keywords: Cable TV, Listening ComprehensionKeywords;Cable TV; Listening Comprehension

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Schertges, Claudia. "Political News and Political Consciousness." Policy Futures in Education 5, no. 3 (September 2007): 345–56. http://dx.doi.org/10.2304/pfie.2007.5.3.345.

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This article deals with mass media in modern democratic societies, using the example of Israeli news reports in German television (TV) news. Central to this interest are processes of mediating politics: political socialisation and education; that is to say, empowering citizens via TV news to participate in democratic processes. The article outlines the current state of TV news making in Germany. Against this background, whilst focusing on TV news production, processes of alienation within the making of news as well as a process of alienation making by the news are discussed.

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Cho, Mu-sook. "Education of Korean culture through TV Advertisement." Korean Linguistics 70 (February 29, 2016): 185. http://dx.doi.org/10.20405/kl.2016.02.70.185.

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de Solier, Isabelle. "TV Dinners: Culinary Television, Education and Distinction." Continuum 19, no. 4 (December 2005): 465–81. http://dx.doi.org/10.1080/10304310500322727.

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Borow, Wendy. "New Ideas in Medical Education: Medical TV." Drug Information Journal 23, no. 4 (October 1989): 619–21. http://dx.doi.org/10.1177/009286158902300412.

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Stamps, David W. "A role for message TV in education." TechTrends 35, no. 4 (September 1990): 12–16. http://dx.doi.org/10.1007/bf02800551.

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McElroy, Ruth. "Property TV." European Journal of Cultural Studies 11, no. 1 (February 2008): 43–61. http://dx.doi.org/10.1177/1367549407084963.

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Fuenzalida, Valerio. "Public TV and digital change: TV technology – audience – formats." Matrizes 9, no. 1 (June 23, 2015): 103. http://dx.doi.org/10.11606/issn.1982-8160.v9i1p103-126.

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This article is a review about some changes provided by digital technology in television for a public channel. A public television is different from a television in favour of the current government. The authentic public television works for the public interest, and not for the government, neither for political parties or economic groups. It is maintained the necessity of improving the quality of information, using the possibility of a 24/7 informative channel. The article also supports a children’s channel, especially those made for kindergartens, since there are new TV programs that improve the social and affective intelligence of children; those new programs are considered the basis of a quality education and a better citizenship.

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Puthiyakath, Hashim Hamza, and Manash Pratim Goswami. "Is Over the Top Video Platform the Game Changer over Traditional TV Channels in India? A Niche Analysis." Asia Pacific Media Educator 31, no. 1 (May 6, 2021): 133–50. http://dx.doi.org/10.1177/1326365x211009639.

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Since the outbreak of COVID-19 and the consequent national lockdown, the usage of over the top (OTT) platforms has significantly increased in India. The growing popularity of video streaming has made a substantial impact on the traditional TV channels during pandemic times. The purpose of this study is to examine the competition, coexistence and competitive superiority of OTT and TV in providing consumer satisfaction. The study adopted the niche theory to empirically measure the degree of gratification fulfilled by OTT and TV, the similarity between OTT and TV and the competitive superiority of OTT and TV across seven micro-dimensions of gratification. The data for the study has been gathered from 223 online users across India. The results of the study reflect that OTT provides a higher degree of satisfaction across all seven dimensions of gratification with the greatest difference manifested in the convenience dimension. The niche overlap measures indicated that the highest level of similarity between TV and OTT is in providing gratification in the relaxation dimension, whereas the least similarity was observed in the convenience dimensions. The competitive superiority of OTT surpassed TV in all dimensions with the greatest difference manifested in relaxation.

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Grigore, Valentin. "TV shows on Light Pollution Education for the Public." Proceedings of the International Astronomical Union 10, H16 (August 2012): 728. http://dx.doi.org/10.1017/s1743921314013118.

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AbstractTV shows have the biggest impact for the public, so we can use them to inform and educate the public about light pollution and the importance of the dark sky for humanity and for the contemporary society. Some examples used in the TV show Us and the Sky at Columna TV, Romania, are presented.

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Nayak, Minakshi, Karen Wills, Megan Teychenne, and Verity Cleland. "Patterns and Predictors of Television Viewing and Computer Use Among Women Living in Socioeconomically Disadvantaged Neighborhoods: A Prospective Cohort Study." Journal of Physical Activity and Health 18, no. 12 (December 1, 2021): 1511–24. http://dx.doi.org/10.1123/jpah.2021-0158.

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Background: Socioeconomically disadvantaged women are at an increased risk of sedentary behaviors including television (TV) viewing and computer use, so identifying determinants of these behaviors is important. Methods: Women (n = 4349) self-reported weekly TV and computer time (in minutes per week), sociodemographic, and health data at 3 time points (2007–2013). Mixed-effect negative binomial regression was used to determine the baseline determinants of TV viewing and computer use over time, adjusting for confounders. Results: Over 5 years, median TV viewing decreased while median computer time increased. Cross-sectionally TV viewing was highest among participants classified as obese, with poorer health, current smokers, with lower education, not working, with no income, without partners and with no children and computer time was greater among younger women, living in urban areas, working full time, with higher education, without partners and with no children. Average computer time per year increased among those not working (7%), with lower education (5%), and with children (5%) but decreased among those with higher education (1%). However, no factors were associated with a change in TV viewing over time. Conclusion: Among socioeconomically disadvantaged women, interventions aimed at preventing increases in computer time should consider women with lower education, not working, and with children in their design.

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Maulana, Amalia E., and Lexi Z. Hikmah. "Kick Andy, The Oprah Winfrey TV Show of Indonesia." Emerald Emerging Markets Case Studies 4, no. 1 (February 18, 2014): 1–13. http://dx.doi.org/10.1108/eemcs-08-2013-0162.

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Subject area Social Marketing, Entertainment Education Program. Study level/applicability Postgraduate program. Master in Strategic Marketing and Master in Business Administration. Case overview In the midst of the many TV shows that do not provide enlightenment, Kick Andy TV Show appeared to provide answers to the public unrest. In the spirit of “Watch with Heart” Kick Andy serves Entertainment-Education and Social rarely glimpsed by the television station. Success of Kick Andy TV Show made this brand doing brand extension such as Kick Andy Foundation, Kick Andy Magazine, Kick Andy Enterprise and others. Challenge for this program is to maintain the right balance between social, entertainment and education. Expected learning outcomes This Case Study illustrates that Kick Andy TV Show filled the value gap that viewers experienced from existing TV show. This show is similar to the offer of Oprah Winfrey Show in the USA. Student is expected to understand social marketing primarily related to entertainment-education TV show. Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.

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Lubis, Cindy Eliza Ramadhani, Syahron Lubis, and Dian Marisha Putri. "ENGLISH TABOO WORDS IN SEX EDUCATION TV SERIES." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 4, no. 2 (December 28, 2020): 333–39. http://dx.doi.org/10.30743/ll.v4i2.2693.

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The purposes of this research are to determine the types of taboo words, the functions of taboo words, and in what context taboo words are uttered by the characters in the TV series. This study employed descriptive qualitative method. The sources of the data were 8 videos from the first season of Sex Education TV series and their transcripts. In analyzing the data, the theory of Wardhaugh (2014) was used to describe types and functions of taboo words and the theory of Fromkin (2005) to describe in what context taboo words are uttered in the TV series. The results of this research show that there are data of taboo words which are categorized into seven types; they are sex term, death, excretion, bodily function, religious matter, mother-in-law, and the left hand. The findings suggest that the characters use taboo words mostly to draw attention and to show contempt.

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Lumbelli, Lucia, Gisella Paoletti, and Maurizio Boscarol. "Enhancing text comprehension through watching TV." CADMO, no. 2 (January 2019): 65–77. http://dx.doi.org/10.3280/cad2018-002005.

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Baca, Milton L., and Gregory Palmer. "Cable TV: A Valuable Learning Resource." NASSP Bulletin 69, no. 477 (January 1985): 93–94. http://dx.doi.org/10.1177/019263658506947716.

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Matos, Armanda. "Watching TV with family." Comunicar 16, no. 31 (October 1, 2008): 121–27. http://dx.doi.org/10.3916/c31-2008-01-015.

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Nowadays television plays an important role in the socialization of children and adolescents, by making available a wide range of models of behaviour. However, watching television is an activity that takes place, mainly, in a family context. Therefore, the family has an important mediating role. A study conducted in Coimbra with students from the 4th, 6th and 8th grades, suggests that family mediation should be more intentional and more frequent, in order to promote the development of active and critical TV viewers. La televisión desempeña un papel fundamental en la socialización de la infancia, proporcionando desde muy pronto un amplio repertorio de pautas de conductas. La familia es el primer contexto en el que se genera el contacto con el medio televisivo. En este trebajo se recoge un estudio realizado en la ciudad portuguesa de Coimbra, con alumnos de 4, 6 y 8 años, a través de un cuestionario de hábitos televisivo, cin una muestra de 820 alumnos en el que se concluye que la televisión debería ser un instrumento más rentabilizado en la familia con fines educativos. A televisão desempenha um papel fundamental na socialização das crianças, proporcionando desde cedo um amplo leque de modelos de comportamento. A família é o primeiro contexto em que o contacto com este medium ocorre, pelo que deve constituir-se como mediadora da relação que a criança estabelece com a televisão. Um estudo efectuado em Coimbra, com alunos dos 4º, 6º e 8º anos, sugere que o uso da televisão pela família pode e deve ser mais rentabilizado pa a fins educativos.

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Peralta-Ferreyra, Ilda. "TV: the star screen." Comunicar 13, no. 25 (October 1, 2005): 193–95. http://dx.doi.org/10.3916/c25-2005-026.

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At the height of the information society, in a society permeated by communication media, screens take a special relevance thanks to technological advances. Television continues undoubtedly to be the star of all screens, channeling global culture as it is influenced by large information businesses, which in turn are under the command of world economic and political powers. The big challenge for educators –parents, teachers, leaders and communicators– is to acquire enough strength, initially, to use the emotive and iconic power of the television for educational purposes. At the same time, we must put forward to those being educated –students and society in general– enough educational and didactic possibilities to convert the strength of television and its message into an essential vehicle or instrument for information searching, for appreciation of reality and as a door to research. En plena sociedad de la información, en una sociedad invadida por los medios de comunicación, las pantallas cobran una relevancia especial gracias a los avances tecnológicos. La televisión sigue siendo, sin duda, la estrella de las pantallas, encauzando una cultura global que es mediatizada por las grandes empresas de la información bajo el mando de los poderes económicos y políticos mundiales. El gran desafío de los educadores –padres, profesores, responsables y comunicadores– es adquirir la fuerza suficiente para, en un principio, utilizar el poder icónico y emotivo de la televisión con finalidades educativas, y al mismo tiempo, proponer a los educandos –alumnos y sociedad en general– las posibilidades educativas y didácticas suficientes como para convertir la fuerza de la televisión y su mensaje, en un vehículo e instrumento imprescindible de búsqueda de información, de apreciación de la realidad y de puerta a la investigación.

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Barber, Sian, Elena Caoduro, and Kai Knörr. "Editorial: Education & TV. Histories of a Vision." Education & TV. Histories of a Vision 11, no. 21 (August 3, 2022): 1. http://dx.doi.org/10.18146/view.301.

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The articles included in this issue take into consideration the relationship between television and education in its broadest sense, offering historical studies of television programming, national policies, audience attitudes and evolving socio-political contexts. It includes case studies of different broadcasters, specific educational programming initiatives, government or state education policy delivered through the television medium, the intersections between broadcast programmes and what is retained in television archives. They cover Turkey, Germany, Italy, the UK, and Finland and map the period from the 1960s to the present day. All of this material helps situate educational provision on television within broader histories of both television as a form and education as an overarching idea or objective.

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McConeehy, Gary L. "The state of TV production in higher education." TechTrends 30, no. 8 (November 1985): 19–21. http://dx.doi.org/10.1007/bf02824036.

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Gao, Fuwen, and Weiwei Li. "Distance education in China." Industry and Higher Education 3, no. 2 (June 1989): 90–95. http://dx.doi.org/10.1177/095042228900300214.

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With the review underway of the development of satellite communications in China, this article introduces the great achievements in the development of TV education via satellite in China, to which Chinese universities have made important contributions. The contributions and the roles of universities are discussed specifically.

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Ostojic, Gordana. "Mechatronic education at the Faculty of Technical Sciences Novi Sad." Tehnicki vjesnik-Technical Gazette 22, no. 3 (June 15, 2015): 805–12. http://dx.doi.org/10.17559/tv-20140225111636.

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Franko, Galina. "Examination by TV Screen." Russian Education & Society 39, no. 7 (July 1997): 89–95. http://dx.doi.org/10.2753/res1060-9393390789.

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Ruiz-San-Román, José Antonio, and Marta Salguero-Montero. "TV channels social responsibility: self-regulation on TV contents during special protected schedule." Comunicar 15, no. 30 (March 1, 2008): 113–17. http://dx.doi.org/10.3916/c30-2008-02-003.

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National TV channels in Spain signed a self-regulation code to protect rights of children on December 2004. This code developed a special protected schedule for children from 8.00 am to 9.00 am and 17.00 pm to 20.00 pm. This article studies this measure as a social responsibility action to protect children as stakeholders. We also offer the results of an analysis content made in four different periods that measures how often TV channels have ignored the code. Las cadenas españolas de televisión firmaron, en diciembre de 2004, un código de autorregulación para proteger los derechos de la infancia. Este código estableció un horario de especial protección para con la infancia de 8 a 9 de la mañana y de 5 a 8 de la tarde. El artículo estudia esta medida como una acción de responsabilidad social para proteger, tanto a los niños como a los diferentes grupos de interés involucrados. Ofrecemos también los resultados de un análisis de contenido hecho en cuatro períodos diferentes para medir con cuánta frecuencia las cadenas de televisión han incumplido dicho código.

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Kurniawati, Ika. "EVALUASI SISTEM PEMANFAATAN TV EDUKASI UTILIZATION SYSTEM EVALUATION OF TV EDUKASI." Jurnal Teknodik 17, no. 3 (April 8, 2019): 080. http://dx.doi.org/10.32550/teknodik.v17i3.563.

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Hasil penelitian terhadap TV Edukasi yang dilakukan oleh Kementerian Pendidikan dan Kebudayaan menunjukkan bahwa pemanfaatan siaran TV Edukasi oleh pengguna (dalam hal ini guru dan siswa) belum optimal, padahal upaya yang telah dilakukan oleh Kementerian melalui Pustekkom cukup maksimal terutama dalam mengatasi kendala akses, antara lain dengan mengupayakan siaran secara teresterial (kerjasama dengan TVRI dan TV Lokal), serta siaran dengan memanfaatkan layanan internet (streaming). Blum optimalnya pemanfaatan TV Edukasi disebabkan karena selama ini evaluasi maupun monitoring yang dilakukan terhadap TV Edukasi lebih banyak terkait dengan pemanfaatannya saja tanpa memperhatikan faktor-faktor yang berperan terhadap pemanfaatan itu sendiri. Oleh karena itu perlu dilakukan evaluasi implementasi siaran TV Edukasi secara komprehensif, tidak hanya dari sisi kebijakan, akses dan infrastruktur, tetapi juga dari sisi konten program, promosi serta dari sisi pengguna, sehingga informasi yang dihasilkan dapat digunakan untuk mengoptimalkan pemanfaatan siaran TV Edukasi khususnya dalam meningkatkan jumlah pengguna TVE dan pengembangan sistem pemanfaatan TVE itu sendiri. Tujuan penulis mengangkat tema ini agar dalam melakukan evaluasi terhadap TV Edukasi selanjutnya dilakukan secara komprehensif agar dapat meningkatkan pemanfaatan TV Edukasi terutama dalam meningkatkan jumlah pengguna.The result of research conducted by Minister of Education and Culture indicates that the utilization of TV Edukasi by the users (in this case teachers and students) is not optimal, whereas efforts done by Minister of Education and Culture through Pustekkom were maximum enough especially in overcoming obstacles, such as by using terrestrial broadcast (in cooperation with local TVs and TVRI), as well as utilizing internet services streaming). The less optimal use of TV Edukasi might be due to the evaluation and monitoring conducted on TV Edukasi that focused more on the utilization itself non on the factors that contributed to the utilization. Therefore, it is necessary to conduct comprehensive evaluation of TV Edukasi implementation that includes not only policy, access, and infrastructure, but also includes content, promotion and users, so that the information gathered can be used to optimize the utilization of TV Edukasi, especially to increase the amount of TV Edukasi users and to develop the TV Edukasi utilization system. The aim of this paper is to promote the comprehensive evaluation of TV Edukasi in order to increase the utilization of TV Edukasi particularly in the amount of user.

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Simpson, Henry, H. Lauren Pugh, and Stephen W. Parchman. "Empirical comparison of alternative instructional TV technologies." Distance Education 14, no. 1 (January 1993): 147–64. http://dx.doi.org/10.1080/0158791930140112.

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Karnick, S. T. "What the Academy Can Learn from TV." Academic Questions 23, no. 4 (October 13, 2010): 450–57. http://dx.doi.org/10.1007/s12129-010-9193-8.

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Heid, M. Kathleen. "Editorial: Where's the Math (in Mathematics Education Research)?" Journal for Research in Mathematics Education 41, no. 2 (March 2010): 102–3. http://dx.doi.org/10.5951/jresematheduc.41.2.0102.

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Twenty-five years ago, a fast-food TV ad initiated a catchphrase, “Where's the beef?” The phrase, originally intended to point out the small amount of beef in fastfood hamburgers, evolved into a way to question the amount or substance of an idea or product. Adopted in popular culture, the phrase made its way into the 1984 vicepresidential debate, and reappeared in popular TV shows. It is now time for the phrase to make its way into discussions about mathematics education research. While reading all the manuscripts submitted to JRME over the past 2 years, a paraphrase of that statement frequently passed through my mind: “Where's the math?”

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Weber, Robert C., and Joanne Thorpe. "Teaching Children with Autism through Task Variation in Physical Education." Exceptional Children 59, no. 1 (September 1992): 77–86. http://dx.doi.org/10.1177/001440299205900108.

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The purpose of the study was to determine whether the technique of task variation (with maintenance tasks interspersed) (TV) is more effective in the acquisition of gross motor skills for students with autism than a constant task (CT) condition in a physical education setting. Subjects were 12 male students with autism, ages 11 to 15 years. The study included pretest-posttest administration of the I CAN assessment of Gross Motor Skills to assess skills such as overhand throw, kick, and vertical jump. After a 6-week treatment period, the TV condition was significantly more effective than the CT condition, at the .05 level.

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Lambert, E. Beverley, and Susan Clancy. "Children'S Animated TV Programs: A Content Analysis." Australasian Journal of Early Childhood 29, no. 2 (June 2004): 19–23. http://dx.doi.org/10.1177/183693910402900205.

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Leer, Jonatan. "TV-kokken som kønsopdrager." K&K - Kultur og Klasse 43, no. 120 (December 30, 2015): 83–102. http://dx.doi.org/10.7146/kok.v43i120.22972.

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This article explores the gendering of a series of new formats of food television in which male TV-chefs goes from being lifestyle expert to social and moral entrepreneurs as they engage in food activist project to better national food culture. These readings draws on Foucault’s term “governmentality,” the reworking of this concept in relation to food education and food literacy. The article argues that we see a tendency in which male celebrity chefs use cooking classes and promises of food literacy to make distinctions between legitimate and illegitimate gender identities. These hierarchies are not only created between men and women, they also create hierarchies between middle-class and working-class masculinity.

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Rey-López, Juan Pablo, German Vicente-Rodríguez, Judith Répásy, Maria Isabel Mesana, Jonatan R. Ruiz, Francisco B. Ortega, Anthony Kafatos, et al. "Food and drink intake during television viewing in adolescents: the Healthy Lifestyle in Europe by Nutrition in Adolescence (HELENA) study." Public Health Nutrition 14, no. 9 (February 22, 2011): 1563–69. http://dx.doi.org/10.1017/s1368980011000383.

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AbstractObjectiveTo compare food consumption during television (TV) viewing among adolescents who watched >2 h/d v. ≤2 h/d; and to examine the association between sociodemographic variables (age, gender and socio-economic status (SES)) and the consumption of energy-dense foods and drinks during TV viewing.DesignThe data are part of the Healthy Lifestyle in Europe by Nutrition in Adolescence (HELENA) cross-sectional survey. Data on time watching TV, types of foods and drinks consuming during TV viewing and parental SES (parental education, parental occupation and family affluence) were measured by questionnaires completed by adolescents. Binary logistic regression tested the association between energy-dense foods and drinks and (i) sociodemographic variables and (ii) TV time.SettingGhent (Belgium), Heraklion (Greece), Pecs (Hungary) and Zaragoza (Spain).SubjectsGirls (n 699) and boys (n 637) aged 12·5–17·5 years.ResultsBoys reported more frequent consumption of beer and soft drinks whereas girls selected more fruit juice, water, herbal infusions and sweets (all P ≤ 0·05). Watching TV for >2 h/d was associated with the consumption of energy-dense foods and drinks. Girls whose mothers achieved the lowest education level had an adjusted OR of 3·22 (95 % CI 1·81, 5·72) for the consumption of energy-dense drinks during TV viewing v. those whose mothers had the highest educational level.ConclusionsExcessive TV watching may favour concurrent consumption of energy-dense snacks and beverages. Adolescents from low-SES families are more likely to consume unhealthy drinks while watching TV.

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Hobbs, Matthew, Stuart J. H. Biddle, Andrew P. Kingsnorth, Lukas Marek, Melanie Tomintz, Jesse Wiki, John McCarthy, Malcolm Campbell, and Simon Kingham. "Investigating the Association Between Child Television Viewing and Measured Child Adiposity Outcomes in a Large Nationally Representative Sample of New Zealanders: A Cross-Sectional Study." Journal of Physical Activity and Health 18, no. 5 (May 1, 2021): 524–32. http://dx.doi.org/10.1123/jpah.2020-0192.

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Background: This study investigates the association between television (TV) viewing and child adiposity and if parental education and child ethnicity moderate this association. Method: Cross-sectional, pooled (2013/2014–2016/2017) adult and child New Zealand Health Survey were matched resulting in 13,039 children (2–14 y) and parent dyads. Child TV viewing was estimated using self-reported time for each weekday and weekend. The height (in centimeters), weight (in kilograms), and waist circumference of parents and children were measured. Childhood body mass index and obesity were defined using the International Obesity Task Force cutoff values. Effect modification was assessed by interaction and then by stratifying regression analyses by parent education (low, moderate, and high) and child ethnicity (Asian, European/other, Māori, and Pacific). Results: Overall, watching ≥2 hours TV on average per day in the past week, relative to <2 hours TV viewing, was associated with a higher odds of obesity (adjusted odds ratio = 1.291 [1.108–1.538]), higher body mass index z score (b = 0.123 [0.061–0.187]), and higher waist circumference (b = 0.546 [0.001–1.092]). Interactions considering this association by child ethnicity and parent education revealed little evidence of effect modification. Conclusion: While TV viewing was associated with child adiposity, the authors found little support for a moderating role of parental education and child ethnicity.

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BALLA, Elsiddig Abdelsadig Elbadawi, and Amira Abdelheiy Hassan DRAR. "THE ROLE OF CHILDREN POEMS ON TV CHANNELS TO ACHIEVEMENT OF CHILDREN MORAL EDUCATION: (TIYOUR EL JANNA CHANNEL AS AN EXAMPLE)." RIMAK International Journal of Humanities and Social Sciences 03, no. 06 (July 1, 2021): 236–322. http://dx.doi.org/10.47832/2717-8293.6-3.29.

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This study aimed to explore the role of children poems on achievement of moral education among children with special emphasis on Tiyour El Janna TV Channel, in addition to the likely differences that are of statistical significance among responses of nurseries teachers on the role of children poems broadcasted by Tiyour El Janna TV Channel and their role in moral education of children. The studywas conducted at Rufaa City SUDAN during the year 2020-2021. A descriptive analytical method was adopted, and a questionnaire was designed and tested for validity and reliability. The study sample consisted of (68) female teacher constituting 46% of the study population, randomly selected. The researcher used Statistical Package for Social Sciences (SPSS) for dada analysis. Key results revealed that children poems broadcasted by Tiyour El Janna TV Channel fulfills the objectives of Islamic moral education by an arithmetic mean of (4.37) very good, broadcasting of poems (Tiyour El Janna TV) with an arithmetic mean of (4.51) highly valued. The study revealed statistically significant differences on the role of children poems due to type of nursery for government nursery compared to private nursery. No statistically significant differences were shown dur to academic qualification or experience variables. Accordingly, the study made several recommendations: the importance of encouraging children to follow TV channels which promote their moral education. The study also suggested several future studies to be conducted.

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Weissar, Petr, Jiri Pinker, Miloslava Hrichova, and Jaroslav Firt. "New Method of Program Selection in Digital TV Receivers and its Evaluation by Users." Journal of Advanced Computational Intelligence and Intelligent Informatics 8, no. 5 (September 20, 2004): 530–34. http://dx.doi.org/10.20965/jaciii.2004.p0530.

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A novel type of a user-friendly "man-to-TV set" interface has been designed for the new generation of digital TV sets with many hundreds of channels. It consists of an optimised remote-control device and a system of menus appearing on the TV screen. Response of potential users has been tested on the groups of students of different age and education, including seniors. Positive results have shown that the new TV control system can be used in practice.

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Theodosiadou, Sofia, and Argyris Kyridis. "Making sense of the image of TV in Greek preschoolers’ drawings." Journal of Early Childhood Research 20, no. 1 (October 24, 2021): 42–58. http://dx.doi.org/10.1177/1476718x211045731.

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This research illustrates how young children conceptualize the image and role of television in their lives. Building upon Kress and Van Leeuwen’s theoretical framework of Visual Grammar, 70 drawings of children from kindergartens of Thessaloniki were analyzed both qualitative and quantitative. The research found that children sketch a rich and varied profile of TV. Children’s open–ended construction of meaning surfaced content that reflected themes such as: the profile of the journalist, emotions connected to television, the use of TV, TV as an object, TV as a children’s program or an adult program. Future research should also address the challenge of investigating the diverse and rapidly changing media landscape to which the current generation of children experience.

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Anderson, Ashley A., Teresa A. Myers, Edward W. Maibach, Heidi Cullen, Jim Gandy, Joe Witte, Neil Stenhouse, and Anthony Leiserowitz. "If They Like You, They Learn from You: How a Brief Weathercaster-Delivered Climate Education Segment Is Moderated by Viewer Evaluations of the Weathercaster." Weather, Climate, and Society 5, no. 4 (October 1, 2013): 367–77. http://dx.doi.org/10.1175/wcas-d-12-00051.1.

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Abstract Local television (TV) weathercasters are a potentially promising source of climate education, in that weather is the primary reason viewers watch local TV news, large segments of the public trust TV weathercasters as a source of information about global warming, and extreme weather events are increasingly common (Leiserowitz et al.; U.S. Global Change Research Program). In an online experiment conducted in two South Carolina cities (Greenville, n = 394; Columbia, n = 352) during and immediately after a summer heat wave, the effects on global warming risk perceptions were examined following exposure to a TV weathercast in which a weathercaster explained the heat wave as a local manifestation of global warming versus exposure to a 72-h forecast of extreme heat. No main effect of the global warming video on learning was found. However, a significant interaction effect was found: subjects who evaluated the TV weathercaster more positively were positively influenced by the global warming video, and viewers who evaluated the weathercaster less positively were negatively influenced by the video. This effect was strongest among politically conservative viewers. These results suggest that weathercaster-delivered climate change education can have positive, albeit nuanced, effects on TV-viewing audiences.

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Siloé-del-Pozo-Sánchez, Miguel-Ángel. "Pitched battle for the audience. «Rubbish TV», «Rubbish Education»." Comunicar 13, no. 25 (October 1, 2005): 131–36. http://dx.doi.org/10.3916/c25-2005-018.

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Nowadays the pitched battle for the audience degrades viewers with increasingly more violent and pornographic programmes. Viewers stop being individuals and become part of a community.They are reduced to insipid mass condition. Civil society change will come when emigrant population which still preserves their ideals and principles reaches political pasts. La televisión actual, en su lucha por la audiencia, no tiene reparo en degradar a los telespectadores con programas progresivamente más violentos y pornográficos, que reclaman a quienes se asoman a ellos la renuncia a la dignidad personal. Faltos del impulso creador, los conjuntos humanos degeneran en meras colectividades, son reducidos fácilmente a la condición amorfa de masas y quedan a la merced de los profesionales de la violencia. La movilización de la sociedad civil se producirá cuando la población emigrante que aún conserva sus ideales y principios ocupe los centros de decisión política.

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Lehmann, Christine. "DB Partners With TV Station In PTSD Education Effort." Psychiatric News 37, no. 17 (September 6, 2002): 18. http://dx.doi.org/10.1176/pn.37.17.0018b.

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Pons, Monserrat, Miquel Bennasar-Veny, and Aina M. Yañez. "Maternal Education Level and Excessive Recreational Screen Time in Children: A Mediation Analysis." International Journal of Environmental Research and Public Health 17, no. 23 (December 1, 2020): 8930. http://dx.doi.org/10.3390/ijerph17238930.

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There is increasing recognition of the adverse health consequences of excessive recreational screen time (RST) in children and adolescents. Early interventions that aim to reduce RST are crucial, but there are some controversies about which individual and parental variables affect RST in children. The aim of this study was to determine the relationship of parental education level with RST in children and early adolescents and to identify mediators of these relationships. This cross-sectional study examined a sample of children (2–14 year-old) who attended routine childcare visits in primary health care centers in Spain (n = 402; 53.7% males; mean age: 7 ± 4 year-old). A self-reported questionnaire was given to the parents to assess sociodemographic data, parental education, the home media environment, and RST in children. Separate analysis was performed for two age groups (2–6 year-old and 6–14 year-old). Path analysis, an application of structural equation modeling, was used to analyze the data. Fitty three percent of the children had excessive RST (≥2 h/day). The maternal education level, eating lunch/dinner in front of a TV, presence of a background TV, and the amount of parental TV viewing had significant associations with excessive RST in both age groups. For the younger group, the maternal education level had direct and indirect effects on RST (total effect: β = −0.29, p < 0.01). For the older group, maternal education level only had a significant indirect effect on RST, and this was mediated by the presence of a background TV and the time of parental TV viewing (total indirect effect: β = −0.11, p < 0.01). A higher maternal education level appears to be associated with certain environmental factors or habits that prevent excessive RST.

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Furtak, Erin Marie. "What reality TV taught me about everyday assessment." Phi Delta Kappan 101, no. 7 (March 30, 2020): 38–41. http://dx.doi.org/10.1177/0031721720917539.

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Reality TV — or certain design-oriented TV shows — may be better known for their focus on competition, but what we actually see when we look more closely are models of collaboration and assessment that can illuminate important principles of classroom learning. Erin Furtak reflects on the ways that three of these shows — The Great British Baking Show, Top Chef, and Project Runway — embody principles of classroom assessment, such as setting clear learning goals, having authentic conversations about progress, collaboration, and multiple opportunities for success.

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Andaleeb, Syed Saad, Raihan Jamil, and Mehdi Rajeb. "Demographic Effects on TV News Credibility: Perceptions in Bangladesh." Media Watch 13, no. 1 (January 2022): 49–68. http://dx.doi.org/10.1177/09760911221086048.

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There has been an enormous growth of TV channels in Bangladesh. As a result, TV news has become very popular among other programs. This study attempted to explore the variations in the perceived credibility of TV news in Bangladesh and how the joint distribution of constructs explaining credibility is affected by different demographic groups. The study concludes that gender and education level significantly impact overall credibility perceptions.

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Jiménez-Palacio, Tania, and María José Revuelta-Bayod. "Pass in language, maths... and TV." Comunicar 16, no. 31 (October 1, 2008): 159–66. http://dx.doi.org/10.3916/c31-2008-01-020.

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A new debate has arrived to the Education System. It deals with the need of an alternative teaching, an education that exceeds the academic traditions and studies the social relations, such as the relationship between media and society. Citizens must access an audiovisual teaching, because it is important to unders-tand how television, radio stations, newspapers, etc., work when they inform us, show us the culture or even build our dreams. People must know about the media’s economic and political interests, and also how the audience could make use of communication mass media.En el sistema educativo se ha abierto un debate acerca de la importancia de alfabetizar en otros sentidos que sobrepasan la tradición académica y que se adentran en el análisis de relaciones sociales contextualizadas, como puede ser la relación medios de comunicación-sociedad. Las autoras defienden que es importante que los ciudadanos accedan a una alfabetización audiovisual que les permita contar con recursos para entender el funcionamiento de los medios informativos y culturales como fabricantes de sueños, conocer sus intereses como empresas y poderes fácticos que son, captar sus estrategias de manipulación y persuasión, y comprender cómo nosotros, receptores, podemos utilizarlos.

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CRESWELL, K. W. "Does Instructional TV Make the Grade?" Journal of Educational Television 12, no. 1 (January 1986): 19–27. http://dx.doi.org/10.1080/0260741860120103.

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Holden, Michael S. "Chem TV: Organic Chemistry; Chem TV: Organic Chemistry II Version 2.0 for Windows (Luceigh, Betty A.)." Journal of Chemical Education 74, no. 5 (May 1997): 494. http://dx.doi.org/10.1021/ed074p494.

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Piller, Aimee, Tina Fletcher, Beth Pfeiffer, Karen Dunlap, and Noralyn Pickens. "Construct Validity of the Participation and Sensory Environment Questionnaire–Teacher Version." Assessment for Effective Intervention 44, no. 3 (March 15, 2018): 212–24. http://dx.doi.org/10.1177/1534508418758363.

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The Participation and Sensory Environment Questionnaire–Teacher Version (PSEQ-TV) is a teacher report questionnaire designed to examine the impact of the sensory environment on participation for preschool children with autism spectrum disorder (ASD). This study examines the construct validity of the assessment through principal components analysis (PCA). One hundred three preschool teachers completed the research version of the PSEQ-TV. Component analysis revealed six factors: modification, support, preschool tasks, group routines, mealtime, and tactile. This study provides evidence as to the construct validity of the PSEQ-TV. The PSEQ-TV can be used to identify sensory-related environmental barriers within the preschool environment. By identifying these barriers, teachers and other support staff can modify the environment and/or provide support to increase participation of preschool children with ASD across school environments.

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Journal articles on the topic 'TV education'

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