Journal articles on the topic 'Visual arts and media arts, n.e.c'

Many studies have shown a link between being competent in early mathematics and achievement in school. Early math skills have the potential to be the best predictors of later performance in reading and mathematics. Movement and songs are activities that children like, making it easier for teachers to apply mathematical concepts through this method. This study aims to develop audio-visual learning media in the form of songs with a mixture of western and traditional musical idioms, accompanied by movements that represent some of the teaching of early mathematics concepts. The stages of developing the ADDIE model are the basis for launching new learning media products related to math and art, and also planting the nation's cultural arts from an early age. These instructional media products were analyzed by experts and tested for their effectiveness through experiments on five children aged 3-4 years. The qualitative data were analyzed using transcripts of field notes and observations and interpreted in a descriptive narrative. The quantitative data were analyzed using gain score statistics. The results showed that there was a significant increase in value for early mathematical understanding of the concepts of geometry, numbers and measurement through this learning medium. The results of the effectiveness test become the final basis of reference for revision and complement the shortcomings of this learning medium. Further research can be carried out to develop other mathematical concepts through motion and song learning media, and to create experiments with a wider sample. Keywords: Early Mathematical Skills, Movement and Song Idiom Traditional, Audio-visual Learning Media References An, S. A., & Tillman, D. A. (2015). Music activities as a meaningful context for teaching elementary students mathematics: a quasi-experiment time series design with random assigned control group. European Journal of Science and Mathematics Education, 3(1), 45–60. https://doi.org/10.1038/srep15999 An, S., Capraro, M. M., & Tillman, D. A. (2013). Elementary Teachers Integrate Music Activities into Regular Mathematics Lessons: Effects on Students’ Mathematical Abilities. Journal for Learning through the Arts: A Research Journal on Arts Integration in Schools and Communities, 9(1). https://doi.org/10.21977/d99112867 Austin, A. M. B., Blevins-Knabe, B., Ota, C., Rowe, T., & Lindauer, S. L. K. (2011). Mediators of preschoolers’ early mathematics concepts. Early Child Development and Care, 181(9), 1181–1198. https://doi.org/10.1080/03004430.2010.520711 Barrett, J. E., Cullen, C., Sarama, J., Miller, A. L., & Rumsey, C. (2011). Children ’ s unit concepts in measurement : a teaching experiment spanning grades 2 through 5. 637–650. https://doi.org/10.1007/s11858-011-0368-8 Basco, R. O. (2020). Effectiveness of Song, Drill and Game Strategy in Improving Mathematical Performance. 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Mathematics Learning in Early Chidhood Paths Toward Excellence and Equity. The National Academies Press. Geary, D. C. (2011). Cognitive predictors of achievement growth in mathematics: A 5-year longitudinal study. Developmental Psychology, 47(6), 1539–1552. https://doi.org/10.1037/a0025510 Geary, D. C. (2012). Learning Disabilities and Persistent Low Achievement in Mathematics. J Dev Behav Pediatr., 32(3), 250–263. https://doi.org/10.1097/DBP.0b013e318209edef.Consequences Gejard, G., & Melander, H. (2018). Mathematizing in preschool : children ’ s participation in geometrical discourse. 1807. https://doi.org/10.1080/1350293X.2018.1487143 Harususilo, Y. E. (2020). Skor PISA Terbaru Indonesia, Ini 5 PR Besar Pendidikan pada Era Nadiem Makarim. https://pusmenjar.kemdikbud.go.id/ Hsiao, T. (1999). Romanticism with Deep Affection: Selected Articles About the Music of Hsiao Tyzen (Hengzhe Lin (ed.)). Wang Chun Feng Wen Hua Fa Xing. Kasuya-Ueba, Y., Zhao, S., & Toichi, M. (2020). The Effect of Music Intervention on Attention in Children: Experimental Evidence. Frontiers in Neuroscience, 14(July), 1–15. https://doi.org/10.3389/fnins.2020.00757 Kołodziejski, M., Králová, P. D. E., & Hudáková, P. D. J. (2014). Music and Movement Activities and Their Impact on Musicality and Healthy Development of a Child. Journal of Educational Revies, 7(4). Kristanto, W. (2020). Javanese Traditional Songs for Early Childhood Character Education. 14(1), 169–184. Litkowski, E. C., Duncan, R. J., Logan, J. A. R., & Purpura, D. J. (2020). When do preschoolers learn specific mathematics skills? Mapping the development of early numeracy knowledge. Journal of Experimental Child Psychology, 195, 104846. https://doi.org/10.1016/j.jecp.2020.104846 Logvinova, O. K. (2016). Socio-pedagogical approach to multicultural education at preschool. Procedia - Social and Behavioral Sciences, 233(May), 206–210. https://doi.org/10.1016/j.sbspro.2016.10.203 Lopintsova, O., Paloniemi, K., & Wahlroos, K. (2012). Multicultural Education through Expressive Methods in Early Childhood Education. Ludwig, M. ., Marklein, M. ., & Song, M. (2016). Arts Integration: A Promising Approach to Improving Early Learning. American Institutes for Research. Macdonald, A., & Lowrie, T. (2011). Developing measurement concepts within context : Children ’ s representations of length. 27–42. https://doi.org/10.1007/s13394-011-0002-7 Mans, M. (2002). Playing The Music- Comparing Perfomance of Children’s Song and dance in Traditional and Contemporary Namibian Education. In The Arts in Children’s Live (pp. 71–86). Kluwer Academic Publishers. Maričić, S. M., & Stamatović, J. D. (2017). The Effect of Preschool Mathematics Education in Development of Geometry Concepts in Children. 8223(9), 6175–6187. https://doi.org/10.12973/eurasia.2017.01057a Missall, K., Hojnoski, R. L., Caskie, G. I. L., & Repasky, P. (2015). Home Numeracy Environments of Preschoolers: Examining Relations Among Mathematical Activities, Parent Mathematical Beliefs, and Early Mathematical Skills. Early Education and Development, 26(3), 356–376. https://doi.org/10.1080/10409289.2015.968243 Moreno, S., Bialystok, E., Barac, R., Schellenberg, E. G., Cepeda, N. J., & Chau, T. (2011). Short-term music training enhances verbal intelligence and executive function. Psychological Science, 22(11), 1425–1433. https://doi.org/10.1177/0956797611416999 Nketia, J. H. K. (1982). Developing Contemporary Idioms out of Traditional Music. Studia Musicologica Academiae Scientiarum Hungaricae, 24, 81. https://doi.org/10.2307/902027 Nyota, S., & Mapara, J. (2008). Shona Traditional Children ’ s Games and Play : Songs as Indigenous Ways of Knowing. English, 2(4), 189–203. Östergren, R., & Träff, U. (2013). Early number knowledge and cognitive ability affect early arithmetic ability. Journal of Experimental Child Psychology, 115(3), 405–421. https://doi.org/10.1016/j.jecp.2013.03.007 Pantoja, N., Schaeffer, M. W., Rozek, C. S., Beilock, S. L., & Levine, S. C. (2020). Children’s Math Anxiety Predicts Their Math Achievement Over and Above a Key Foundational Math Skill. Journal of Cognition and Development, 00(00), 1–20. https://doi.org/10.1080/15248372.2020.1832098 Papadakis, Stamatios, 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 Papadakis, Stamatios, Kalogiannakis, M., & Zaranis, N. (2018). The effectiveness of computer and tablet assisted intervention in early childhood students’ understanding of numbers. An empirical study conducted in Greece. Education and Information Technologies, 23(5), 1849–1871. https://doi.org/10.1007/s10639-018-9693-7 Papadakis, Stamatis, Kalogiannakis, M., & Zaranis, N. (2016). Comparing Tablets and PCs in teaching Mathematics: An attempt to improve Mathematics Competence in Early Childhood Education. Preschool and Primary Education, 4(2), 241. https://doi.org/10.12681/ppej.8779 Paul, T. (2019). Mathematics and music : loves and fights To cite this version. PISA worldwide ranking; Indonesia’s PISA results show need to use education resources more efficiently, (2016). Phyfferoen, D. (2019). The Dagbon Hiplife Zone in Northern Ghana Contemporary Idioms of Music Making in Tamale. 1(2), 81–104. Purpura, D. J., Napoli, A. R., & King, Y. (2019). Development of Mathematical Language in Preschool and Its Role in Learning Numeracy Skills. In Cognitive Foundations for Improving Mathematical Learning (1st ed., Vol. 5). Elsevier Inc. https://doi.org/10.1016/b978-0-12-815952-1.00007-4 Ribeiro, F. S., & Santos, F. H. (2020). Persistent Effects of Musical Training on Mathematical Skills of Children With Developmental Dyscalculia. Frontiers in Psychology, 10(January), 1–15. https://doi.org/10.3389/fpsyg.2019.02888 Roa, R., & IA, C. (2020). Learning Music and Math, Together as One: Towards a Collaborative Approach for Practicing Math Skills with Music. In I. T. (eds) Nolte A., Alvarez C., Hishiyama R., Chounta IA., Rodríguez-Triana M. (Ed.), Collaboration Technologies and Social Computing. Col (Vol. 26, Issue 5, pp. 659–669). https://doi.org/https://doi.org/10.1007/978-3-030-58157-2_10 Sarama, J., & Clements, D. H. (2006a). Mathematics, Young Students, and Computers: Software, Teaching Strategies and Professional Development. The Mathematics Educato, 9(2), 112–134. Sarama, J., & Clements, D. H. (2006b). Mathematics in early childhood. International Journal of Early Childhood, 38(1). https://doi.org/10.1007/bf03165980 Sarkar, J., & Biswas, U. (2015). The role of music and the brain development of children. 4(8), 107–111. Sheridan, K. M., Banzer, D., Pradzinski, A., & Wen, X. (2020). Early Math Professional Development: Meeting the Challenge Through Online Learning. Early Childhood Education Journal, 48(2), 223–231. https://doi.org/10.1007/s10643-019-00992-y Silver, A. M., Elliott, L., & Libertus, M. E. (2021). When beliefs matter most: Examining children’s math achievement in the context of parental math anxiety. Journal of Experimental Child Psychology, 201, 104992. https://doi.org/10.1016/j.jecp.2020.104992 Sterner, G., Wolff, U., & Helenius, O. (2020). Reasoning about Representations: Effects of an Early Math Intervention. Scandinavian Journal of Educational Research, 64(5), 782–800. https://doi.org/10.1080/00313831.2019.1600579 Temple, B. A., Bentley, K., Pugalee, D. K., Blundell, N., & Pereyra, C. M. (2020). Using dance & movement to enhance spatial awareness learning. Athens Journal of Education, 7(2), 153–167. https://doi.org/10.30958/aje.7-2-2 Thippana, J., Elliott, L., Gehman, S., Libertus, K., & Libertus, M. E. (2020). Parents’ use of number talk with young children: Comparing methods, family factors, activity contexts, and relations to math skills. Early Childhood Research Quarterly, 53, 249–259. https://doi.org/10.1016/j.ecresq.2020.05.002 Tsai, Y. (2017). Taiwanese Traditional Musical Idioms Meet Western Music Composition: An Analytical and Pedagogical Approach to Solo Piano Works by Tyzen Hsiao. http://aquila.usm.edu/dissertations/1398 Upadhyaya, D. (2017). Benefits of Music and Movement in young children. Furtados School of Music. https://www.linkedin.com/pulse/benefits-music-movement-young-children-dharini-upadhyaya Vennberg, H., Norqvist, M., Bergqvist, E., Österholm, M., Granberg, C., & Sumpter, L. (2018). Counting on: Long Term Effects of an Early Intervention Programme. 4, 355–362. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-148101 Verdine, B. N., Lucca, K. R., Golinkoff, R. M., Hirsh-, K., & Newcombe, N. S. (2015). The Shape of Things : The Origin of Young Children ’ s Knowledge of the Names and Properties of Geometric Forms. 8372(October). https://doi.org/10.1080/15248372.2015.1016610 Wakabayashi, T., Andrade-Adaniya, F., Schweinhart, L. J., Xiang, Z., Marshall, B. A., & Markley, C. A. (2020). The impact of a supplementary preschool mathematics curriculum on children’s early mathematics learning. Early Childhood Research Quarterly, 53, 329–342. https://doi.org/10.1016/j.ecresq.2020.04.002 Wardani, I. K., Djohan, & Sittiprapaporn, P. (2018). The difference of brain activities of musical listeners. 1st International ECTI Northern Section Conference on Electrical, Electronics, Computer and Telecommunications Engineering, ECTI-NCON 2018, 181–184. https://doi.org/10.1109/ECTI-NCON.2018.8378307 Winter, E., & Seeger, P. (2015). The Important Role of Music in Early Childhood Learning. Independent School. Zaranis, N., Kalogiannakis, M., & Papadakis, S. (2013). Using Mobile Devices for Teaching Realistic Mathematics in Kindergarten Education. Creative Education, 04(07), 1–10. https://doi.org/10.4236/ce.2013.47a1001

Andrea Acri, Helen Creese, and Arlo Griffiths (eds), From Laṅkā Eastwards: The Rāmāyaṇa in the literature and visual arts of Indonesia (Dick van der Meij) Michael Arthur Aung-Thwin and Kenneth R. Hall (eds), New perspectives on the history and historiography of Southeast Asia: Continuing explorations (David Henley) Steven Farram, A short-lived enthusiasm: The Australian consulate in Portuguese Timor (Hans Hägerdal) R. Michael Feener, Patrick Daly and Anthony Reid (eds), Mapping the Acehnese past (William Bradley Horton) Geoffrey C. Gunn, History without borders: The making of an Asian world region, 1000-1800 (Craig A. Lockard) Andrew Hardy, Mauro Cucarzi and Patrizia Zolese, (eds), Champa and the archaeology of Mỹ Sơn (Vietnam) (William A. Southworth) Jac. Hoogerbrugge, Asmat: Arts, crafts and people; A photographic diary, 1969-1974 (Karen Jacobs) Felicia Katz-Harris, Inside the puppet box: A performance of wayang kulit at the Museum of international folk art (Sadiah Boonstra) Douglas Lewis, The Stranger-Kings of Sikka (Keng We Koh) Jennifer Lindsay and Maya H.T. Liem (eds), Heirs to world culture: Being Indonesian 1950-1965 (Manneke Budiman) Trần Kỳ Phương and Bruce M. Lockhart, The Cham of Vietnam: History, society and art (Arlo Griffiths) Krishna Sen and David T. Hill (eds), Politics and the media in twenty-first century Indonesia: Decade of democracy (E.P. Wieringa) Andrew N. Weintraub (ed.), Islam and popular culture in Indonesia and Malaysia (Andy Fuller) Meredith L. Weiss, Student activism in Malaysia: Crucible, mirror, sideshow (Richard Baxstrom) Widjojo Nitisastro, The Indonesian development experience: A collection of writings and speeches of Widjojo Nitisastro (J. Thomas Lindblad)

Se realizó un estudio con el objetivo de caracterizar la calidad del aire interior en tres museos ubicados dentro de la zona UNESCO N° 658 Patrimonio Cultural Mundial de la Humanidad. Se evaluó Humedad Relativa HR medida en % y temperatura medida °C, se recuperaron bacterias y hongos del aire por el método de sedimentación por gravedad, se caracterizó bacterias por el método Gram e identificó hongos por microcultivo. Se determinó una correlación inversa entre la HR y la Temperatura. Se caracterizaron, Streptococos G(+), Cocos aislados G(+), Cocos aislados G(-), Streptococos G(+), Stafilococos G(+), Bacilos G(+), Bacilos G(-), Filamentos G(+). Aspergillus sp., Mucor sp., Penicillium sp. La UFC/m3 de bacterias fue ligeramente mayor que la de los hongos. Todos los museos presentaron valores microbianos para el aire, entre medio y alto según la clasificación propuesta por la OMS.

The development of the industrial revolution 4.0 has a profound impact on the development of the world education which is a place to develop and create innovations with insight and character by the use of art and technology, the development of virtual reality based traditional arts. This is done in order to enrich information on art and culture learning, as well as to foster the cultivation of local culture as a nation's identity. Learning by using virtual reality is very supportive in art learning that has been developed in the video. The formulation of the problem in this study is how to develop video learning media on traditional Dayak art works in Kalimantan Tengah based on virtual reality at SMPN 2 Palangkaraya?. Research and Development (R&D) research methods are research methods used to produce certain products and test the effectiveness of these products. The research stages are potential and problems, data collection process, product design, design validation, design revision, product testing, product revision, product production, data analysis. In the development of video learning media for traditional Dayak art in Kalimantan Tengah based on virtual reality, that learning media products are developed based on the needs of an educational curriculum that is contained in teaching tools for appreciation of local arts, with content in arts crafts, sculpture, architecture, ceramics, traditional weapons. . The developed video will be uploaded in 10-15 minutes based on the number of learning meetings at SMPN 02 Palangka Raya, especially for class VII students. The development of this visual art learning media video is packaged in combining the capabilities of virtual reality technology, so that the learning process is more interesting, with the achievement of educational aspects, namely attitudes, knowledge and skills. Keywords: video, art, virtual, reality, education. AbstrakPerkembangnya revolusi industri 4.0 memberikan dampak dalam pada perkembangan dunia pendidikan yang merupakan suatu tempat untuk mengembangkan serta menciptakan inovasi dalam berwawasan serta berkarakter dengan pemanfaatan seni dan teknologi, yaitu pengembangan pada karya seni tradisi berbasis virtual reality. Hal ini dilakukan guna pengayaan informasi pembelajaran seni budaya, serta menumbuhkan penanaman budaya lokal sebagai identitas bangsa. Pembelajaran dengan mengunakan virtual reality sangat mendukung dalam pembelajaran seni yang telah di kembangkan dalam video. Adapun rumusan masalah dalam penelitian ini yaitu bagaiman mengembangkan video media pembelajaran pada karya seni rupa tradisional suku Dayak di Kalimantan Tengah berbasis virtual reality di SMPN 2 Palangkaraya? Metode penelitian Research and Development (R&D) adalah metode penelitian yang digunakan untuk menghasilkan produk tertentu dan menguji keefektifan produk tersebut. Tahapan penelitian yaitu potensi dan masalah, proses pengumpulan data, desain produk, validasi desain, revisi desain, uji coba produk, revisi produk, produksi produk, analisis data. Dalam pengembangan video media pembelajaran seni rupa tradisional Dayak di Kalimantan Tengah berbasis virtual reality, bahwa produk media belajar dikembangkan berdasarkan kebutuhan kurikulum pendidikan yang di muat dalam perangkat mengajar apresiasi seni rupa daerah setempat, dengan muatan seni kerajinan, patung, arsitektur, keramik, senjata tradisional. Video yang dikembangkan akan di muat dalam durasi 10-15 menit berdasarkan jumlah pertemuan pembelajaran di SMPN 02 Palangka Raya, khsusnya pada siswa kelas VII. Pengembangan video media pembelajaran seni rupa ini di kemas dalam memadukan kemampuan teknologi virtual reality, sehingga proses belajar lebih menarik, dengan capaian aspek pendidikan yaitu sikap, pengetahuan dan keterampilan.Kata Kunci:video, seni, virtual, reality, pendidikan. Authors: Iwan Pranoto : Universitas Palangka RayaZuly Daima Ufla : Universitas Palangka RayaJuli Natalia Silalahi : Universitas Palangka RayaIsna Herlina : Universitas Palangka RayaSagarli : Universitas Palangka Raya References:Ardipal, A. (2012). Kurikulum Pendidikan Seni Budaya yang Ideal bagi Peserta Didik di Masa Depan. Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni, 11(1), 1-12.Dewi, D. K. (2016). Pengaruh Tingkat Pendidikan dan Motivasi Kerja Terhadap Kinerja Karyawan. Journal Bisma, 4(1), 1-15.Domingo, J. R., & Bradley, E. G. (2018). Education student perceptions of virtual reality as a learning tool. Journal of Educational Technology Systems, 46(3), 329-342.Fujiawati, F. S. (2016). 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Language skills are essential for early childhood, being able to speak clearly and process speech sounds, understand others, express ideas, and interact with others are the building blocks for a child's development. Therefore, this study will examine the effect of the Inside Outside Circle (IOC) instructional strategies with media images on children's language skills. This research is a quasi-experimental design with a posttest only and using a control group. The sample in this study were children in two kindergartens in the village of Banjar Tegal. Data analysis in this study was carried out by quantitative descriptive methods using t-test analysis techniques. The results of this study in kindergarten students in Banjar Tegal Village show that there is an influence of the IOC learning model with picture media on children's language skills (tcount = 6.28> ttable = 2.00). This shows that language skills achieved by groups of children participating in learning with the IOC model with drawing media are better than groups of children who attend learning without the IOC model. The implication is that further research is expected to develop other aspects of child devel- opment through the IOC model. Keywords: Children Language skills, Image media, Inside-Outside Circle Instructional Strategies Reference: Afrida, Ni., & Mahriza, R. (2019). Visual and Cognitive Media : The Language Acquisition of Children With Dyslexia in Aceh. IJLRES - International Journal on Language , Research and Education Studies, 3(1), 112–126. https://doi.org/10.30575/2017/IJLRES-2019010409 Al Otaiba, S., & Fuchs, D. (2006). Who are the young children for whom best practices in reading are ineffective? An experimental and longitudinal study. Journal of Learning Disabilities, 39(5), 414–431. https://doi.org/10.1177/00222194060390050401 Asrifan, A. (2015). 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Character education in early childhood is not new, and character education is also not just a transfer of knowledge, but something that needs to be built early on through various stimula- tions. This study aims to develop the character of early childhood through audio-visual media with traditional Javanese songs. Using educational design-based research to develop audio-visual media from traditional songs, this media was tested in the field with an experimental design with a control group. Respondents involved 71 kindergarten students from one experimental class in one control class. The data revealed that character education in children shows the average value of the experi- mental class is higher than the control group, this means character education in children can be built through traditional songs. Further research can be done to improve the character of early childhood through a variety of media that interests children. Keywords: Early Childhood, Character Education, Javanese Traditional Songs Media References: Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16–25. https://doi.org/10.3102/0013189X11428813 Bates, A. (2016). The management of ‘emotional labour’ in the corporate re-imagining of primary education in England. International Studies in Sociology of Education, 26(1), 66–81. https://doi.org/10.1080/09620214.2016.1175959 Bates, A. (2019). Character education and the ‘priority of recognition.’ Cambridge Journal of Education, 49(6), 695–710. https://doi.org/10.1080/0305764X.2019.1590529 Battistich, V., Schaps, E., Watson, M., Solomon, D., & Lewis, C. (2000). Effects of the Child Development Project on students’ drug use and other problem behaviors. Journal of Primary Prevention, 21(1), 75–99. https://doi.org/10.1023/A:1007057414994 Berkowitz, M. W. (1933). The Science of Character. The Journal of Philosophy, 30(20), 557. https://doi.org/10.2307/2016365 Berkowitz, M. W., & Bier, M. C. (2004). Research Based Character Education. Annals of the American Academy of Political and Social Science, 591(January), 72–85. https://doi.org/10.1177/0002716203260082 Botvin, G. J., Epstein, J. A., Baker, E., Diaz, T., & Ifill-Williams, M. (2013). School-based drug abuse prevention with inner-city minority youth. The Etiology and Prevention of Drug Abuse Among Minority Youth, 6(I), 5–19. https://doi.org/10.4324/9781315827735-6 Carr, D. (2012). Educating the Virtues: Essay on the philosophical psychology of moral development and education. London: Routledge. Cobb, J. (2007). What’ll I do with the baby-o? Nursery rhymes, songs, and stories for babies. Vancouver: BC: Blacksheep Press. Damon, W. (1988). The moral child: Nurturing children’s natural moral growth. New York: Free press. Derlicki, J. (2005). Ethno-pedagogy - the curse or the cure? The role of the school among youth in Nelemnoe (Yakutia). Sibirica, 4(1), 63–73. https://doi.org/10.1080/13617360500070731 Dick, W., & Carey, L. (2009). The Systematic Design of Instruction. New Jersey: Pearson Education. Ecclestone, K. (2012). From emotional and psychological well-being to character education: Challenging policy discourses of behavioural science and “vulnerability.” Research Papers in Education, 27(4), 463–480. https://doi.org/10.1080/02671522.2012.690241 Fleer, M., & Hedegaard, M. (2010). Children’s development as participation in everyday practices across different institutions. Mind, Culture, and Activity, 17(2), 149–168. https://doi.org/10.1080/10749030903222760 Goodman, J. F. (2019). Searching for character and the role of schools. Ethics and Education, 14(1), 15–35. https://doi.org/10.1080/17449642.2018.1537989 Greenberg, M. T., Kusche, C. A., Cook, E. T., & Quamma, J. P. (1995). Promoting emotional competence in school-aged children: The effects of the PATHS curriculum. Development and Psychopathology, 7(1), 117–136. https://doi.org/10.1017/S0954579400006374 Hanna, W. (2014). A Reggio-Inspired Music Atelier: Opening the Door Between Visual Arts and Music. Early Childhood Education Journal, 42(4), 287–294. https://doi.org/10.1007/s10643-013-0610-9 Harahap, N., Kahar, I. A., & Nasution, L. H. (2018). Preservation of lullabies songs in forming character based on local wisdom. International Journal of Linguistics, Literature and Culture, 5(1), 32–42. https://doi.org/10.21744/ijllc.v5n1.479 Hariswari, K. P., & Iswidayanti, S. (2019). Catharsis : Journal of Arts Education Gending Rare : Its Potential As A Character Education Media Based on Local Authority in Denpasar City. 8(3), 352–362. Hariyadi, S., Tamalene, M. N., & Hariyono, A. (2019). Ethnopedagogy of the osing tribe folk song: exploration and formation of biology learning character. Biosfer, 12(2), 258–276. https://doi.org/10.21009/biosferjpb.v12n2.258-276 Hendrix, R. E., Palmer, K. Z., Tashis, N., & Winner, M. G. (2013). The incredible flexible you: A social thinking curriculum for the preschool and the early elementary years. San Jose: CA: Think Social. Herliyana, & Rosmiati. (2018). Developing the Nationalism Character of Young Learners by Using Songs and Traditional Dances of Indonesia. Proceedings of the International Conference on the Roles of Parents in Shaping Children’s Characters (ICECED), 287–292. Hidayati, I., Handini, M. C., & Karnadi. (2018). Character education on Dendang saluang ( Traditional song Minangkabau ) in Nagari Saribu Rumah. International Journal of Advanced Education and Research, 3(3), 01–05. Ilari, B. (2018). Scaramouche Goes to Preschool: The Complex Matrix of Young Children’s Everyday Music. Early Childhood Education Journal, 46(1), 0. https://doi.org/10.1007/s10643-017-0842-1 Jeynes, W. H. (2019). A Meta-Analysis on the Relationship Between Character Education and Student Achievement and Behavioral Outcomes. Education and Urban Society, 51(1), 33–71. https://doi.org/10.1177/0013124517747681 Kotsonis, A. (2020). What can we learn from Plato about intellectual character education? Educational Philosophy and Theory, 52(3), 251–260. https://doi.org/10.1080/00131857.2019.1631157 Kurniawati, Y., Pranoto, S., & Hong, J. J. (2014). Developing Early Childhood’s Character Through Javanesenese Traditional Game. Indonesian Journal of Early Childhood Education Studies, 3(1), 68–72. https://doi.org/10.15294/ijeces.v3i1.9477 Lee, A. (2016). Implementing character education program through music and integrated activities in early childhood settings in Taiwan. International Journal of Music Education, 34(3), 340–351. https://doi.org/10.1177/0255761414563195 Lee, G. L. (2013). Re-emphasizing Character Education in Early Childhood Programs: Korean Children’s Experiences. Childhood Education, 89(5), 315–322. https://doi.org/10.1080/00094056.2013.830907 Lickona, T., Schaps, E., & Lewis, C. (2007). CEP ’ s of Effective Character Education Effective Character Education : Character Education Partnership. Mang, E. (2005). The referent of children’s early songs. Music Education Research, 7(1), 3–20. https://doi.org/10.1080/14613800500041796 Mans, M. (2002). Playing The Music- Comparing Perfomance of Children’s Song and dance in Traditional and Contemporary Namibian Education. In The Arts in Children’s Live (pp. 71–86). Netherlands: Kluwer Academic Publishers. Marshall, P. J., Bouquet, C. A., Thomas, A. L., & Shipley, T. F. (2010). Motor contagion in young children: Exploring social influences on perception-action coupling. Neural Networks, 23(8–9), 1017–1025. https://doi.org/10.1016/j.neunet.2010.07.007 MENTERI PENDIDIKAN NASIONAL. STANDAR PENDIDIKAN ANAK USIA DINI. , PERATURAN MENTERI PENDIDIKAN NASIONAL REPUBLIK INDONESIA NOMOR § (2009). Mullen, G. (2017). 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R., & Sizer, N. F. (1999). The students are watching: Schools and the moral contract. Boston: Beacon. Smeyers, P., Smith, R., & Standish, P. (2010). The therapy of education: Philosophy, happiness and personal growth. Basingstoke: Palgrave Macmillan. Sukoyo, J. (2016). The Development of Javanesenese Songs Containing Character Values as a Learning Medium of Early Childhood Education. Widyaparwa, 44(1), 1–9. Yang, L. H., Kleinman, A., Link, B. G., Phelan, J. C., Lee, S., & Good, B. (2007). Culture and stigma: Adding moral experience to stigma theory. Social Science and Medicine, 64(7), 1524–1535. https://doi.org/10.1016/j.socscimed.2006.11.013 Zeidler, Dana L; Keefer, M. (2003). the Role of Moral Reasoning on Socioscientific Issues and.

This research aims to identify the implementation of multi-sensory learning at elementary schools in Jakarta. The method used through surveys to 50 elementary schools’ teachers in 5 schools. Data was collected by using questionnaire that revealed the implementation of multi-sensory learning. The result of this study showed that the use of multi-sensory learning could be more effective in maximizing learning. Through multi-sensory learning, teacher can involve students actively in the learning process and facilitate all students with different learning styles. Multi-sensory learning can be used in all lesson that integrated with curriculum and has significant implications in the real-life learning. The obstacle in implementing this learning model is founded about the lack of using of audio-visual technology and many schools do not implement the multi-sensory learning. Keywords: Multi-sensory learning, Elementary School, Audio-visual Media. References Aja, S. N., Eze, P. I., Igba, D. I., Igba, E. C., Nwafor, C. C., & Nnamani, S. C. (2017). Using multi-sensory instruction in managing classroom for effective teaching and learning. International Journal of Applied Engineering Research, 12(24), 15112–15118. Blomert, L., & Froyen, D. (2010). Multi-sensory learning and learning to read. International Journal of Psychophysiology, 77(3), 195–204. https://doi.org/10.1016/j.ijpsycho.2010.06.025 Jurban, S. (2011). Using Multi Sensory Approach for Teaching English Skills and Its Effect on Students ’ Achievement at Jordanian School. European Scientific Journal, 8(22), 50–61. Komalasari, M. D. (2005). Metode Multisensori untuk Meningkatkan Kemampuan Membaca pada peserta didik Disleksia di Sekolah Dasar. In Proseding Seminar Nasional PGSD UPY (pp. 97–110). Yogyakarta. Kusumaningtyas, D. (2016). Efektivitas Metode Multisensori Terhadap Kemampuan Menulis Anak Berkesulitan Belajarmenulis Kelas Ii Di Muhammadiyah Demangan Yogyakarta. Jurnal Pendidikan Luar Biasa, 3(1), 56. https://doi.org/https://doi.org/10.3929/ethz-b-000238666 Maliki, N. S. B. M., & Yasin, M. H. M. (2017). Application of Multisensory in Learning Alphabets Identification Skills for Special Education Students. Journal of ICSAR, 1(2), 150–154. https://doi.org/10.17977/um005v1i22017p150 Nurjanah, E. (2017). Metode Multisensori Terhadap Kemampuan Mengenal Lambang Bilangan 1-10 Pada Anak Autis. Jurnal Pendidikan Khusus, 1–10. Olivia, P. F. (1992). Developing the Curriculum (Third Edit). New York: Harper Collins Publishers Inc. Praptiningrum, N., & Purwandari. (2009). Metode Multisensori untuk Mengembangkan Kemampuan Membaca Anak Disleksia di SD Inklusi. Jurnal Penelitian Ilmu Pendidikan. Sayyed, O. M. Al. (2013). The Impact of Using Multi-Sensory Approach for Teaching Students with Learning Disabilities. Journal of International Education Research, 9(1), 75–82. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1010855&site=ehost-live http://journals.cluteonline.com/index.php/JIER/article/view/7502 Shams, L., & Seitz, A. R. (2008). Benefits of multisensory learning. Trends in Cognitive Sciences, 12(11), 411–417. https://doi.org/10.1016/j.tics.2008.07.006 Stoffers, M. (2011). Rowan Digital Works Using a multi-sensory teaching approach to impact learning and community in a second grade classroom. Retrieved from http://rdw.rowan.edu/etd%0Ahttp://rdw.rowan.edu/etd/110 Taljaard, J. (2016). A review of multi - sensory technologies in a Science , Technology , Engineering , Arts and M athematics ( STEAM ) classroom. Journal of Learning Design, 9(2), 46–55.

Naturalist intelligence of early childhood has a very big role in today's modern age as the basis for children to have environmental-loving behaviour. The purpose of this study was to determine the effect of Loose Parts learning media on the naturalist intelligence. This study uses a quasi-experimental method with data collection techniques through multiple intelligence tests of children's intelligence instruments. The subjects of this study were 17 children aged 5-6 years. The results showed that there was a significant effect of giving Loose Parts media to the naturalist intelligence of early childhood after seeing a difference between pre-test and post-test. The use of natural-based Loose Parts media can be a means for teachers to increase children's naturalist intelligence in kindergarten and be a development of conventional media made from manufacturers in the learning cycle so far. For further research, it is recommended to look at the influence of other factors on naturalist intelligence in early childhood. Keywords: Early Childhood, Loose Parts, Naturalist Intelligence References: Aljabreen, H. (2020). Montessori, Waldorf, and Reggio Emilia: A Comparative Analysis of Alternative Models of Early Childhood Education. International Journal of Early Childhood, 52(3), 337–353. https://doi.org/10.1007/s13158-020-00277-1 Anjari, T. Y., & Purwanta, E. (2019). Effectiveness of the Application of Discovery Learning to the Naturalist Intelligence of Children About the Natural Environment in Children Aged 5-6 Years. International Conference on Special and Inclusive Education (ICSIE 2018), 296, 356–359. https://doi.org/10.2991/icsie-18.2019.65 Armstrong, T. (2002). You’re Smarter Than You Think: A Kid’s Guide to Multiple Intelligences. Free Spirit Publishing Inc., 217 Fifth Ave., North, Suite 200, Minneapolis, MN 55401-1299. Asih, S., & Susanto, A. (2017). Peningkatan Kecerdasan Naturalis Pada Anak Usia 5-6 Tahun Melalui Model Pembelajaran Di Sentra Bahan Alam. Yaa Bunayya: Jurnal Pendidikan Anak Usia Dini, 1(1). https://doi.org/10.24853/yby.1.1.33-38 Ata-Akturk, A., & Sevimli-Celik, S. (2020). Creativity in early childhood teacher education: Beliefs and practices. International Journal of Early Years Education, 1–20. https://doi.org/10.1080/09669760.2020.1754174 Azizah, E. N. (2021). Peningkatan Kecerdasan Naturalis Melalui Kolase Bahan Alam Pada Anak Kelompok A TK Kemala Bhayangkari 54 Ngawi. Journal of Childhood Education, 5(1). https://doi.org/10.30736/jce.v5i1.491 Damayanti, A., Akbar, M., & Yufiarti, Y. (2019). The Interaction Effect of Learning Methods and Naturalist Intelligence Toward Children’s Art Creativity. Proceedings of the First International Conference on Technology and Educational Science. https://doi.org/10.4108/eai.21-11-2018.2282278 Diana, H., Diana, S., & Wulan, A. R. (2019). 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The present writing was elaborated from speculations about possible encounters between philosophy, education and music. On the margins of music, where philosophy seeks some penetration, the theme of a supposed refusal to assimilation is announced, demanding the resumption of questions such as the permanence of a zone of indetermination not reached by the representational effort. This unavoidable opacity of the musical phenomenon moves it to a nocturnal dimension, a common destiny to everything that escapes the totalizing interests of a language committed to the objectifcation and nomination of things and of those conventionally called other. The nocturnal in philosophy and in music is object of reflections of Derrida and other thinkers, from which it is possible to glimpse a widening of the world, just where it is evident the merely formal character of the limits between what is said and unsaid, between what is human and what’s not. The text presented here includes some of these philosophical reflections, compared to musical creations that insinuate this nocturnal character, like those of Debussy. Additionally, possible consequences of the weakening of representational politics to subjectivation processes and alterity relations are highlighted, opening space for a thought about an education not compromised with the centrality of the human.ResumoA presente escrita foi elaborada a partir de especulações sobre possíveis encontros entre flosofa, educação e música. Nas margens da música, onde a flosofa busca alguma penetração, o tema de uma suposta recusa à assimilação se anuncia, exigindo a retomada de questões como a permanência de uma zona de indeterminação não alcançada pelo esforço representacional. Essa opacidade incontornável do fenômeno musical desloca-o para uma dimensão noturna, destino comum a tudo que escapa aos interesses totalizantes de uma linguagem comprometida com a objetivação e nomeação das coisas e dos que, a partir dela própria, se convencionou chamar de outros. O noturno na flosofa e na música é objeto de reflexões de Derrida e de outros pensadores, a partir das quais é possível vislumbrar uma ampliação do mundo, justamente onde se evidencia o caráter meramente formal dos limites entre o que é dito e não dito, entre o que é humano ou não. O texto aqui apresentado inclui algumas dessas reflexões filosóficas, cotejadas com criações musicais que insinuam esse caráter noturno, como as de Debussy. Adicionalmente, são destacadas possíveis consequências do enfraquecimento da política representacional para processos de subjetivação e relações de alteridade, abrindo espaço para um pensamento sobre educação não comprometido com a centralidade do humano.Keywords: Nocturne, Music, Philosophy, Subjectivation.Palavras-chave: Noturno, Música, Filosofia, Subjetivação.ReferencesBACHELARD, Gaston. A água e os sonhos: ensaio sobre a imaginação da matéria. Trad. Antonio P. Danesi. São Paulo: Martins Fontes, 1997.BULANCEA, Gabriel. Conexiones y divergencia entre el pensamiento de Claude Debussy y la estética impresionista y simbolista. Revista Filomusica, n.83, pp.1-4, abr.-jun. 2007.CABRERA, Honatan F. Dar la mano. Sobre algunos trazos y trances del poema en el pensamiento de la alteridade: Levinas, Celan, Derrida. 2013, 173f. Dissertação (Mestrado em Filosofia). Faculdade de Filosofia PUC-RS: Programa de Pós-Graduação em Filosofia, 2013.DERRIDA, Jacques. O animal que logo sou. Trad. 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Tied to the body, the word “massage” in the mid-1960s was also associated with media, as well as the idea of mass manipulation. Framed through the work of the media theorist Marshall McLuhan and the artist Claes Oldenburg, this essay considers the intersections between media theory and body and performance art.

In the late 1990s, the endlessly reinvented Shakespeare has apparently become a popular and successful screenwriter. The recent release of Richard III, William Shakespeare's Romeo + Juliet, Twelfth Night and Hamlet have brought an enthusiastic movie-going public to see, among other things, the Capulets and the Montagues on the beach and Hamlet striding through a cast of thousands at Elsinore. But this is not to suggest that this particular genre success is either new or inappropriate; the collection of artifacts known as Shakespeare (including but not limited to the plays themselves) has long signified as high art dedicated to the education of not just a theatre-going elite nor the mass audiences of popular media, but everyone. On a global scale, Shakespeare means culture or, as Michael Bristol would more wittily have it, Shakespeare is “big time.” This history of the cultural capital that is Shakespeare continues to have a fascination for, and a usefulness to the producers and distributors of films. Thus, to turn Shakespeare from playwright to screenwriter is, culturally speaking, both a pragmatic and predictable strategy. And it is a strategy that has more or less existed as long as film itself.

285 Background: In the phase III, open-label CheckMate 9ER trial (NCT03141177), patients with aRCC were randomized 1:1 (stratified by International Metastatic Renal Cell Carcinoma Database Consortium risk score, tumor programmed death ligand 1 expression, geographic region) to nivolumab 240 mg IV Q2W + cabozantinib 40 mg PO QD (N+C; n = 323) or sunitinib (S) 50 mg PO (4 weeks of 6-week cycles; n = 328) for first-line treatment until disease progression or unacceptable toxicity (max N treatment, 2 years). N+C met primary and secondary efficacy endpoints by significantly improving progression-free survival, overall survival, and objective response rate versus S in aRCC patients with a clear cell component. Here, we present in-depth health-related quality of life (HRQoL) patient-reported outcome (PRO) results, including overall between-group comparisons of treatment groups and time to confirmed deterioration (TCD). Methods: PROs in all randomized patients were an exploratory endpoint assessed using the Functional Assessment of Cancer Therapy Kidney Symptom Index-19 (FKSI-19) and EQ-5D-3L instruments. PRO assessments at baseline, common on-treatment scheduled visits, and common follow-up visits for both arms were analyzed. Changes from baseline were assessed using mixed-model repeated measures (MMRM), adjusting for baseline scores and stratification factors. TCD was calculated from Kaplan–Meier estimates and Cox proportional hazards models. Results: Median follow-up for overall survival was 18.1 months. PRO completion rates were > 90% at baseline, and ≥ 80% at all on-treatment assessments (≥ 10 patients) through week 91 in both arms. The overall least squares mean difference in change from baseline favored N+C over S in FKSI-19 (all domains) and in EQ-5D-3L. Patients treated with N+C experienced less treatment burden, with decreased risk of confirmed deterioration across most measurements versus S, including FKSI-19 total, disease-related symptoms (DRS), DRS-physical (DRS-P), DRS-emotional (DRS-E), functional well-being (FWB), and EQ-5D-3L visual analog scale (VAS) scores (Table). Conclusions: Patients reported statistically significant HRQoL benefits with N+C versus S. Treatment with N+C significantly reduced the risk of deterioration in HRQoL scores, including in disease-related symptoms of kidney cancer. These results suggest that the superior efficacy of N+C over S comes with the additional benefit of improved HRQoL. Clinical trial information: NCT03141177 . [Table: see text]

Knowledge about clean and healthy life in children needs to be given early to shape behavior in everyday life. Knowledge about healthy living can be provided at school through various learning programs. This study aims to find the effectiveness of health promotion programs (JUMSIH) to increase children's knowledge about clean and healthy living. The research method is a pre-experimental one-shot case study design. The respondents of this study were 68 students aged 7-8 years. The results showed that the JUMSIH program can help children have knowledge about healthy living. Based on data analysis, n = 15 generally obtained scores above 2.6. It was concluded that healthy living skills are often performed by students such as hand washing, bathing, and toothbrush behavior which are basic skills for children to be able to live healthy lives. Suggestions for further research which is the development of various programs to increase awareness of clean and healthy living from an early age. 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Metode pelembagaan perilaku hidup sehat kaitannya dengan kesehatan lingkungan dan hygiene perorangan pada keluarga di Subang Jabar. Keshavarz, N., Nutbeam, D., Rowling, L., Khavarpour, F. (2010). Schools as social complex adaptive systems: a new way to understand the challenges of introducing the health promoting schools concept. Soc. Sci. Med., (70), 1467–1474. Kobel, S., Wartha, O., Wirt, T., Dreyhaupt, J., Lämmle, C., Friedemann, E. M., … Steinacker, J. M. (2017). Design, implementation, and study protocol of a kindergarten-based health promotion intervention. BioMed Research International, 2017. https://doi.org/10.1155/2017/4347675 Langford, R., Bonell, C.P., Jones, H. E. (2014). The WHO health promoting school framework for improving the health and well-being of students and their academic achievement. Cochrane Database Syst, Rev. 4, CD008958. Manning, M. L., & Lucking, R. (1991). The what, why, and how of cooperative learning. The Clearing House. 64(3), 152–156. Marlina, R. L. (2011). Analisis Manajemen Promosi Kesehatan Dalam Penerapan Perilaku Hidup Bersih dan Sehat (PHBS) Tatanan Rumah Tangga di Kota Padang Tahun 2011. Padang: Universitas Andalas. Maryunani, A. (2013). Perilaku Hidup Bersih dan Sehat. Jakarta: Trans Info Media. McClure, M., Tarr, P., Thompson, C. M., & Eckhoff, A. (2017). Defining quality in visual art education for young children: Building on the position statement of the early childhood art educators. Arts Education Policy Review, 118(3), 154–163. https://doi.org/10.1080/10632913.2016.1245167 Mcisaac, J. D., Sim, S. M., Penney, T. L., & Kirk, S. F. L. (2012). School Health Promotion Policy in Nova Scotia: A Case Study. Revue PhénEPS / PHEnex Journal, 4(2). McIsaac, J. L. D., Penney, T. L., Ata, N., Munro-Sigfridson, L., Cunningham, J., Veugelers, P. J., … Kuhle, S. (2017). Evaluation of a health promoting schools program in a school board in Nova Scotia, Canada. 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To date, media and communication studies have mostly examined narratives either as stories that circulate in public discourse or as people’s personal narratives. In the context of deepening inequalities, the cementing of neoliberal rationality and the intensifying centrality of media and communication technologies in public and everyday life, connecting the two realms is a vital task. Drawing on The Sociological Imagination, I argue for and demonstrate the value of connecting what C. Wright Mills famously called “personal troubles” and “public issues of social structure” in the study of current media and narrative. Analysis of how contemporary cultural narratives furnish and condition our most intimate personal troubles highlights that our lives are shaped by social forces not of our own making. Yet, the intersection between media and cultural discourses and individuals’ sense-making of their experiences can open up possibilities for change and even resistance.

Animation and motherhood are parallel acts. There are striking overlaps between animation practices and the maternal time of maintenance and caregiving: repetitive acts and gestures, interruption, incremental and elongated time, the embodied experience of slow mundane practices, the durational drag of staying alongside something or someone. The pooled time of caregiving and maintenance, and the pooled time of animation production have a lot in common. In this paper, I want to pull apart some of the ways that an expanded animation practice-as-research shows how animation’s formal self-reflexiveness and media specific histories can start to reveal where value is placed (and not placed) on the time of their shared invisible labours. Possibilities emerge from thinking these invisible labours together, revealing the problematics of what constitutes a rightful subject or object of mothering, and what can be said to constitute animation. * Mierle Laderman Ukeles. Maintenance Manifesto, 1969! Proposal for an exhibition “CARE,” 1969.

Viewership of traditional television programming has been steadily declining, particularly among younger audiences, who have turned to smartphones, social media, streaming services, and YouTube to consume video. These audiences also frequently engage in second-screening practices, using another device to virtually connect with others regarding what they are watching. Most prior research has focused on the effects of second screening via social media with televised content. Through a survey of teens in the Middle East ( N = 258) and young adults in the United States ( N = 643), the current study found second screening frequently occurs with both traditional TV and streaming content. Framed by co-viewing theory, results show both practices positively correlate with a constructed second-screen social capital affinity (SSSCA) scale, mirroring co-viewing in person. Findings also indicate that second screening need not take place simultaneously with video viewing to gratify social needs.

Twitter has emerged as a key news source, but questions remain about the ethics of relying on it as a source and the implications of such reliance for audience impressions. Two experiments test perceptions of news attributed to Twitter. Study 1 ( N = 699) tests the effects of quoting from Twitter and showing actual tweets. The results suggest minimal influences on credibility or quality perceptions. Study 2 ( N = 311) tests the equivalence of quotes attributed to various sources and investigates the effects of attributing the origin of a news story to Twitter. Results suggest that visual representations of tweets may have a negative effect, but otherwise perceptual effects remain minimal.

On the occasion of the Amazon Studios release of Barry Jenkins’s The Underground Railroad, a ten-episode adaption of Colson Whitehead’s 2016 novel, FQ board member and frequent contributor Michael Gillespie convened a roundtable with scholars whose work is deeply attentive to the art of blackness, especially regarding literature, television, and cinema. Walton M. Muyumba, Samantha N. Sheppard, and Kristen J. Warner each offers a distinct assessment of the series as critical provocation and aesthetic practice while also posing necessary and difficult questions about conceptions of history, culture, visuality, narrative form, temporality, and—not least—the media industries. Together, these scholars share their thoughts on the complications and import of the series as part of what is sure to be an ongoing consideration of its meanings and methods.

This article is based on a case study of the online media practices of the militant neo-Nazi organization the Nordic Resistance Movement, currently the biggest and most active extreme-right actor in Scandinavia. I trace a recent turn to humor, irony, and ambiguity in their online communication and the increasing adaptation of stylistic strategies and visual aesthetics of the Alt-Right inspired by online communities such as 4chan, 8chan, Reddit, and Imgur. Drawing on a visual content analysis of memes ( N = 634) created and circulated by the organization, the analysis explores the place of humor, irony, and ambiguity across these cultural expressions of neo-Nazism and how ideas, symbols, and layers of meaning travel back and forth between neo-Nazi and Alt-right groups within Sweden today.

This project explored the experiences of a small sample ( N = 6) of Australian academics with the use of digital storytelling as a pedagogical tool in higher education contexts. This article describes two case studies of academic uses of digital storytelling, along with interpretive analysis of six semi-structured interviews of academics working within media and communication studies and their reflections on the potential of digital storytelling to enhance student learning and the student experience. Three consistent themes emerged, based around issues of definition, the need for ‘constructive alignment’, and resource and planning requirements. Academics regarded digital storytelling as a complement to, not a substitute for, conventional methods of learning and assessment such as the critical research essay. Overall, reservations exist regarding the promise of digital storytelling as a pedagogical tool that some academics have recently claimed for it.

The aim of this study is to know the opinion of undergraduate students (N=296) on the most impactful advertising strategies to design future environmental awareness campaigns. The methodology is empirical, non-experimental, descriptive, exploratory, and analytical. It focuses on examining the opinion of respondents about the preferred communication channels used to transmit pro-environmental messages, the audio-visual formats that draw their attention, the most persuasive narrative, the most impactful messages, and the people they find most credible for pro-environmental campaigning. The findings show that young audiences prioritize social media; real images; informative and testimonial narratives; catastrophic, hopeful, and inspirational messages; and nature is the main protagonist of stories. In conclusion, these campaigns should take advantage of the potential of social networks and select the most suitable advertising strategies to ensure their impact and encourage change towards eco-sustainable actions.

The article is based on the assumption that documentary films are an important ‘ channel of mediation’ (Strathern, 2002, Journal of Molecular Biology, 319(4), 985–993) that helps make visible the changing configurations of family, kinship and social reproduction. It further assumes that documentary images of egg donors, medical procedures, fertility clinics, delivery or labouring bodies of surrogates, and handing over of a ‘commodified’ newborn baby to the commissioning parents effectively convey the repercussions that gestational surrogacy has for all the medicalised bodies which are involved in the transnational processes of reproduction. Widely circulated and received documentaries such as Google Baby (2009), House of Surrogates (2013), Ma Na Sapna: A Mother’s Dream (2013) or Can We See the Baby Bump Please? (2013) often function as a starting point and major reference for the debate about this complex issue. But while academic or journalistic articles mostly refer to individual films and on the theme in focus, the different context(s) of the medium itself are less reflected upon. Documentary filmmaking is of course always situated in a specific sociopolitical context, and this in turn shapes the way in which the visual medium make us, as non-experts, see and learn. It also forms the basis of our quest for more knowledge and better understanding, that is, in this case of the transnational entanglements in the field of assisted reproductive technologies. In addition to that, like any other medium or media-related practice today, documentary filmmaking is also embedded in profoundly transformed media environments, networks and communicative practices. In order to understand how information and knowledge about split parenthood and gestational surrogacy is mediated to transnational audiences and framed in public discussions, it is thus necessary to shed light on the interconnectedness of different media forms and framings through which the communication around this complex topic has formed. Instead of a close reading of selected documentaries, the article therefore attempts to trace and contextualise the crossmedial and translocal itineraries of three key images and central tropes that have influenced the framing of transnational reproduction and gestational surrogacy in India significantly: (a) the medical authority-cum-media actor (i.e., internationally well-known fertility expert and doctor in charge, Dr Nayana Patel), (b) the surrogacy hostels and dormitories (i.e., the central symbol of constant surveillance and control of surrogates) and (c) the metaphor of ‘rented/hired wombs’ (i.e., the notion of a passive provision of body parts and understanding of gestational surrogacy as active labour).

This research is based on the well-known influence of the media in the political sphere and discourse, as well as the popularity of the Steam platform in the distribution of computer video games. In this way, we propose an analysis of the message of the game cards of games with political content in this medium of content distribution. The selection of the sample is based on a series of keywords (Politics, Political and Political Sim) to identify a representative set of games (n=64) that develop some aspect of contemporary politics (representations, ideologies or models of government). To do so, we combine quantitative and qualitative content analysis of the paratexts of these games (specifically, the contents present in the game card of each of them). The exploration of these contents highlights a pragmatic and normative reading of political activity, influenced by its context of production and certain ideological vectors of the contemporary scene, such as neoliberal ideology.

The dense maritime material record off SE Sicily offers a vibrant testimony to millennia of cultural interaction between west and east, south and north (fig. 1). Pioneering underwater work by G. Kapitän from the late 1950s onward brought this corner of the Mediterranean Sea to scholarly attention through a series of remarkable shipwreck finds, including several massive stone cargoes at Marzamemi and Isola delle Correnti. Even among these rich finds, one site proved particularly intriguing and would become central to Kapitän's efforts: the “church wreck”, named for its assemblage of partially prefabricated marble and other stone elements intended to decorate the interior of a Christian basilica. First spotted by fishermen and reported to the local authorities, the site was preliminarily surveyed in 1960 by Kapitän in collaboration with P. N. Gargallo. Kapitän's investigations here unfolded intermittently over the following two decades, revealing a striking material assemblage and constructing a broad narrative around the “church wreck”.

The text describes several media-art projects that introduce pain as a form of interaction within the context of a two-player game: PainStation (2001–2003) and LegShocker (2002) by Tilman Reiff and Volker Morawe, Tekken Torture (2001) by C-Level and Tazer Tag (2005) by Randy Sarafan. By presenting these examples and briefly analyzing the nature of pain and games, this text offers an overview of the implications of incorporating pain into a computer game and presents an approach to the motivations that lead players to perceive a painful experience as fun and addictive.

Over the past decade, a number of rescue excavations along Slovenska street in Ljubljana have contributed to knowledge of the funerary landscape of Colonia Iulia Emona's N cemetery (fig. 1), one of its three burial grounds. Slovenska street roughly follows the line of the Roman cardo maximus, heading north towards Celeia. In front of the city gates, the ancient road was lined by grave monuments on both sides, a practice which continued throughout the life of the colony for almost 400 years. Since the first discovery of a burial in 1635, over 3,000 burials have been unearthed in Emona's N cemetery.The grave under discussion here lies in the central part of the N cemetery, c.60 m west of the Roman road. Excavations (50 m2) were prompted in 2011 by the construction of underground waste-containers. They revealed a further 20 inhumation graves, including some with associated grave goods and coins dating to after A.D. 285, with most dating to the second half of the 4th c. Among them, grave 18 stands out for the quantity and significance of its grave goods (fig. 2). The grave pit (1.90 x 0.50 m, 0.25 m deep) was sub-rectangular, with vertical sides and a flat base. Pebbles were arranged to form an irregularly-shaped ‘wreath’ around the lower part of the skeleton. The poorly-preserved skeletal remains, oriented SSW–NNE, had been cut by a modern water pipe, leaving only the skull and fractured leg bones at either end.

Abstract In 1909 the city of Newcastle was offered the bequest of J.A.D. Shipley. Containing 2,500 paintings attributed to masters such as Rembrandt and Raphael, and linked to a sum of £30,000 for museum accommodation, it caused a media stir. C. B. Stevenson, curator of the Laing Art Gallery in Newcastle upon Tyne, reported that the collection contained many ‘feeble imitations . . . unworthy of the names attached to them.’1 Nevertheless, he recommended its acceptance, because of the benefit it would confer on the Laing. But Newcastle council rejected Stevenson’s advice, favouring external reports to support its verdict, which was based on financial concerns and on the negative responses of prominent citizens. The Laing’s appeals were disregarded and Gateshead obtained the bequest, leading to the creation of the town’s first public art gallery, the Shipley Art Gallery, in 1917. The Shipley case is here discussed as an example of misunderstanding between cultural institutions and political structures, and of the power of local elites to raise questions regarding authorship and authenticity.

TPS8073 Background: Belantamab mafodotin (belamaf: BLENREP) is a first-in-class, monomethyl auristatin F (MMAF)-containing, B-cell maturation antigen (BCMA)-directed antibody–drug conjugate (ADC). In the DREAMM-2 study, belamaf showed deep responses with a manageable safety profile in patients with relapsed/refractory multiple myeloma (RRMM). At 13 months of follow-up, the median duration of response was 11 months and overall survival was 13.7 months at the 2.5 mg/kg Q3W dose. Corneal events are common and expected with belamaf and other MMAF-containing ADCs. In DREAMM-2, corneal events were managed with dose modifications. Clinical responses were observed even with prolonged dose holds, suggesting alternative dosing regimens may lower corneal event rates without compromising efficacy. The DREAMM-14 study (NCT05064358) will investigate if an improved benefit/risk profile of single-agent belamaf can be achieved by modifying the dose, schedule, or both, relative to the approved dosing regimen (2.5 mg/kg Q3W). Methods: This Phase II, randomized, open-label study will include adults with RRMM who had ≥3 prior lines of therapy (LOT), including an anti-CD38 monoclonal antibody, an immunomodulatory agent, and a proteasome inhibitor. Patients with corneal epithelial disease (except nonconfluent superficial punctate keratitis) or with prior exposure to BCMA-targeted therapies, or ADCs will be excluded. Patients will be randomized into Arms A–D (n=40 each) and Arm E (n=20) in parallel and stratified by the International Staging System (I vs II vs III) and prior LOT (3 vs ≥4). Belamaf will be administered as follows—Arm A: 2.5 mg/kg Q3W; Arm B: 1.9 mg/kg Q3W; Arm C: 2.5 mg/kg Q6W; Arm D: 1.9 mg/kg Q6W; Arm E: 1.9 mg/kg Q6W with ocular event-related dose modifications based on oncology staff assessment of ocular symptoms (patient-reported symptoms using the Ocular Surface Disease Index), and visual acuity (Snellen chart or equivalent) in addition to corneal findings assessed by an eye care specialist. Patients in all Arms will have response assessments, safety assessments, and ophthalmic exams performed by an eye care specialist Q3W regardless of dosing schedule. Ocular event-related dose modifications (except in Arm E) will be guided by a modified Keratopathy and Visual Acuity scale. The primary endpoint will be incidence of ocular events. Key secondary endpoints include ocular safety and tolerability, overall safety and tolerability, pharmacokinetics, and efficacy outcomes. Follow-up for progression-free survival will be Q3W until progressive disease, start of new anticancer therapy, withdrawal of consent, end of study, or death. Status: Recruitment is ongoing. Funding: GSK (Study 209628); drug linker technology licensed from Seagen Inc.; mAb produced using POTELLIGENT Technology licensed from BioWa. Clinical trial information: NCT05064358.

This article traces the evolution of punk’s do it yourself (DIY) ethos from an emphasis on individualist-contrarian to collectivist-participatory forms following its initial commercial period (c. 1977–80). The focus is on 1980s American hardcore as locus of shifts in music content, media production and distribution, and venue infrastructure, which together developed and ultimately linked local punk scenes into a national and international network. The article identifies ‘punk comradeship’ as the mechanism of social enculturation that reorients punk into an inclusionary, activist endeavour working in its own interests rather than those of the culture industry. The contemporary relevance of punk’s commitment to institution building is considered in the context of increasing dominance of biopolitics and reformatting of the DIY ethos as the entrepreneurial curation of individual selves.

This study examined Television news coverage of COVID-19 pandemic in Nigeria from February 2020 to July 2020. The focus was on African Independent Television (AIT), a privately owned TV, and Nigerian Television Authority (NTA), a government-owned TV. We also interviewed ( n = 30) participants to understand their view on media coverage of the pandemic. We found that the TV stations paid adequate attention to the issues of COVID-19. However, the private media allocated more prominence to the coverage of COVID-19. By implication, the private media had more COVID-19 stories telecasted on its headline which also appeared as the first headline in many cases. Furthermore, they had more stories that were aired 61 seconds and above. The findings also showed that the government media outlet cited more of government officials while the private media dueled more on the Nigeria Centre for Disease Control (NCDC). The private media had more negative tone stories, and most of its stories used visual and motion footages. Overall, our findings suggest that media ownership and politics play a large role in the coverage of COVID-19 in Nigeria. This has affected the attitude of the public as many of them no longer see the pandemic as something serious, but rather politically motivated virus to highlight the failings of the political party in power.