Artigos de revistas sobre o tema "Alberta Educational Communications Authority"

Studies have shown how digital communications impact administrators’ work, but few have looked at the reputational risks to school administrators incurred through social media and digital communications. This Alberta case study looks at risk through Kasperson et. al’s (1988) social amplification of risk framework for an exclusion room controversy. Twitter responses are analyzed and interpreted over a longitudinal, 5-year period. Despite school administrators’ perceptions that risk might be generated on social media from community-led, grass-roots sources, traditional figures and agencies such as provincial news media and politicians appear more influential than school administrators, teachers, or parents in the Twitterverse. Implications are drawn for educational administrative behaviour and policy.

The purpose of this paper is to explore the authority basis of compulsory school principals in Iceland by making a general comparison to the other participating countries in the OECD Teaching and Learning International Survey (TALIS) 2018, as well as by using Hofstede’s cultural dimensions theory. The study utilizes data from principals in 48 of the countries that participated in the TALIS 2018. The authority bases of the principals and of the other governing agents are explored with regard to the key task areas, which range from managerial to curriculum tasks. The authority basis of the principals and the other agents in Iceland has commonalities with most of the other Nordic countries, as well as with Baltic countries, Anglophone countries (except for Canada (Alberta)), and with many Eastern European countries. On the basis of Hofstede’s cultural dimensions model, Iceland is “individualist”, with a low “power distance”, and it allocates more responsibility to the principals and to the other school agents at the school level than it does to the authorities. The major implication of this study for the Icelandic context is the need to enhance and strengthen the role of the school boards in terms of the professional support for principals.

The presence of school leadership standards in graduate education has come to influence the scope and content of leadership programs, highlighting tensions between political, practical, and scholarly views of leaders and leadership. This paper reports on a study of instructional practices within a graduate program in educational leadership connected to the Alberta Leadership Quality Standard to explore how instructors, as policy actors, encounter leadership standards not just as policies of compliance but of possibility. We interpret interview data from three faculty members through the lens of policy enactment to understand how their instruction negotiated relationships of theory and practice and how they negotiated the policy-based regulatory discourses associated with school leadership standards. Working between images of policy standards as text and discourse, findings show instructors engaged in dialogic commitments that help students develop practical and scholarly competencies while displacing the authority of standards, recontextualizing the standardization of leadership, and displacing the standards’ normative gaze.

<br />In Alberta, concerns about the state of educational achievement among First Nations students have been widely reported. Academic literature has well established the link between poor school performance and delinquency. Miyo Wahkohtowin Community Education Authority of Ermineskin First Nation in Hobbema (“Miyo”) has identified one of its major concerns to be low attendance rates among many students. Based on the significant body of work related to risk and protective factors in school-aged children by the Search Institute of Minneapolis, and research related to social capital in Aboriginal communities by Mignone and O’Neil (2005) and others, this study draws on the standard Developmental Asset Profile developed by the Search Institute, and Mignone and O’Neil’s (2005) standardized questions related to cultural and social capital in Aboriginal communities. Results from a survey administered to high school age students (n = 69) and attendance rates for the students, reveal a strong correlation between attendance rates and developmental asset scores. On the other hand, no correlation was revealed between attendance rates and sense of cultural heritage, or perceptions of a positive community context. Implications for building assets and social capital among youth, and strengthening community attachments are discussed.

The article deals with the phenomenon of “science communication”, which is considered as a complex system including different subjects who use varied communication channel and vehicles to generate personal interest, form positive attitude and understanding of science. The article examines the reasons which have led to an increased need for scientists to communicate. Among the latter can be identified: the loss of expertise and authority of scientists; a change in the nature of knowledge production; improved communications and a proliferation of sources of information; the democratic deficit. These factors are equally valid in the developed countries. The peculiarities of science communication in scientific and educational field in Russia, the USA, Germany, Great Britain, China and Japan are also investigated. The conclusion is made about the need of two-way communication between science and society; the dependency of communication peculiarities on government goals.

This study is to ascertain the degree of employee satisfaction at the government collecting agency under the Ministry of Transportation and Communications, Bangsamoro Ports Management Authority in Sulu. Using a purposive sample technique, 100 employees served as respondents for the quantitative-descriptive design. The majority were casual and college-educated, with a slightly skewed distribution of educational attainment. The majority were satisfied with their work environment, discipline, and pay. The Bangsamoro Port Management Authority employee respondents in Sulu have varying opinions about their level of satisfaction based on their gender, with the exception of work discipline. The standard deviations of all three tables show some variation among the employee respondents in their agreement, but not enough to affect the overall rating. Their level of happiness is not considerably impacted by other demographic factors like age, length of service, education, or appointment status. Accordingly, employee respondents who express greater satisfaction with one facet of their work are likely to do so with the others as well, and vice versa. The following recommendations are made by this study: Bangsamoro Ports Management Authority-Sulu may maintain and increase employee satisfaction by providing a fair, encouraging, and rewarding work environment; Bangsamoro Ports Management Authority-Sulu may improve employees' prospects for career advancement, particularly for those who have been employed permanently; Lastly, employees may seek and pursue personal and professional growth and development by taking advantage of the organization's opportunities and incentives as well as participating in lifelong learning and professional development activities and future studies may compare the employee’s satisfaction at Bangsamoro Ports Management Authority-Sulu with other ports management authorities in the region and the country.

This research aims to identify the role of middle school mathematics teachers in creating interactive learning environments based on the professional standards of the Learning and Training Evaluation Authority from the specialists' point of view. To achieve this, the researcher used the descriptive method with its survey design. The research sample included (120) individuals, (5) teaching Staff Members of curricula and mathematics, and (19) educational supervisors in the mathematics department in Makkah Directorate of education. The role of the middle school mathematics teacher in creating interactive learning environments based on the professional standards of the Education and Training Evaluation Authority from the point of view of specialists came with a degree of (approval). The arrangement of the axes was descending as follows: (the use of modern technology in teaching mathematics, strategies for teaching mathematics, the time teaching mathematics effectively, the use of mathematical communication) for all axes (4,24,4,47,4,47,4,50). There is statistically significant difference at the level of significance (0.05) between the averages of the specialists' responses according to the job title (teacher, educational supervisor, faculty member) due to the effective use of modern technology for mathematics and teaching mathematics effectively, and it reached (5,275,5,93). There is statistically significant difference at the level of significance (0.05) between the averages of the specialists' responses according to the job title (teacher, educational supervisor, faculty member) due to the use of mathematics teaching strategies and using the mathematical communications, and it reached (6,749,7,434). There is a statistically significant difference at the level of significance (0.05) between the averages of the specialists' responses according to the academic qualification (BA, MA, and PhD). There is a statistically significant difference at the level of (0.05) between averages of responses attributed to years of experience, at the role of mathematics teacher in using modern technology and strategies for teaching mathematics, the time of effectively teaching mathematics, mathematical communication reached (13,863,17,806,14,356,9,548). The researcher recommended a number of recommendations, including strengthening professional practices related to creating interactive learning environments and providing educational supervisors with the proposed vision that came out of this study in promoting an interactive educational environment.

Teachers’ teaching level and teaching philosophy have an important impact on students. As the country pays more and more attention to education, the relevant level of teachers also needs to be continuously improved. Training for teachers is one of the important ways to improve teachers’ level. Although the strategy of training teachers in vocational colleges has a long history, there is no analysis of its implementation. With the popularity of the Internet of Things, lives are full of data information and data, and the field of education and training is no exception. Network big data refers to a collection of data that cannot be captured by conventional software tools within a certain time frame. It is an information asset that requires new processing modes to have stronger decision-making, insight, and process optimization capabilities. This paper aims to study the analysis of network big data on the implementation of teacher training policies in vocational colleges. It is expected that with the support of network big data, the implementation of vocational teachers’ training policies will be analyzed, and the implementation effects of relevant policies will be explored, so as to help teachers improve their professional abilities and promote the development of the education industry. In a broad sense, the implementation of educational strategy refers to the identification, construction, and termination of educational policies. Educational strategy in a narrow sense refers specifically to the educational strategy, educational setting plan, educational budget, and educational plan formulated by the competent educational authority. From the perspective of career management, this paper briefly analyzes the situation of teachers participating in training in vocational colleges and reexamines the connotation of current higher vocational teacher training. It takes the teacher training of vocational colleges as the content and makes a brief analysis of the relevant situations, attitudes, and achievements in the process of teacher training by means of a questionnaire survey. The results showed that the largest number of teachers who participated in the training received scores between 80 and 100 points, indicating that the implementation of training policies is in place; the proportion of schools that attach importance to teacher training is as high as 80%, indicating that the environment for strategy implementation is better.

Objectives: Successful immunization programs require strategic communication to increase confidence among individuals who are vaccine-hesitant. This paper reviews research on determinants of vaccine hesitancy with the objective of informing public health responses to COVID-19. Method: A literature review was conducted using a broad search strategy. Articles were included if they were published in English and relevant to the topic of demographic and individual factors associated with vaccine hesitancy. Results and Discussion: Demographic determinants of vaccine hesitancy that emerged in the literature review were age, income, educational attainment, health literacy, rurality, and parental status. Individual difference factors included mistrust in authority, disgust sensitivity, and risk aversion. Conclusion: Meeting target immunization rates will require robust public health campaigns that speak to individuals who are vaccine-hesitant in their attitudes and behaviours. Based on the assortment of demographic and individual difference factors that contribute to vaccine hesitancy, public health communications must pursue a range of strategies to increase public confidence in available COVID-19 vaccines.

Human variables such as population increase and distribution, as well as economic expansion, have a strong impact on land usage. Zaria and Sabon Gari local government areas are endowed with various types of institutions that attract people from far and near to its space for studies and employments. This in turn leads to increase in population growth and the expansion of residential land use (LU). Thus, this study assessed the Land Consumption Rate (LCR) and Land Absorption Coefficient (LAC) of the residential and educational LUs using geospatial technique. The study analyzed Landsat imagery of 1987, 1999, 2006, and 2018. The study utilized a combination of quantitative (pixel-based) and qualitative (digitizing) methods of image classification for classifying the residential and educational LUs and biophysical covers. Quantitative assessment of the LU dynamics was achieved by the post-classification computation of LU dynamics, LCR, and LAC. The results revealed that residential LU occupied an area of 2594.25ha in 1987, 2815.15ha in 1999, 4042.54ha in 2006, and 8033.19ha in 2018. In the same vein, the educational LU occupied area of 2623.41ha in 1987, 2991.87ha in 1999, 3021.10ha in 2006, and 3093.75ha in 2018. The LCR values for residential LU were 0.555%, 0.468%, 0.579%, and 0.803% for the years 1987, 1999, 2006, and 2018 respectively. The LCR reduced from 1987 to 1999 and then increased from 1999 to 2018. The LAC values for the residential LU increased across the period of the study. The study concluded that the exploitation of the new lands for residential and educational LUs could be as a result of the demographic and institutional drivers of LU. The study suggested that the urban planning authority should develop planning measures that will regulate the already crowded residential LU in the study area.was transformation of rocky surface and waterbody into urban area, which was caused by population growth, human and agricultural activities in Zuru metropolis.

The study describes the role of cantors as an essential factor in the service to the Church and incarnates a mission by her to save the souls. Because of losing constant material support at the end of the XIX century by them this post was usually held by people without proper qualifications, endows, and principles. This was extremely negative to the level of service to the Greek Catholic church and its authority in society. Pointed out that clergy and activists of the clergy’s movement identified the issue of professional qualification of church singers as one of the keys within a complex of tasks for the revival clergy’s layer in the land. At the end of the XIX century functioned both eparchial professional clergy schools and private courses in Halychyna, and the list of them is given. Applicants for training at eparchial clergy schools had to meet the established criteria. Additionally, they had to have a good voice and complete primary school. Indicated that evidence of a singer’s professional qualification became a certificate that was taken as a result of a successfully passed exam in front of a special commission. Determined that as the factors for improvement of clergy’s education in the land the contemporaries named programs and methods improvement of study in professional educational institutions and widening of its net. Underlined the gaps in the educational program of clergy schools and the ways to solve them separately through laying special textbooks. Accented that the required component of the church singer’s education was named study of crafts as the mean for stable earning, organization of tighter communication with parishioners, and also to form clergy’s layer as a Ukrainian middle class. Pointed out that the task of clergy’s schools also should have been the education of people with a deep Christian and patriotic worldview. Based on statistics proved that at the end of the XIX century the vast majority of valid Greek Catholic clergy did not have a proper professional qualification. Determined that even after finishing professional institution, a significant part of graduates did not proceed to qualification exam. Contemporaries saw a solution for the situation in an obligatory professional exam for all unskilled singers and giving posts only to singers with certificates. Indicated that the relevant order was firstly issued by the spiritual authority of Stanislav diocese which became a push for qualitative changes in the level of Greek Catholic regency in Halychyna.

The use of GeoGebra in teaching geometric transformations was investigated in this study. GeoGebra is a math software available in over 100 plus languages, both online and offline. GeoGebra is a useful application to improve and enrich mathematics teaching and learning by allowing students to visualize mathematical concepts, which is extremely useful for mathematical experiments and discoveries at all educational levels, from elementary school to university. The theoretical referents used in this article are cognitive learning theory and Vygotsky's social learning theory. Twenty students (twelve boys and eight girls) in grade IX from a private school in Kathmandu Valley, Nepal, were taught mathematics using a variety of specific instances of transformation highlighted in this study, including reflection, rotation, translation, and dilation. This research used a qualitative research method called a teaching experiment to examine the use of GeoGebra in eleven episodes. Students were aided in visualizing abstract concepts of change by using relevant images, photos, and animations of GeoGebra-created objects. The findings of a classroom experiment are GeoGebra is an easy-to-use application, GeoGebra allows for discovery learning, GeoGebra encourages collaborative learning, and GeoGebra to visualize geometric transformations. Likewise, GeoGebra aids in the teaching and comprehension of abstract transformation concepts. These findings show how students can develop into active knowledge builders when GeoGebra is used in mathematics classes. They also communicate with one another, keep track of the change process, and respect their instructors' authority in such classes. It is an important instructional tool that supports the educational system's transition from a teacher-centered to a learner-centered approach by complementing the traditional lecture method of teaching mathematics.

The use of GeoGebra in teaching geometric transformations was investigated in this study. GeoGebra is a math software available in over 100 plus languages, both online and offline. GeoGebra is a useful application to improve and enrich mathematics teaching and learning by allowing students to visualize mathematical concepts, which is extremely useful for mathematical experiments and discoveries at all educational levels, from elementary school to university. The theoretical referents used in this article are cognitive learning theory and Vygotsky's social learning theory. Twenty students (twelve boys and eight girls) in grade IX from a private school in Kathmandu Valley, Nepal, were taught mathematics using a variety of specific instances of transformation highlighted in this study, including reflection, rotation, translation, and dilation. This research used a qualitative research method called a teaching experiment to examine the use of GeoGebra in eleven episodes. Students were aided in visualizing abstract concepts of change by using relevant images, photos, and animations of GeoGebra-created objects. The findings of a classroom experiment are GeoGebra is an easy-to-use application, GeoGebra allows for discovery learning, GeoGebra encourages collaborative learning, and GeoGebra to visualize geometric transformations. Likewise, GeoGebra aids in the teaching and comprehension of abstract transformation concepts. These findings show how students can develop into active knowledge builders when GeoGebra is used in mathematics classes. They also communicate with one another, keep track of the change process, and respect their instructors' authority in such classes. It is an important instructional tool that supports the educational system's transition from a teacher-centered to a learner-centered approach by complementing the traditional lecture method of teaching mathematics.

ABSTRACT Oil spill response and equipment deployment training is a vital part of oil spill contingency planning. The Petroleum Industry Training Service has recognized the oil industry's needs in this regard and has established a number of oil spill related courses. These programs have been constructed to meet individual needs for contingency planning, response planning, equipment handling, cleanup techniques, and restoration procedures. Our organization understands the need for practical field training and because of this has designed the material around effective communications, coordination, cooperation, and case histories. In our training programs the varied subject matter is covered by personnel from the oil industry and regulatory agencies. Each of these individuals is well experienced in oil spill countermeasures and is capable of providing both theoretical and practical information. In addition, the province of Alberta, Canada, has been divided into 24 oil spill cooperatives. Each co-op is required to provide adequately trained personnel who can respond to and handle an oil spill on land, water, or under ice conditions. To make the educational process more effective, a full-time oil spill training coordinator is available to assist the cooperative chairman and his members with response planning and training exercise details. The system of classroom orientation, case studies, and hands-on field training has proven successful over the past five years, has paid dividends to the oil industry and regulatory agencies, and has received positive comments from many oil spill strategy groups.

The purpose of this research was to study how researchers and practitioners from universities and school authorities in Alberta, Canada, lead eleven research partnership projects, shared work and learning responsibilities, as well as understood their common challenges. Project leaders (N = 38) revealed their perceptions of the research partnership through an online survey and semi-structured interviews. Practitioners indicated advantages to partnering such as access to research expertise and data analysis tools in addition to deepening their research skills for educational decision making. Researchers outlined three benefits to the partnership: having access to research sites, learning more about current issues in schools, and developing relationships with practitioners. The researchers explained that these relationships would facilitate their ability to complete future research and conduct knowledge mobilization activities that would reach professional and academic audiences. Both researchers and participants identified challenges, such as time, communications, reporting requirements, and unforeseen circumstances while engaging in these research partnerships. Key words: University-school partnerships; educational partnerships; researcher-practitioner partnership; knowledge mobilization; case study L'objectif de cette recherche était d'étudier comment les chercheurs et les praticiens des universités et des autorités scolaires de l'Alberta, au Canada, ont dirigé onze projets de partenariat de recherche, partagé les responsabilités de travail et d'apprentissage, et perçu leurs défis communs. Les chefs de projet (N = 38) ont révélé leurs perceptions du partenariat de recherche par le biais d'un sondage en ligne et d'entrevues semi-structurées. Les praticiens ont indiqué les avantages du partenariat, tels que l'accès à l'expertise en recherche et aux outils d'analyse des données, en plus de l'approfondissement de leurs compétences en recherche pour la prise de décision en matière d'éducation. Les chercheurs ont souligné trois avantages du partenariat : avoir accès à des sites de recherche, en apprendre davantage sur les problèmes actuels dans les écoles et développer des relations avec les praticiens. Les chercheurs ont expliqué que ces relations faciliteraient leur capacité à réaliser des recherches futures et à mener des activités de mobilisation des connaissances qui toucheraient des publics professionnels et universitaires. Les chercheurs et les participants ont identifié des défis, tels que le temps, les communications, les exigences en matière de rapports et les circonstances imprévues, dans le cadre de ces partenariats de recherche. Mots clés : partenariats université-école; partenariats éducatifs; partenariat chercheur-praticien; mobilisation des connaissances; étude de cas.

In the 21st century, knowledge has come to be counted as the new primary delimiter in balances of power in the global system and the decisive factor within it, meaning that power and political authority have come to be tied to the production of knowledge and the capability to use it creatively. The process of transformation towards the stage of a new economy demands assessment and development of four primary focal points in a knowledge economy and these are education and training, infrastructure for information, economic incentives, an institutional system, and a system of innovation. The Arab countries are orienting towards a knowledge economy by improving their educational sectors via the adoption of modern techniques and investment in technological, information and communications infrastructure, and by depending upon robust programmes of research and development, while improving the business environment and that of workers in general. This article focuses on the process of transformation to a knowledge economy taking place in the Arab countries. The first section deals with the nature of assessing knowledge management; the second explores the most significant methodologies for assessing Arab knowledge performance for which we adopted a method of qualitative analysis through a presentation of findings published in global reports dealing with knowledge performance, its indicators and analysis.

Anyone who pays attention to the popular news media will have read or heard a lot lately about the rapidly expanding international network of computer networks known as the Internet. Though the Internet was originally developed by the universities to support international research cooperation and the exchange of scholarly information, the hardware and software have become so cheap and easily available that many commercial firms, non-educational organizations and individuals are now connected to the Internet also. The most explosive growth has been in the multimedia portion of the Internet, known as the World Wide Web, which is able to transmit computerized image, video and sound files as well as text. The lack of any central authority that can regulate or moderate the content of Internet communications has forced governments and citizens to become increasingly embroiled in issues of free speech, fair trade and community responsibility – yet despite the empty chatter, political grandstanding, sales hype and pornography, the Internet remains an unparalleled and unprecedented medium of valuable information, much of which would otherwise be unavailable to many, or available only with extensive travel, inconvenience or expense. The quantity of such information increases daily, and it includes much that is helpful to serious students of medieval music and chant.

The relevance of the article. In the modern information era, strategic communications management has become one of the conditions for competitiveness and effective development of any organization. Thanks to improved communication processes, social institutions make a significant leap in the direction of improving management, interaction with various audiences and interested parties in solving strategic tasks. There is also an increase in the intensity of organizational communications, which are now necessary for the effective operation of commercial and government structures. Organizational communications help enterprises and organizations interact more effectively with the environment by exchanging information. Representatives of various fields of activity become participants in organizational communications, and they include various forms of business communication. The relevance of this problem is determined by the fact that modern organizational communications are already an independent management function, the effective implementation of which is possible only under the condition of a professional approach. The effectiveness of organizational communications is a guarantee of success for all organizations and institutions, especially for those with a wide branched branch structure. The purpose of the article — to analyze the main aspects and advantages of the RESULTS BASED MANAGEMENT (RBM) methodology, to consider the current directions of organizational communications between the educational institution and local authorities and management in the context of the modern information age, to outline the ways of using the tools of the RBM methodology to optimize organizational communications between the university and authorities. The methodology. Analytical method, methods of description, comparison and generalization were applied in the research process. The results. The essence and basic principles of the RBM methodology are described. The specifics, forms, ways and methods of communication in the context of the RBM methodology are outlined. The issue of active participants in external communications was considered. An algorithm for building a detailed scheme of external communications is provided, and a kind of map of all authorities and management bodies interested in communication is created. A table with a list of communication formats (information interaction) has been developed for each local authority and management. The expediency of choosing a communication format is specified. The scientific novelty. In this study, for the first time, an algorithm for optimizing external communications between the university and local authorities and management in the context of the RBM methodology is proposed. The practical significance. Research materials and conclusions can be used for the development of information and communication strategies of universities and the optimization of communication policies in the work of public authorities and management. Conclusions. The practical application of the methodology of results-based management (Results-Based Management) is extremely relevant in the cooperation of university institutions with authorities and local administration, since it is precisely such interactions that currently require development, planning, implementation and monitoring. Communications, information campaigns, interaction and cooperation with institutions and stakeholders play a key role in this methodology.

AbstractThe rise of online learning over the past few decades has raised fundamental questions about the kinds of “spaces” and “places” this mode of education creates. Do they support meaningful exchanges? Can they advance educational equity, access, and community-building? Are they comparable to in-person classroom experiences? The recent COVID pandemic and the global turn toward virtual learning in response have brought such questions into sharp relief. These were the questions and contextual factors that brought distinguished historian Carroll Pursell and international educational technology authority Toru Iiyoshi together for this policy dialogue. Their conversation takes readers on a wide-ranging discussion about the interplay between education, technology, and society writ large. And they offer insights into the past, present, and likely future of education in an era of accelerating technological change.Carroll Pursell is the Adeline Barry Davee Distinguished Professor of History (Emeritus) at Case Western Reserve University and Distinguished Honorary Professor of History at the Australian National University. He held faculty positions at the University of California at Santa Barbara and served as the Andrew W. Mellon Distinguished Professor of the Humanities at Lehigh University. Pursell is a fellow of the American Association for the Advancement of Science (AAAS), and former president of both the International Committee for the History of Technology (ICOHTEC) and the Society for the History of Technology (SHOT), which also awarded him its Leonardo da Vinci Medal for outstanding contributions to the history of technology.Toru Iiyoshi is professor and director at the Center for the Promotion of Excellence in Higher Education at Kyoto University. Previously, he was a senior scholar and director of the Knowledge Media Laboratory at the Carnegie Foundation for the Advancement of Teaching. He also served as senior strategist in the Office of Educational Innovation and Technology at Massachusetts Institute of Technology. Iiyoshi is a member of the World Economic Forum's Global Agenda Council on Technology and Education and past recipient of the Outstanding Practice Award in Instructional Development and the Robert M. Gagne Award for Research in Instructional Design from the Association for Educational Communications and Technology.HEQ Policy Dialogues are, by design, intended to promote an informal, free exchange of ideas between scholars. At the end of the exchange, we offer a list of references to readers who wish to follow up on sources relevant to the discussion.

The management of Training and Placement is supported by paper-based systems, databases, spreadsheets and E-mail communications. Training and Placement is the crucial part of any educational institute in which most of the work till now is being done manually. The aim of this project is Automation of Training and Placement unit of RGIT (Rajiv Gandhi Institute of Technology). The project will include minimum manual work and maximum optimization, abstraction and security. This is a web application which will help students as well as the administration authority to carry out each and every activity in this department. The system is an application that can be accessed throughout the RGIT (Rajiv Gandhi Institute of Technology) organization with proper login provided. This system can be used as an application for the Training and Placement Officers (TPO) of the college to manage the student information with regard to placement. Students logging should be able to upload their information in the form of a CV. The key feature of this project is that it is a onetime registration. The application provides the facility of maintaining the details of the students. It also provides a requested list of candidates to recruit the students based on given query. Administrator logging in may also search any information put up by the students. This project will aid colleges to practice full IT deployment. This will also help in fast access procedures in placement related activities.

Radio broadcasting is one of the electronic media complementary to print media in the presentation of information and entertainment. Community radio is an FM radio station owned, managed, provided, initiated and established by a community. Community radio is also often referred to as social radio, educational radio, or alternative radio. Community radio frequency allocation according to the Regulations of the Minister of Communications and Informatics of the Republic of Indonesia Number: 3 In 2017, only three channels are available, namely Channels 202, 203, and 204 (frequency 107.7 MHz, 107.8 MHz and 107.9 MHz), while one channel of 200 is allocated to the Public Broadcasting Authority (LPP) and the Private Broadcaster. (LPS). Due to the limited number of community radio channels, there is not much community radio established, in addition to monitoring and optimizing the use of frequencies as well as to maintain the existence of the community radio it is necessary to conduct an analysis of the performance of those community radio. Besides, the results of the analysis also show how many channels can still be used to establish community radio in their territory. A mobile radio simulator is used to get a complete picture of the activity of the frequency channels as well as the community radio performance used in Central Java. The results of the analysis show that the community's radio frequency allocation is well used and the broadcasting power emitted in accordance with government regulations with EIRP and RSL rates is -6,02 dBm

Technical and vocational education would significantly serve the need of developing countries in terms of lower the rate of poverty, reducing the number of people/youth unemployment, ensuring a stable economy, reducing rate of crimes, higher earning, and increasing self-development. It is also essential for the gulf states such as: Kuwait, Qatar, United Arab Emirates, where the lack of skilled and semi-skilled indigenous manpower is notable in essential sectors of their economy (e.g., electricity and water, health care, oil sector, infrastructure). Technical and vocational education is a dual type of educational system that would facilitate the transmission of students into work place. It is considered as a ‘golden” opportunity particularly for youth to be easily employed by industries and business. The success of technical and vocational education would depend, to great extent, on the efficiency of apprenticeship where students spend certain time at industrial premises to gain the required skills. It allows students to experience the real work environment and to interact with machine, devices, and tools applied in industrial production site. This paper examines how successful is the field training program offered by the selected colleges and institutions at the Public Authority for Applied Education and Training, PAAE&T, in providing local industries with indigenous skilled and semi-skilled qualified manpower. The research is based on extensive field work that encompasses a review of the related literature, interviews with sample of heads of supervisors/heads of departments at the Ministry of Health, Ministry of Communications, Ministry of Electricity and Water, and the oil sector in order to assess the quality of field training program. Finally, the research will argue that unless the management of technical and vocational colleges and institutions recognize and appreciate the value of enhancing the quality of field training program with local industries, its contribution in tackling the shortage of skilled and semi-skilled indigenous in essential sectors on the economy will be below the government expectations, thus continuing relaying on expatriates for years ahead.

Digital divide is referring to the gap between demographics and regions that have access to modern information and communications technology, and those that don't or have restricted access such as internet. The digital divide continues an important public policy debate that encompasses social, economic and political issues. This research focuses on to identify internet accessibility factors at Pulau Tuba Langkawi. In this research study, we focus on surveying internet accessibility and conducting an interview using quantitative study. Internet accessibility is conducted using OpenSignal application. OpenSignal is application to build a network coverage map of cellular network. For second method, quantitative survey was conducted by interviewing and questionnaire, with the sample size of the survey is 30. From this research, the results show only two spots which has good internet coverage which are near a primary school which are government owned premises. On the other hand, the area along the beach has moderate to bad internet coverage and certain place such as Lubuk Chempedak has very limited internet coverage. From quantitative survey, majority of population has average competent level of knowledge and skills to use the internet application such as email, online banking etc. Furthermore, the results show that majority of population strongly agreed that internet has the potential to increase their income and market their local product to bigger market. However, majority of them unable to use the internet and benefits from it due to poor internet accessibility. Therefore, more IT educational program and training should be given, and the government and local authority must play its part to improve the internet infrastructure so that the population did not continue being left out from the development of digital economy.

The subject of the research is the study of algorithms for the formation of competencies. The author examines various process structures of competence formation. The aim work is to develop a unified algorithm formation of digital competencies for civil servants. The specifics study will be focused on government civil servants who use digital technologies in their official activities. Special attention is paid to the issue of training and development of public civil servants. Author considers such an aspect of the topic as the impact of digital knowledge, skills and abilities on the digital economy of the Russian Federation. Author discusses various training technologies aimed at improving the qualification level of a civil servant. Author considers certain algorithmization of the formation of digital competencies in public administration. Features influence of educational activities on the creation of a special model of digital competencies of a civil servant. The following methods were used in the study: traditional analysis of documents (normative legal acts, scientific articles), modeling. As a result of the research author developed technology for the formation of digital competencies, aimed at developing the professional level of government civil servants and focused on the introduction of modern training models in public authorities. The area of possible implementation of the research results in such state bodies as the Government of the Russian Federation, the Administration of the President of the Russian Federation, the Ministry of Digital Development, Communications and Mass Media of the Russian Federation, etc. The novelty research is the development of completely new process of training and development of civil servants. The use of algorithmic technology for the formation of digital competencies will contribute to improving the qualification level of civil servant, improving public administration in a particular public authority, increasing measures to train and develop digital literacy of civil servant.

Profound changes have taken place in the society of the XXI century. In culture and civilization, the determining role (dominance) passes from science and education to technology and technic. Against the background of the decline in the authority of science and education in society, the situation with the status of philosophy, as well as methodology, has worsened. This provision is due to the fact that the subject of philosophy is knowledge, and for methodology it is scientific knowledge. It is proposed to consider knowledge according to K. Popper’s concept of three worlds. With the giving of a substantial status to knowledge, its origin should no longer be represented as the result of a reflection of reality. Let us define knowledge as an addition to the physical and mental beginnings of a three-component being. In order to show the productivity of the proposed change, a system-cybernetic model of contradiction is given. In the interests of developing an effective methodology, we turn to the concepts of mono- and multi-aspect approaches to any creative work. The situations of ‘not meaningful incompleteness’ are shown, when the researcher does not even think about the varieties of aspects that open up to the specialist when he starts working with the name of the study, and ‘meaningful incompleteness’, when knowing that it is impossible to consider all the variants of the topic, he justifies why he preferred this trajectory. The technologies of the formation of the names of creative works are presented, taking into account the installation on a single-aspect or multi-aspect study. In the course of solving the task of improving the effectiveness of the methodology, the issues of ontological and epistemic characteristics of the subject are touched upon, which is supplemented by direct indications of the division of knowledge into those that form a controlled subsystem – concepts, and those that form a controlling subsystem – categories. Methods for working with categories are formed – categorical system methodology (CSM), theory of dynamic information systems (TDIS, DIS), DIS-technology. CSM and TDIS are not only bases for the development of effective methodological projects, but they are focused on solving the problems of knowledge synthesis, which, in turn, should focus not only on interdisciplinarity, but also on the multi-aspect of the studied. The proposals outlined here are implemented in practice and in the educational process.

Abstract This study investigates the prevention efforts against sexual violence in Islamic boarding schools (pesantren) in Indonesia, focusing on implemented strategies. Conducted using a quantitative survey with a descriptive design, data were gathered via questionnaires distributed across various pesantren. Results reveal that prevention is facilitated by studying specific texts on sex education like 'Uqūdu al-Lujain, Qurratul' Uyūn, and Fathul Izār. Additional measures include monitoring student communications via mobile phones, imparting advice (mau'idzoh) from religious teachers (Kiai), and enforcing strict rules on interactions between genders. The study identifies power imbalances as contributing factors, where higher-ranking individuals exploit authority to exert control. Implications suggest that sexual violence erodes public trust, necessitating collaborative preventive actions involving pesantren, communities, and government. Furthermore, stringent legal measures against perpetrators are crucial. This research significantly contributes to the literature on sexual violence prevention in religious educational settings, advocating a comprehensive approach encompassing education, supervision, and robust law enforcement to combat this issue effectively. Abstrak Studi ini menyelidiki upaya pencegahan terhadap kekerasan seksual di pesantren-pesantren di Indonesia, dengan fokus pada strategi yang diterapkan. Dilakukan menggunakan survei kuantitatif dengan desain penelitian deskriptif, data dikumpulkan melalui kuesioner yang disebar di berbagai pesantren. Hasil penelitian menunjukkan bahwa pencegahan difasilitasi melalui studi teks-teks khusus tentang pendidikan seks seperti 'Uqūdu al-Lujain, Qurratul' Uyūn, dan Fathul Izār. Langkah-langkah tambahan meliputi pemantauan komunikasi siswa melalui telepon genggam, pemberian nasihat (mau'idzoh) dari guru agama (Kiai), dan penegakan aturan ketat mengenai interaksi antara gender. Studi ini mengidentifikasi ketidakseimbangan kekuasaan sebagai faktor penyumbang, di mana individu dengan posisi lebih tinggi mengeksploitasi otoritas untuk mengendalikan orang lain. Implikasi dari temuan ini menyarankan bahwa kekerasan seksual merusak kepercayaan publik, memerlukan tindakan preventif kolaboratif yang melibatkan pesantren, masyarakat, dan pemerintah. Selain itu, tindakan hukum yang ketat terhadap pelaku sangat penting. Penelitian ini memberikan kontribusi signifikan terhadap literatur tentang pencegahan kekerasan seksual di lembaga pendidikan agama, mendorong pendekatan komprehensif yang mencakup pendidikan, pengawasan, dan penegakan hukum yang kuat untuk mengatasi masalah ini secara efektif.

Современное искусство является важнейшим достоянием цивилизации. Оно уходит своими корнями в глубину веков. Особый жанр – вокальное искусство. Каждый музыкант знает, что человеческий голос является самым совершенным музыкальным инструментом. Профессиональная подготовка студентов по направлению вокальное искусство – это сложная задача, которую необходимо решать с учетом традиций российской вокальной педагогики и высокого авторитета исполнителей в России и за рубежом. Поэтому использование цифровых технологий в подготовке вокалистов тема достаточно дискуссионная. Мы все соглашаемся, что надо использовать достижения цифровых коммуникаций, при этом, считаем необходимым сохранить традиции и контактную работу со студентом в аудитории. Есть учебные дисциплины, содержание которых помогает усвоить цифровые технологии. В этой части необходимо максимально использовать такие возможности. Есть ситуации, когда в вокальной педагогике нет возможности встречаться со студентами в концертной студии или в классе. Такие сюжеты требуют осмысления и использования определенной методики. В качестве материалов для исследования использованы данные научных исследований зарубежных и отечественных ученых. В предлагаемой статье изложены некоторые подходы к анализу опыта дистанционной работы со студентами. Modern art is the most important asset of civilization. It has its roots in the depths of centuries. A special genre is vocal art. Every musician knows that the human voice is the most perfect musical instrument. Professional training of students in the direction of vocal art is a complex task that must be solved taking into account the traditions of Russian vocal pedagogy and the high authority of performers in Russia and abroad. Therefore, the use of digital technologies in the training of vocalists is quite a controversial topic. We all agree that it is necessary to use the achievements of digital communications, while we consider it necessary to preserve the traditions and contact work with the student in the classroom. There are educational disciplines, the content of which helps to learn digital technologies. In this part, it is necessary to make the most of such opportunities. There are situations when in vocal pedagogy it is not possible to meet with students in the concert studio or in the classroom. Such stories require comprehension and the use of a certain technique. As materials for the study, data from scientific studies of foreign and domestic scientists were used. The article presents some approaches to the analysis of the experience of remote work with students.

This paper is an interview with Andrey V. Smirnov, Director of the Institute of Philosophy, Russian Academy of Sciences. The interview was dedicated to the broad set of issues that can all be characterized as relative to the umbrella topic of cultural patterns, the indispensability of cultural difference between nations and civilizations and the roots of such phenomena. Expressing the idea of specific mindsets and inherent value orientations, Andrey V. Smirnov adheres to the theoretical approach designed to underline these elements. The panhuman (vsechelovecheskoye) serves for these ends as well as the collective cognitive unconscious. The visions of panhuman oppose to the universalist paradigm (obshechelovecheskoye) and express concern about the drawbacks of cultural unification. Each culture shares one of these two approaches to a certain extent, and the viability of such cultures can be accessed with the view to the interests, goals and projects such cultures or nations nurture. All such phenomena stem from collective cognitive unconscious. Language as its signifier illustrates innate logical structures that also vary: while, for instance, the Arab thought runs on process-based logic that focuses on actions, European one represents substantial logic — that of the existential feeling. In this way all intercultural communication should take others’ visions and adopt to them, which is important not only for translators and interpreters, but also in the political sphere. Advocates of globalism and supranationalism are driven by ideas generated in the West and remain ignorant of the practices that are actually relevant in localities other than the USA or Western Europe. Many examples can be found in the societal shifts that Russia faces. The seemingly non-alternative modernisationalist initiatives that fall within the universalist liberal model are inadequate for the thought style and the corresponding institutional, authority and educational system. The most obvious examples of this deal with the digital sphere, but the cyber transformations as such are not imposing the universalist vision. Rather, it is the underlying culturally-rooted effects of the leverage the United States as the IT leader have and make use of. The questions on how these intercultural communications function now, what form should they take and the very transformations that burden self-sufficient cultures should be analyzed by philosophers. The realities of modern civilizations suggest that those who are set aside in the periphery raise voices and realize national subjectivity.

Исследуется структурно-функциональная модель развития готовности специалистов защиты информации к профессиональной деятельности в войсках национальной гвардии Российской Федерации. Выделенные компоненты (нормативно-концептуальный, программно-целевой, профессионально-деятельностный и контрольно-оценочный) позволят развить необходимый уровень, который будет достаточен для совершения профессиональной деятельности в Росгвардии. Методологическую основу разработанной модели составляет компетентностный и системно-деятельностный подходы, позволяющие раскрыть концептуально-ориентирующую функцию процесса обучения будущих специалистов защиты информации. Применение системно-деятельностного подхода в структурно-функциональной модели развития готовности понимается как новое выражение деятельностного подхода, который в настоящее время вызывает большой интерес у большинства ученых и исследователей. Проведенный анализ отзывов, поступающих от командиров воинских частей Росгвардии на выпускников факультета (связи) Пермского военного института войск национальной гвардии, показал необходимость при организации учебного процесса более углубленно рассматривать вопросы обеспечения защиты информации, проведения необходимых мероприятий по аттестации выделенных помещений, развития практической составляющей по отражению хакерских и иных атак на информационное пространство Росгвардии. Основу технологии обучения специалистов защиты информации к профессиональной деятельности составляет реализация специализированного курса проведения «Киберучений», включающего в себя комплекс практических и лабораторных работ. Разработанные в этом же специализированном курсе ситуационные задачи, составленные по основам собственного опыта в обеспечении защиты информации в качестве контролирующего органа, позволят будущим специалистам защиты информации при организации проверок защищенности объектов не допускать шаблонных ошибок и корректировать свою профессиональную деятельность. The article examines a structural-functional model of the development of readiness to develop the readiness of information security specialists for professional activity in the troops of the National Guard of the Russian Federation. The highlighted components: normative-conceptual, program-target, professional-activity and control-assessment will allow developing the necessary level that will be sufficient for performing professional activities in the Russian Guard. The methodological basis of the developed model is the competence-based and system-activity approaches, which allow the conceptual-orienting function of the training process of future information security specialists. The use of the system-activity approach in the structural-functional model of readiness development is understood as a new expression of the activity approach, which is currently of great interest to most scientists and researchers. The analysis of the reviews received from the commanders of the military units of the Russian Guard on the graduates of the faculty (communications) of the Perm Military Institute of the National Guard troops showed the need, when organizing the educational process, to consider in more depth the issues of ensuring the protection of information, taking the necessary measures to certify the allocated premises, developing a practical component to repel hacker and other attacks on the information space of the National Guard. The basis of the technology for training information security specialists for professional activities is the implementation of a specialized course for conducting «Cyber training», which includes a set of practical and laboratory work. The situational tasks developed in the same specialized course, compiled on the basis of their own experience in ensuring the protection of information as a supervisory authority, will allow future information security specialists to avoid stereotyped errors when organizing security checks of objects and adjust their professional activities.

Ms Kaylianne Aploon-Zokufa Kaylianne Aploon-Zokufa is a lecturer in the Institute for Post-School Studies (IPSS) in the Faculty of Education at the University of the Western Cape (UWC). She is a PhD candidate and her research topic is: ‘An investigation into how mature women ECD (early childhood development) practitioners access higher education through the BEd Foundation Phase programme’. Prof. Suzanne Bester Suzanne Bester is an associate professor and healthcare practitioner in educational psychology. She is employed by the University of Pretoria in the Department of Educational Psychology, where she has gained extensive experience in, amongst others, clinical supervision of students in educational psychology. Together with her students, she consults with children, adolescents, and their families in the treatment of diverse psychological challenges. She has a special interest in the assessment and diagnosis of neurodevelopmental disorders in children. Dr Helen Brown Helen Brown is a PhD fellow in the IPSS in the Faculty of Education at the UWC. She is also a member of the Strategy and Research Division of the Manufacturing, Engineering and Related Services Sector Education and Training Authority. Her PhD in education focused on artisan trade testing in the engineering technical and vocational education and training space (TVET). Her work in quality development of vocational education and training (VET) systems has been in the areas of large-scale competence diagnostics, professional development of TVET college lecturers, information and communications technology (ICT) teaching and learning platforms, and skills for the industrialisation of new product innovations. Dr Marcus Brändle Marcus Brändle is a member of the Faculty of Management, Economics and Social Sciences at the University of Stuttgart. He has been working in the Department of Vocational Education with a focus on Teaching Technology (BPT) since 2018. His research interests include competency research for the interdisciplinary school subject, Science and Technology, as well as digitisation and digitisation-related competencies of teachers and student teachers in Germany and internationally. Ms Stefanie Holler Stefanie Holler is a research fellow in the Department of Vocational Education with a focus on Teaching Technology at the University of Stuttgart. Her research focus is professional development of TVET lecturers (with a particular focus on South Africa), digital teaching and learning, as well as language, literacy, and learning in the STEM (science, technology, engineering and mathematics) disciplines. She has teaching experience in the engineering fields of study in Germany and, in research and development projects, has trained TVET lecturers in South Africa. Prof. Wayne Hugo Wayne Hugo is a member of the Department of Education and Development in the Faculty of Education at the University of KwaZulu-Natal. He is dedicated to pursuing how education and learning function as mechanisms across various sectors of education (academic, technical, vocational, and occupational), different modalities (contact, hybrid, online), different scales (from neuron to international), and different types of learning mechanisms (artificial and natural). Dr Musa Mokoena Musa Mokoena is a member of the Department of Education and Development in the Faculty of Education at the University of KwaZulu-Natal and holds a PhD in education and development from this university. He has over 30 years’ experience in TVET in Eswatini and as a lecturer and later principal at two TVET colleges, the Swaziland College of Technology and the Vocational and Commercial Training Institute, Matsapa. Dr Ian Moll Ian Moll is a research fellow at the Centre for Researching Education and Labour (REAL) at the University of the Witwatersrand, having retired from the Division of Educational Technology at the university in 2021. With a PhD in cognitive science and education from the University of Geneva, his interests lie in theoretical psychology; knowledge, work and skill; the networked society; learning and pedagogy; and educational technology. Mr Mbofheni Abbie Mulaudzi Mbofheni Mulaudzi is a member of the Department of Mathematics, Natural Sciences and Technology Education in the Faculty of Education at the University of the Free State. He is a teacher educator and an emerging researcher who is establishing himself as a leading voice in the field of electrical engineering education. He is known for his innovative approaches to technical teacher training and for his commitment to quality teaching and training. Dr Seamus Needham Seamus Needham is the Acting Director of the IPSS in the Faculty of Education at the UWC. He has been active in vocational education, policy and development for about 25 years. Ms Victoria NepembeVictoria Nepembe is a member of the Department of Secondary Education in the Faculty of Education at Rhodes University. She is a PhD scholar in the faculty and, has used her experience with digital technologies in TVET colleges to research technological pedagogical content knowledge among instructors. Her goal is to understand how the three areas of knowledge enforce effective integration of technology and teaching at vocational schools. Prof. Joy Papier Joy Papier is the National Research Foundation Chair: TVET at the IPSS in the Faculty of Education at the UWC. She has published on vocational and general teacher education in several academic journals, presented at conferences and on public panels, participates in national government task teams, and is an external examiner for numerous postgraduate dissertations in the field of TVET. She has been actively involved in TVET research, policy development, and capacity-building for over 25 years. Dr Benjamin Seleke Benjamin Seleke is a member of the Department of Sciences and Technology Education in the Faculty of Education at Walter Sisulu University. He is a prominent teacher educator specialising in technology education and TVET. Renowned for his work on problem-based learning and the infusion of indigenous knowledge, he advocates for an inclusive curriculum. He also champions continuous professional development and extends his expertise to those working in adult and community education. Dr Clement Simuja Clement Simuja is a senior lecturer in the Department of Secondary Education in the Faculty of Education at Rhodes University. He has spent a decade researching the integration of digital technology at schools and universities and in adult learning. His research involves the intricate interaction between content, pedagogy and technology in digital education, specifically concerning the obstacles encountered in technology-based education implementation. Dr Nixon Teis Nixon Teis is a teacher educator and researcher and the former Head of School of Mathematics, Natural Sciences and Technology Education at the University of the Free State. His research interests are in teacher knowledge, with a discipline-specific focus on technical teacher knowledge, teacher professional development, and the impact of technological advancements on technical teacher knowledge and capacity. Prof. Bernd Zinn Bernd Zinn is a professor of vocational education with a focus on technology didactics at the Institute of Educational Science at the University of Stuttgart. His research focuses on teacher training, educational technologies, teaching and learning processes, competence development, as well as inclusion and dealing with heterogeneity in technical education and training.

BNN implement prevention activities in two areas, namely advocacy and dissemination of information. In advocacy, BNN provides socialization dangers of NAPZA abuse in the student, students, government and private gencies, and the community that aims to encourage the environment in order to create policies that support P4GN action and will be able independently to carry it out. Prevention through information dissemination activities, BNN has concentrated on the dissemination of information about the dangers of abuse of narcotics and policies in the field P4GN BNN through the communications media and through a massive campaign that is packaged in a variety of activities. NAPZA Abuse Prevention covers three aspects: Primary prevention, secondary prevention and tertiary prevention. The purpose of this study to find out how the role of South Sulawesi BNNP do primary prevention against NAPZA abuse, to find out how the role of South Sulawesi BNNP sekuder prevention against NAPZA abuse, and to mengathui how the role of South Sulawesi BNNP tertiary prevention against NAPZA abuse. The method used in this research is using qualitative approach with deskpritif method. Data collected by in-depth interviews, observation and documentation study carried out to six informants. The research result shows that the role of South Sulawesi BNNP have difficulty in carrying out the implementation of secondary prevention that is week one, the number of informants who did the secondary prevention of officers BNNP, handle five to ten participants outpatient. Form of secondary prevention activities including counseling, for secondary prevention informants did not do rehabilitation to user’s hospitalization because BNNP not have rehab. While officers BNNP primary prevention focused only on people who do not use NAPZA. Not many communities NAPZA users who want to rehabilitate a way to report in BNNP handle five to ten participants outpatient. Form of secondary prevention activities including counseling, for secondary prevention informants did not do rehabilitation to user’s hospitalization because BNNP not have rehab. While officers BNNP primary prevention focused only on people who do not use NAPZA. Not many communities NAPZA users who want to rehabilitate a way to report in BNNP handle five to ten participants outpatient. Form of secondary prevention activities including counseling, for secondary prevention informants did not do rehabilitation to user’s hospitalization because BNNP not have rehab. While officers BNNP primary prevention focused only on people who do not use NAPZA. Not many communities NAPZA users who want to rehabilitate a way to report in BNNP, sub fulfillment form of tertiary prevention activities that the informant had no authority to force victims to follow the activities of inpatient NAPZA continued even though the informant was doing uasaha maximum in secondary prevention sub form to victims of NAPZA abuse in order koraban no recurrence of NAPZA abuse in NAPZA use. Troubleshooting program being offered to solve the problem is "Capacity Building Program Officer National Narcotics Board of South Sulawesi province in Doing Prevention through Outreach to Victims of NAPZA" by methods Group Work using techniques Educational Groups which aims to increase the capacity of officers BNNP the prevention of NAPZA abuse.

Covid 19 – living the experience As I sit at my desk at home in suburban Brisbane, following the dictates on self-isolation shared with so many around the world, I am forced to contemplate the limits of human prediction. I look out on a world which few could have predicted six months ago. My thoughts at that time were all about 2020 as a metaphor for perfect vision and a plea for it to herald a new period of clarity which would arm us in resolving the whole host of false divisions that surrounded us. False, because so many appear to be generated by the use of polarised labelling strategies which sought to categorise humans by a whole range of identities, while losing the essential humanity and individuality which we all share. This was a troublesome trend and one which seemed reminiscent of the biblical tale concerning the tower of Babel, when a single unified language was what we needed to create harmony in a globalising world. However, yesterday’s concerns have, at least for the moment, been overshadowed by a more urgent and unifying concern with humanity’s health and wellbeing. For now, this concern has created a world which we would not have recognised in 2019. We rely more than ever on our various forms of electronic media to beam instant shots of the streets of London, New York, Berlin, Paris, Hong Kong etc. These centres of our worldly activity normally characterised by hustle and bustle, are now serenely peaceful and ordered. Their magnificent buildings have become foregrounded, assuming a dignity and presence that is more commonly overshadowed by the mad ceaseless scramble of humanity all around them. From there however the cameras can jump to some of the less fortunate areas of the globe. These streets are still teeming with people in close confined areas. There is little hope here of following frequent extended hand washing practices, let alone achieving the social distance prescribed to those of us in the global North. From this desk top perspective, it has been interesting to chart the mood as the crisis has unfolded. It has moved from a slightly distant sense of superiority as the news slowly unfolded about events in remote Wuhan. The explanation that the origins were from a live market, where customs unfamiliar to our hygienic pre-packaged approach to food consumption were practised, added to this sense of separateness and exoticism surrounding the source and initial development of the virus. However, this changed to a growing sense of concern as its growth and transmission slowly began to reveal the vulnerability of all cultures to its spread. At this early stage, countries who took steps to limit travel from infected areas seemed to gain some advantage. Australia, as just one example banned flights from China and required all Chinese students coming to study in Australia to self-isolate for two weeks in a third intermediate port. It was a step that had considerable economic costs associated with it. One that was vociferously resisted at the time by the university sector increasingly dependent on the revenue generated by servicing Chinese students. But it was when the epicentre moved to northern Italy, that the entire messaging around the event began to change internationally. At this time the tone became increasingly fearful, anxious and urgent as reports of overwhelmed hospitals and mass burials began to dominate the news. Consequently, governments attracted little criticism but were rather widely supported in the action of radically closing down their countries in order to limit human interaction. The debate had become one around the choice between health and economic wellbeing. The fact that the decision has been overwhelmingly for health, has been encouraging. It has not however stopped the pressure from those who believe that economic well-being is a determinant of human well-being, questioning the decisions of politicians and the advice of public health scientists that have dominated the responses to date. At this stage, the lives versus livelihoods debate has a long way still to run. Of some particular interest has been the musings of the opinion writers who have predicted that the events of these last months will change our world forever. Some of these predictions have included the idea that rather than piling into common office spaces working remotely from home and other advantageous locations will be here to stay. Schools and universities will become centres of learning more conveniently accessed on-line rather than face to face. Many shopping centres will become redundant and goods will increasingly be delivered via collection centres or couriers direct to the home. Social distancing will impact our consumption of entertainment at common venues and lifestyle events such as dining out. At the macro level, it has been predicted that globalisation in its present form will be reversed. The pandemic has led to actions being taken at national levels and movement being controlled by the strengthening and increased control of physical borders. Tourism has ground to a halt and may not resume on its current scale or in its present form as unnecessary travel, at least across borders, will become permanently reduced. Advocates of change have pointed to some of the unpredicted benefits that have been occurring. These include a drop in air pollution: increased interaction within families; more reading undertaken by younger adults; more systematic incorporation of exercise into daily life, and; a rediscovered sense of community with many initiatives paying tribute to the health and essential services workers who have been placed at the forefront of this latest struggle with nature. Of course, for all those who point to benefits in the forced lifestyle changes we have been experiencing, there are those who would tell a contrary tale. Demonstrations in the US have led the push by those who just want things to get back to normal as quickly as possible. For this group, confinement at home creates more problems. These may be a function of the proximity of modern cramped living quarters, today’s crowded city life, dysfunctional relationships, the boredom of self-entertainment or simply the anxiety that comes with an insecure livelihood and an unclear future. Personally however, I am left with two significant questions about our future stimulated by the events that have been ushered in by 2020. The first is how is it that the world has been caught so unprepared by this pandemic? The second is to what extent do we have the ability to recalibrate our current practices and view an alternative future? In considering the first, it has been enlightening to observe the extent to which politicians have turned to scientific expertise in order to determine their actions. Terms like ‘flattening the curve’, ‘community transmission rates’, have become part of our daily lexicon as the statistical modellers advance their predictions as to how the disease will spread and impact on our health systems. The fact that scientists are presented as the acceptable and credible authority and the basis for our actions reflects a growing dependency on data and modelling that has infused our society generally. This acceptance has been used to strengthen the actions on behalf of the human lives first and foremost position. For those who pursue the livelihoods argument even bigger figures are available to be thrown about. These relate to concepts such as numbers of jobless, increase in national debt, growth in domestic violence, rise in mental illness etc. However, given that they are more clearly estimates and based on less certain assumptions and variables, they do not at this stage seem to carry the impact of the data produced by public health experts. This is not surprising but perhaps not justifiable when we consider the failure of the public health lobby to adequately prepare or forewarn us of the current crisis in the first place. Statistical predictive models are built around historical data, yet their accuracy depends upon the quality of those data. Their robustness for extrapolation to new settings for example will differ as these differ in a multitude of subtle ways from the contexts in which they were initially gathered. Our often uncritical dependence upon ‘scientific’ processes has become worrying, given that as humans, even when guided by such useful tools, we still tend to repeat mistakes or ignore warnings. At such a time it is an opportunity for us to return to the reservoir of human wisdom to be found in places such as our great literature. Works such as The Plague by Albert Camus make fascinating and educative reading for us at this time. As the writer observes Everybody knows that pestilences have a way of recurring in the world, yet somehow, we find it hard to believe in ones that crash down on our heads from a blue sky. There have been as many plagues as wars in history, yet always plagues and wars take people equally by surprise. So it is that we constantly fail to study let alone learn the lessons of history. Yet 2020 mirrors 1919, as at that time the world was reeling with the impact of the Spanish ‘Flu, which infected 500 million people and killed an estimated 50 million. This was more than the 40 million casualties of the four years of the preceding Great War. There have of course been other pestilences since then and much more recently. Is our stubborn failure to learn because we fail to value history and the knowledge of our forebears? Yet we can accept with so little question the accuracy of predictions based on numbers, even with varying and unquestioned levels of validity and reliability. As to the second question, many writers have been observing some beneficial changes in our behaviour and our environment, which have emerged in association with this sudden break in our normal patterns of activity. It has given us the excuse to reevaluate some of our practices and identify some clear benefits that have been occurring. As Australian newspaper columnist Bernard Salt observes in an article titled “the end of narcissism?” I think we’ve been re-evaluating the entire contribution/reward equation since the summer bushfires and now, with the added experience of the pandemic, we can see the shallowness of the so-called glamour professions – the celebrities, the influencers. We appreciate the selflessness of volunteer firefighters, of healthcare workers and supermarket staff. From the pandemic’s earliest days, glib forays into social media by celebrities seeking attention and yet further adulation have been met with stony disapproval. Perhaps it is best that they stay offline while our real heroes do the heavy lifting. To this sad unquestioning adherence to both scientism and narcissism, we can add and stir the framing of the climate rebellion and a myriad of familiar ‘first world’ problems which have caused dissension and disharmony in our communities. Now with an external threat on which to focus our attention, there has been a short lull in the endless bickering and petty point scoring that has characterised our western liberal democracies in the last decade. As Camus observed: The one way of making people hang together is to give ‘em a spell of the plague. So, the ceaseless din of the topics that have driven us apart has miraculously paused for at least a moment. Does this then provide a unique opportunity for us together to review our habitual postures and adopt a more conciliatory and harmonious communication style, take stock, critically evaluate and retune our approach to life – as individuals, as nations, as a species? It is not too difficult to hypothesise futures driven by the major issues that have driven us apart. Now, in our attempts to resist the virus, we have given ourselves a glimpse of some of the very things the climate change activists have wished to happen. With few planes in the air and the majority of cars off the roads, we have already witnessed clearer and cleaner air. Working at home has freed up the commuter driven traffic and left many people with more time to spend with their family. Freed from the continuing throng of tourists, cities like Venice are regenerating and cleansing themselves. This small preview of what a less travelled world might start to look like surely has some attraction. But of course, it does not come without cost. With the lack of tourism and the need to work at home, jobs and livelihoods have started to change. As with any revolution there are both winners and losers. The lockdown has distinguished starkly between essential and non-essential workers. That represents a useful starting point from which to assess what is truly of value in our way of life and what is peripheral as Salt made clear. This is a question that I would encourage readers to explore and to take forward with them through the resolution of the current situation. However, on the basis that educators are seen as providing essential services, now is the time to turn to the content of our current volume. Once again, I direct you to the truly international range of our contributors. They come from five different continents yet share a common focus on one of the most popular of shared cultural experiences – sport. Unsurprisingly three of our reviewed papers bring different insights to the world’s most widely shared sport of all – football, or as it would be more easily recognised in some parts of the globe - soccer. Leading these offerings is a comparison of fandom in Australia and China. The story presented by Knijnk highlights the rise of the fanatical supporters known as the ultras. The origin of the movement is traced to Italy, but it is one that claims allegiances now around the world. Kniijnk identifies the movement’s progression into Australia and China and, in pointing to its stance against the commercialisation of their sport by the scions of big business, argues for its deeper political significance and its commitment to the democratic ownership of sport. Reflecting the increasing availability and use of data in our modern societies, Karadog, Parim and Cene apply some of the immense data collected on and around the FIFA World Cup to the task of selecting the best team from the 2018 tournament held in Russia, a task more usually undertaken by panels of experts. Mindful of the value of using data in ways that can assist future decision making, rather than just in terms of summarising past events, they also use the statistics available to undertake a second task. The second task was the selection of the team with the greatest future potential by limiting eligibility to those at an early stage in their careers, namely younger than 28 and who arguably had still to attain their prime as well as having a longer career still ahead of them. The results for both selections confirm how membership of the wealthy European based teams holds the path to success and recognition at the global level no matter what the national origins of players might be. Thirdly, taking links between the sport and the world of finance a step further, Gomez-Martinez, Marques-Bogliani and Paule-Vianez report on an interesting study designed to test the hypothesis that sporting success within a community is reflected in positive economic outcomes for members of that community. They make a bold attempt to test their hypothesis by examining the relationship of the performance of three world leading clubs in Europe - Bayern Munich, Juventus and Paris Saint Germain and the performance of their local stock markets. Their findings make for some interesting thoughts about the significance of sport in the global economy and beyond into the political landscape of our interconnected world. Our final paper comes from Africa but for its subject matter looks to a different sport, one that rules the subcontinent of India - cricket. Norrbhai questions the traditional coaching of batting in cricket by examining the backlift techniques of the top players in the Indian Premier league. His findings suggest that even in this most traditional of sports, technique will develop and change in response to the changing context provided by the game itself. In this case the context is the short form of the game, introduced to provide faster paced entertainment in an easily consumable time span. It provides a useful reminder how in sport, techniques will not be static but will continue to evolve as the game that provides the context for the skilled performance also evolves. To conclude our pages, I must apologise that our usual book review has fallen prey to the current world disruption. In its place I would like to draw your attention to the announcement of a new publication which would make a worthy addition to the bookshelf of any international sports scholar. “Softpower, Soccer, Supremacy – The Chinese Dream” represents a unique and timely analysis of the movement of the most popular and influential game in the world – Association Football, commonly abbreviated to soccer - into the mainstream of Chinese national policy. The editorial team led by one of sports histories most recognised scholars, Professor J A Mangan, has assembled a who’s who of current scholars in sport in Asia. Together they provide a perspective that takes in, not just the Chinese view of these important current developments but also, the view of others in the geographical region. From Japan, Korea and Australia, they bring with them significant experience to not just the beautiful game, but sport in general in that dynamic and fast-growing part of the world. Particularly in the light of the European dominance identified in the Karog, Parim and Cene paper this work raises the question as to whether we can expect to see a change in the world order sooner rather than later. It remains for me to make one important acknowledgement. In my last editorial I alerted you to the sorts of decisions we as an editorial and publication team were facing with regard to ensuring the future of the journal. Debates as to how best to proceed while staying true to our vision and goals are still proceeding. However, I am pleased to acknowledge the sponsorship provided by The University of Macao for volume 42 and recognise the invaluable contribution made by ISCPES former president Walter Ho to this process. Sponsorship can provide an important input to the ongoing existence and strength of this journal and we would be interested in talking to other institutions or groups who might also be interested in supporting our work, particularly where their goals align closely with ours. May I therefore commend to you the works of our international scholars and encourage your future involvement in sharing your interest in and expertise with others in the world of comparative and international sport studies, John Saunders, Brisbane, May 2020

The intent of this article is to examine the role of charter schools in educational reform in the Alberta context and to argue that the real promise of charter schools resides less in fostering innovation and efficiency in public education, and more in providing schools of choice for parents and in addressing diverse values and goals of education. This article is premised on the concern for the global phenomenon of governments adopting market solutions to address "problems" related to diversity, efficiency, and accountability in the public sector. Governments depoliticize education and debates regarding its social purposes "by placing it as much as possible in the province of parental authority" and market forces, and at the same time "deny parents the democratic authority to implement educational policy that requires state support" (Gutmann, 1987, p. 11). This approach marks a "paradigm shift in the economics of education policy and social policy in general" (Gewirtz, Ball, & Bowe, 1995, p. 2), with a new emphasis on accountability and efficiency through competition and consumer choice.

This retrospective policy study identified how and why authority to confer Bachelor of Education degrees was extended to private colleges in Alberta. Data collection consisted of document review and interviews with key actors who played important roles in the adoption of the policy change. The study had two foci: the process by which the King's University College in Edmonton was able to attain authority to confer BEd degrees, and on postsecondary policy change in Alberta using Sabatier and Jenkins-Smith's (1993, 1997) Advocacy Coalition Framework (ACE). Two sources of the policy change were identified: local political pressures and international pressures for neoliberalization of public policy. The study confirmed the utility of the ACE to represent and explain the case study information on extension of authority to confer BEd degrees in Alberta. A significant finding was the intractability of the policy change due to opposition by a consensus of professional educators. Although educator elites anticipated additional extension of authority to confer BEd degrees and increasing privatization of the postsecondary education system, respondents opposing the policy change anticipated continuing resistance from educational stakeholders. This potential conflict has implications for teacher preparation, the practice of school administrators, and for education generally. Differentiation in teacher preparation that may result from a proliferation of BEd programs has quality control implications for the Teacher Certification Branch of the Department of Alberta Education and the Private Colleges Accreditation Board of Alberta.

Environmental issues are being discussed through social media with increased frequency. Researchers are starting to question whether social media demonstrates a green virtual sphere: a virtual public space to discuss environmental issues that is not governed by a single authority and that anyone can access. We investigate why people use Twitter to communicate about two Canadian-based environmental issues using interviews with 10 highly engaged users. We found that they used Twitter to access news and engage in debates; however, they also raised a number of concerns: the potential for overestimating the impact of their own and others’ online activities; the prospect of harassment from other users; and the possibility of being labelled an extremist. Given these findings, we conclude that in this case, Twitter only partially demonstrates the characteristics of a green virtual sphere because it increased access to information and provided a space for debate but access to the space was not equal and users were aware that discussions were likely being monitored.

Background Research shows that women and racialized minorities are misrepresented and underrepresented across popular media. To date, however, limited attention has been given to the representation of these groups as expert news sources within Canadian television.Analysis This study conducts an analysis of three public affairs shows aired by the Canadian Broadcasting Corporation and the Ontario Educational Communications Authority over a four-month period, cataloguing the gender and racialized minority status of 737 on-air guests.Conclusions & implications The findings show that women and racialized minorities are underrepresented, with racialized minority women being particularly disadvantaged.RÉSUMÉ Contexte De nombreuses études démontrent que les femmes et les minorités racialisées sont sous-représentées et aussi faussement représentées par les médias populaires. À ce jour, toutefois, peu d’attention semble avoir été portée à la représentation de ces groupes comme source d’experts.es. invités.es pour analyser l’actualité à la télévision canadienne.Analyse Cette étude a pour objectif d’effectuer une analyse de trois émissions d’affaires publiques diffusées par Radio-Canada (Canadian Broadcasting Corporation) et the Ontario Educational Communications Authority sur une période de quatre mois en cataloguant le genre et le statut de minorité racialisée de 737 invités.es en ondes.Conclusions et implications Les conclusions démontrent que les femmes et les minorités racialisées sont sous-représentées et que les femmes issues de groupes raciaux minoritaires sont particulièrement désavantagées.

The early twenty-first century networked information economy has generated new communicative fields and literacies, and new forms of knowledge production, sociality and creative expression. The emergence of decentralized techno-social fields, exemplified by Facebook, Twitter, Second Life and virtual gaming communities, on teaching, learning, institutional hierarchies and sources of authority, presents both problems and opportunities. This article claims that the current moment represents an Epistemic Break in the Academy, and this piece traces some of how this is so. In doing so, we argue that as educational products and experiences contend with other multi–mediated forms of communication, significantly more attention must be paid to the aesthetic, functional and emotional elements of multimedia design creation and modification of course materials, as these materials vie for the attention of Digital Natives. The conclusion suggests both practices and policies needed for higher education to successfully compete for student attention in the current media intensive environment.

Background: Sparked by a short-lived plan by the Ontario Educational Communications Authority (known as TVOntario or TVO) to reduce its slate of nine digital over-the-air transmitters to a single transmitter broadcasting from Toronto’s CN Tower, this article questions why some viewers continue to rely on TVO’s transmitters for access.Analysis: This article provides analysis of findings from a 2018 study regarding the role that TVO’s transmitters play in the provision of access to its programming.Conclusion and implications: Analysis of the viewing experiences shared by the research participants identifies four access themes related to infrastructure concerns, monetary concerns, educational concerns, and geographic concerns outside of the Greater Toronto Area.Contexte : Cet article prend ses origines dans un plan éphémère par l’Office de la télécommunication éducative de l’Ontario (c’est-à-dire TVOntario ou TVO) de remplacer ses neuf émetteurs numériques par un seul émetteur installé sur la tour CN à Toronto. L’article se penche sur la question de savoir pourquoi certains téléspectateurs dépendent encore d’émetteurs pour accéder à TVO.Analyse : Cet article fournit une analyse de données provenant d’une étude de 2018 sur le rôle joué par les émetteurs de TVO dans l’accès à la programmation de la chaîne éducative.Conclusion et implications : Une analyse des expériences partagées par les participants à la recherche permet d’identifier quatre soucis relatifs à l’accès pour les téléspectateurs vivant au-delà de la Région du Grand Toronto : infrastructurels, monétaires, éducatifs et géographiques.

This study examines the degree to which Wikipedia entries cite or reference research and scholarship, and whether that research and scholarship is generally available to readers. Working on the assumption that where Wikipedia provides links to research and scholarship that readers can readily consult, it increases the authority, reliability, and educational quality of this popular encyclopedia, this study examines Wikipedia’s use of open access research and scholarship, that is, peer-reviewed journal articles that have been made freely available online. This study demonstrates among a sample of 100 Wikipedia entries, which included 168 sources or references, only two percent of the entries provided links to open access research and scholarship. However, it proved possible to locate, using Google Scholar and other search engines, relevant examples of open access work for 60 percent of a sub-set of 20 Wikipedia entries. The results suggest that much more can be done to enrich and enhance this encyclopedia’s representation of the current state of knowledge. To assist in this process, the study provides a guide to help Wikipedia contributors locate and utilize open access research and scholarship in creating and editing encyclopedia entries.

PurposeWhen the repercussions of COVID-19 were being absorbed by the world, the higher educational institutions (HEIs) were conceiving of strategies to run educational institutions on remote basis too, including the challenges linked with the teaching–learning as well as the management and other departmental needs. Leaning itself on the teaching–learning tectonic shifts amid the COVID-19 climes, the study reviews the status of “readiness” of the HEIs in Oman while bearing this in mind that the usage of information and communications technology (ICT) for distance learning and conventional learning has been considered as one of the parameters to judge the “quality” of the HEIs in Oman.Design/methodology/approachDocumentary analysis alongside an in-depth reading of the quality audit reports sourced from the Oman Academic Accreditation Authority, which are publicly accessible are being referred for driving home the arguments in the study.FindingsThe study concludes that despite the case being in favor of distance learning from early on, the same doesn’t get reflected in the conclusions derived in the research conducted for assessing the teaching–learning mechanisms during the COVID-19 period. Therefore, the HEIs’ “readiness” in terms of ensuring the smooth transitioning to the remote learning pedagogical arrangements for meeting the challenges of the COVID-19 wasn’t efficacious.Research limitations/implicationsThe present study may be followed up with an understanding as to how the HEIs of Oman need to incorporate the perspectives of all the concerned stakeholders for the refurbishment of the teaching–learning process, especially in times of contingencies.Practical implicationsApart from the policy-makers, the management of the HEIs of Oman needs to appreciate the need to be proactive and appreciative of the inclusion of ICT tools and techniques in the mainstream pedagogical settings.Originality/valueNotwithstanding the emphasis upon the preparedness and readiness for tackling the challenges posed by the COVID-19 for the HEIs in Oman, no study has attempted to delve into the issue succinctly—the present study fills this gap.

Purpose The purpose of this paper is to describe and explore the current state of internet regulation through content filters in Swedish public libraries. Design/methodology/approach Data was collected through an electronic survey directed to library managers of Sweden’s 290 main municipal libraries. 164 answers were returned, yielding a 57% response rate. The analysis comprises descriptive statistics for quantitative data and an activity theory approach with focus on contradictions for qualitative counterparts. Findings In total, 33% of the responding libraries report having content filters; 50% have not; and a surprising 18% do not know. There is a strong correlation between internet misuse and positive attitudes towards filters, and, reversely, between lack of misuse and lack of active stances concerning filters. Rather than seeing this as weakness, the authors suggest that there is strength in a context-bound flexibility open to practical experience and weighting of values, ethics, legislation and local circumstances. More troublesome indications concern the high deferral of decision-making to local authorities (municipalities) whereby libraries are left with limited insight and influence. Research limitations/implications The situation calls for professional organisations to address political mandate questions, and educational programs to strengthen future information professionals’ knowledge of IT in general; filter issues in specific; and local authority decision-making. The study highlights the need of adequate information professional competences and mandates to decide on and oversee internet regulation. Originality/value To the best of the authors’ knowledge, this is the first internationally published study on content filters in Swedish public libraries.

Purpose This study aims to examine the ability of the social influence heuristics framework to capture skillful and creative social media influencer (SMI) marketing in long-form video content on YouTube for influencer-owned brands and products. Design/methodology/approach The theoretical lens was a framework of seven evidence-based social influence heuristics (reciprocity, social proof, consistency, scarcity, liking, authority and unity). For the methodological lens, a qualitative case study approach was applied to a purposeful sample of 6 SMIs and 15 videos on YouTube. Findings The evidence shows that self-promotional influencer marketing in long-form video content is relatable to all seven heuristics and shows signs of high elaboration, innovativeness and skillfulness. Research limitations/implications The study reveals that a heuristic-based account of self-promotional influencer marketing in long-form video content can greatly contribute to the understanding of how various well-established marketing concepts (e.g. source attractivity) might be expressed in real-world communications and behaviors. Based on this improved, in-depth understanding, current research efforts, such as experimental studies using one video with a more or less arbitrary influencer and pre-post measure, are advised to explore research questions via designs that account for the observed subtle and complex nature of real-world influencer marketing in long-form video content. Practical implications This structured account of skillful and creative marketing can be used as educational and instructive material for influencer marketing practitioners to enhance their creativity, for consumers to increase their marketing literacy and for policymakers to rethink policies for influencer marketing. Originality/value Prior research has created a body of knowledge on influencer marketing. However, a conceptual disconnect has hampered the advancement of the field. The social influence heuristics framework is a highly functional conceptual bridge that links the qualitative and quantitative evidence and will advance the understanding of influencer marketing more effectively.

ObjectiveExamine healthcare seeking behavior in a population exposed to low levels of cyanotoxins in the public drinking water supplyand quantify how publicity of the event may have affected perceptions of risk in the affected population.IntroductionCyanotoxins are unregulated, emerging contaminants that have been associated with adverse health effects, including gastroenteritis, when consumed at high levels1,2. In May and June of 2018 cyanotoxins were detected in the public drinking water system for Salem, OR at levels above Environmental Protection Agency (EPA) health advisory levels for sensitive groups3. Sensitive groups were defined as children under 6, elderly adults, pregnant women, nursing mothers, people with compromised immune systems, people receiving dialysis, people with pre-existing liver conditions, and pets. Several health advisories were issued, and there was substantial media coverage of the event. The Oregon Health Authority (OHA) organized an Incident Management Team (IMT), which coordinated activities with other state and local agencies. Oregon ESSENCE staff used syndromic surveillance to monitor the population for health effects and healthcare seeking behavior.MethodsOregon ESSENCE staff developed syndromic surveillance queries to monitor visits made to local emergency departments (i.e., visits by hospital location), as well as visits made by residents of the affected area (i.e., visits by patient location). Specifically, Oregon ESSENCE staff monitored total visits, gastroenteritis syndrome, visits by age group, and mentions of the word ‘water’ daily during the relevant time period. OHA communications staff tracked media coverage of the event. After the event, Oregon ESSENCE staff reconciled syndromic surveillance visit data with water test data, health advisory status, and media coverage to characterize how messaging may have affected healthcare seeking behavior.ResultsCyanotoxins were detected at levels above EPA guidelines for sensitive groups on 9 days between May 23, 2018 and June 19, 2019. OHA identified 67 news articles related to the event published in May and 179 published in June. Additionally, there was an unquantified amount of activity on social media, and a mass text alert that was sent out by the Oregon Office of Emergency Management. Visits for gastroenteritis were highest on the days immediately following the issuance of the first drinking water advisory. The first drinking water advisory was issued three days after the first results that contained cyanotoxins at levels exceeding the EPA guidelines for sensitive groups were received. Visits where the word ‘water’ was mentioned were similarly elevated immediately after the first drinking water advisory was issued. However, visits for gastroenteritis were also above expected levels on one day that had a water sample above EPA guidelines for sensitive groups, but before the first drinking water advisory was issued.ConclusionsBecause cyanotoxins are unregulated, limited federal guidance was available and it took several days for the Oregon Health Authority to develop state guidance and educational materials. This delay contributed to public confusion about the level of risk associated with drinking the water, as well as confusion about which groups of people should avoid drinking the water. Our data suggest that emergency department visit behavior was largely driven by publicity of the event. Visits to the emergency department for gastroenteritis and mentions of the word ‘water’ decreased as more public information and guidance became available. However, we cannot rule out a real health effect related to cyanotoxins in the drinking water for area residents. One lesson learned from this type of high profile event relates to tracking of media coverage; it is difficult to measure how many people media coverage actually reaches, and attempting to characterize media coverage becomes more difficult after the event.ReferencesU.S. EPA (United States Environmental Protection Agency). 2015. Drinking Water Health Advisory for the Cyanobacterial Toxin Cylindrospermopsin. EPA 820R15101, Washington, DC; June, 2015. Available from: http://water.epa.gov/drink/standards/hascience.cfmU.S. EPA (United States Environmental Protection Agency). 2015. Drinking Water Health Advisory for the Cyanobacterial Toxin Microcystin. EPA 820R15100, Washington, DC; June, 2015. Available from: http://water.epa.gov/drink/standards/hascience.cfmU.S. EPA (United States Environmental Protection Agency). 2015. 2015 Drinking Water Health Advisories for Two Cyanobacterial Toxins. EPA 820F15003, Washington, DC; June, 2015. Available from: https://www.epa.gov/sites/production/files/2017-06/documents/cyanotoxins-fact_sheet-2015.pdf

IntroductionAccounts of mentoring relationships inevitably draw attention to hierarchies of expertise, knowledge and learning. While public concerns about both the risks and benefits for young people of social media, little attention has been given to the nature of the mentoring role that parents and families play alongside of schools. This conceptual paper explores models of mentorship in the context of family dynamics as they are affected by social media use. This is a context that explicitly disrupts hierarchical structures of mentoring in that new media, and particularly social media use, tends to be driven by youth cultural practices, identity formation, experimentation and autonomy-seeking practices (see for example: Robards; boyd; Campos-Holland et al.; Hodkinson). A growing body of research supports the notion that young people are more skilled in navigating social media platforms than their parents (FOSI; Campos-Holland et al.). This research establishes that uncertainty and tension derived from parents’ impression that their children know more about social media they do (FOSI; Sorbring) has brought about a market for advice and educational programs. In the content of this paper it is notable that when family dynamics and young people’s social media use are addressed through notions of digital citizenship or cyber safety programs, a hierarchical mentorship is assumed, but also problematised; thus the expertise hierarchy is inverted. This paper argues that use of social media platforms, networks, and digital devices challenges traditional hierarchies of expertise in family environments. Family members, parents and children in particular, are involved in ongoing, complex conversations and negotiations about expertise in relation to technology and social media use. These negotiations open up an alternative space for mentorship, challenging traditional roles and suggesting the need for cooperative processes. And this, in turn, can inspire new ways of relating with and through social media and mobile technologies within the family.Inverting Expertise: Social Media, Family and MentoringSocial media are deeply embedded in everyday routines for the vast majority of the population. The emergence of the ‘networked society’, characterised by increasing and pervasive digital and social connectivity, has the potential to create new forms of social interactions within and across networks (Rainie and Wellman), but also to reconfigure intergenerational and family relations. In this way, social media introduces new power asymmetries that affect family dynamics and in particular relationships between young people and their parents. This relatively new mediated environment, by default, exposes young people to social contexts well beyond family and immediate peers making their lived experiences individual, situational and contextual (Swist et al.). The perceived risks this introduces can provoke tensions within families looking to manage those uncertain social contexts, in the process problematising traditional structures of mentorship. Mentoring is a practice predominantly understood within educational and professional workplace settings (Ambrosetti and Dekkers). Although different definitions can be found across disciplines, most models position a mentor as a more experienced knowledge holder, implying a hierarchical relationship between a mentor and mentee (Ambrosetti and Dekkers). Stereotypically, a mentor is understood to be older, wiser and more experienced, while a mentee is, in turn, younger and in need of guidance – a protégé. Alternative models of mentorship see mentoring as a reciprocal process (Eby, Rhodes and Allen; Naweed and Ambrosetti).This “reciprocal” perspective on mentorship recognises the opportunity both sides in the process have to contribute and benefit from the relationship. However, in situations where one party in the relationship does not have the expected knowledge, skills or confidence, this reciprocity becomes more difficult. Thus, as an alternative, asymmetrical or cooperative mentorship lies between the hierarchical and reciprocal (Naweed and Ambrosetti). It suggests that the more experienced side (whichever it is) takes a lead while mentoring is negotiated in a way that meets both sides’ needs. The parent-child relationship is generally understood in hierarchical terms. Traditionally, parents are considered to be mentors for their children, particularly in acquiring new skills and facilitating transitions towards adult life. Such perspectives on parent-child relationships are based on a “deficit” approach to youth, “whereby young people are situated as citizens-in-the-making” (Collin). Social media further problematises the hierarchical dynamic with the role of knowledge holder varying between and within the family members. In many contemporary mediated households, across developed and wealthy nations, technologically savvy children are actively tailoring their own childhoods. This is a context that requires a reconceptualisation of traditional mentoring models within the family context and recognition of each stakeholder’s expertise, knowledge and agency – a position that is markedly at odds with traditional deficit models. Negotiating Social Media Use within the FamilyIn the early stages of the internet and social media research, a generational gap was often at the centre of debates. Although highly contested, Prensky’s metaphor of digital natives and digital immigrants persists in both the popular media and academic literature. This paradigm portrays young people as tech savvy in contrast with their parents. However, such assumptions are rarely grounded in empirical evidence (Hargittai). Nonetheless, while parents are active users of social media, they find it difficult to negotiate social media use with their children (Sorbring). Some studies suggest that parental concerns arise from impressions that their children know more about social media than they do (FOSI; Wang, Bianchi and Raley). Additionally, parental concern with a child’s social media use is positively correlated with the child’s age; parents of older children are less confident in their skills and believe that their child is more digitally skillful (FOSI). However, it may be more productive to understand social media expertise within the family as shared: intermittently fluctuating between parents and children. In developed and wealthy countries, children are already using digital media by the age of five and throughout their pre-teen years predominantly for play and learning, and as teenagers they are almost universally avid social media users (Nansen; Nansen et al.; Swist et al.). Smartphone ownership has increased significantly among young people in Australia, reaching almost 80% in 2015, a proportion nearly identical to the adult population (Australian Communications and Media Authority). In addition, most young people are using multiple devices switching between them according to where, when and with whom they connect (Australian Communications and Media Authority). The locations of internet use have also diversified. While the home remains the most common site, young people make use of mobile devices to access the internet at school, friend’s homes, and via public Wi-Fi hotspots (Australian Communications and Media Authority). As a result, social media access and engagement has become more frequent and personalised and tied to processes of socialisation and well-being (Sorbring; Swist et al.). These developments have been rapid, introducing asymmetry into the parent-child mentoring dynamic along with family tensions about rules, norms and behaviours of media use. Negotiating an appropriate balance between emerging autonomy and parental oversight has always featured as a primary parenting challenge and social media seem to have introduced a new dimension in this context. A 2016 Pew report on parents, teens, and digital monitoring reveals that social media use has become central to the establishment of family rules and disciplinary practices, with over two thirds of parents reporting the use of “digital grounding” as punishment (Pew). As well as restricting social media use, the majority of parents report limiting the amount of time and times of day their children can be online. Interestingly, while parents engage in a variety of hands-on approaches to monitoring and regulating children’s social media use, they are less likely to use monitoring software, blocking/filtering online content, tracking locations and the like (Pew). These findings suggest that parents may lack confidence in technology-based restrictions or prefer pro-active, family based approaches involving discussion about appropriate social media use. This presents an opportunity to explore how social media produces new forms of parent-child relationships that might be best understood through the lens of cooperative models of mentorship. Digital Parenting: Technological and Pedagogical Interventions Parents along with educators and policy makers are looking for technological solutions to the knowledge gap, whether perceived or real, associated with concerns regarding young people’s social media use. Likewise, technology and social media companies are rushing to develop and sell advice, safety filters and resources of all kinds to meet such parental needs (Clark; McCosker). This relatively under-researched field requires further exploration and dissociation from the discourse of risk and fear (Livingstone). Furthermore, in order to develop opportunities modelled on concepts of cooperative mentoring, such programs and interventions need to move away from hierarchical assumptions about the nature of expertise within family contexts. As Collin and Swist point out, online campaigns aimed at addressing young people and children’s safety and wellbeing “are often still designed by adult ‘experts’” (Collin and Swist). A cooperative mentoring approach within family contexts would align with recent use of co-design or participatory design within social and health research and policy (Collin and Swist). In order to think through the potential of cooperative mentorship approaches in relation to social media use within the family, we examine some of the digital resources available to parents.Prominent US cyber safety and digital citizenship program Cyberwise is a commercial website founded by Diana Graber and Cynthia Lieberman, with connections to Verizon Wireless, Google and iKeepSafe among many other partnerships. In addition to learning resources around topics like “Being a Responsible Citizen of the Digital World”, Cyberwise offers online and face to face workshops on “cyber civics” in California, emphasising critical thinking, ethical discussion and decision making about digital media issues. The organisation aims to educate and support parents and teachers in their endeavor to guide young people in civil and safe social media use. CyberWise’s slogan “No grown up left behind!”, and its program of support and education is underpinned by and maintains the notion of adults as lacking expertise and lagging behind young people in digital literacy and social media skills. In the process, it introduces an additional level of expertise in the cyber safety expert and software-based interventions. Through a number of software partners, CyberWise provides a suite of tools that offer parents some control in preventing cyberbullying and establishing norms for cyber safety. For example, Frienedy is a dedicated social media platform that fosters a more private mode of networking for closed groups of mutually known people. It enables users to control completely what they share and with whom they share it. The tool does not introduce any explicit parental monitoring mechanisms, but seeks to impose an exclusive online environment divested of broader social influences and risks – an environment in which parents can “introduce kids to social media on their terms when they are ready”. Although Frienedy does not explicitly present itself as a monitoring tool, it does perpetuate hierarchical forms of mentorship and control for parents. On the other hand, PocketGuardian is a parental monitoring service for tracking children’s social media use, with an explicit emphasis on parental control: “Parents receive notification when cyberbullying or sexting is detected, plus resources to start a conversation with their child without intruding child’s privacy” (the software notifies parents when it detects an issue but without disclosing the content). The tool promotes its ability to step in on behalf of parents, removing “the task of manually inspecting your child's device and accounts”. The software claims that it analyses the content rather than merely catching “keywords” in its detection algorithms. Obviously, tools such as PocketGuardian reflect a hierarchical mentorship model (and recognise the expertise asymmetry) by imposing technological controls. The software, in a way, fosters a fear of expertise deficiency, while enabling technological controls to reassert the parent-child hierarchy. A different approach is exemplified by the Australian based Young and Well Cooperative Research Centre, a “living lab” experiment – this is an overt attempt to reverse deliberate asymmetry. This pedagogical intervention, initially taking the form of an research project, involved four young people designing and delivering a three-hour workshop on social networking and cyber safety for adult participants (Third et al.). The central aim was to disrupt the traditional way adults and young people relate to each other in relation to social media and technology use and attempted to support learning by reversing traditional roles of adult teacher and young student. In this way ‘a non-hierarchical space of intergenerational learning’ was created (Third et al.). The result was to create a setting where intergenerational conversation helped to demystify social media and technology, generate familiarity with sites, improve adult’s understanding of when they should assist young people, and deliver agency and self-efficacy for the young people involved (7-8). In this way, young people’s expertise was acknowledged as a reflection of a cooperative or asymmetrical mentoring relationship in which adult’s guidance and support could also play a part. These lessons have been applied and developed further through a participatory design approach to producing apps and tools such as Appreciate-a-mate (Collin and Swist). In that project “the inclusion of young people’s contexts became a way of activating and sustaining attachments in regard to the campaign’s future use”(313).In stark contrast to the CyberWise tools, the cooperative mentoring (or participatory design) approach, exemplified in this second example, has multiple positive outcomes: first it demystifies social media use and increases understanding of the role it plays in young people’s (and adults’) lives. Second, it increases adults’ familiarity and comfort in navigating their children’s social media use. Finally, for the young people involved, it supports a sense of achievement and acknowledges their expertise and agency. To build sustainability into these processes, we would argue that it is important to look at the family context and cooperative mentorship as an additional point of intervention. Understood in this sense, cooperative and asymmetrical mentoring between a parent and child echoes an authoritative parenting style which is proven to have the best outcome for children (Baumrind), but in a way that accommodates young people’s technology expertise.Both programs analysed target adults (parents) as less skilful than young people (their children) in relation to social media use. However, while first case study, the technology based interventions endorses hierarchical model, the Living Lab example (a pedagogical intervention) attempts to create an environment without hierarchical obstacles to learning and knowledge exchange. Although the parent-child relationship is indubitably characterised by the hierarchy to some extent, it also assumes continuous negotiation and role fluctuation. A continuous process, negotiation intensifies as children age and transition to more independent media use. In the current digital environment, this negotiation is often facilitated (or even led) by social media platforms as additional agents in the process. Unarguably, digital parenting might implicate both technological and pedagogical interventions; however, there should be a dialogue between the two. Without presumed expertise roles, non-hierarchical, cooperative environment for negotiating social media use can be developed. Cooperative mentorship, as a concept, offers an opportunity to connect research and practice through participatory design and it deserves further consideration.ConclusionsPrevailing approaches to cyber safety education tend to focus on risk management and in doing so, they maintain hierarchical forms of parental control. Adhering to such methods fails to acknowledge young people’s expertise and further deepens generational misunderstanding over social media use. Rather than insisting on hierarchical and traditional roles, there is a need to recognise and leverage asymmetrical expertise within the family in regards to social media.Cooperative and asymmetrical mentorship happens naturally in the family and can be facilitated by and through social media. The inverted hierarchy of expertise we have described here puts both parents and children, in a position of constant negotiation over social media use. This negotiation is complex, relational, unpredictable, open toward emergent possibilities and often intensive. Unquestionably, it is clear that social media provides opportunities for negotiation over, and inversion of, traditional family roles. Whether this inversion of expertise is real or only perceived, however, deserves further investigation. This article formulates some of the conceptual groundwork for an empirical study of family dynamics in relation to social media use and rulemaking. The study aims to continue to probe the positive potential of cooperative and asymmetrical mentorship and participatory design concepts and practices. The idea of cooperative mentorship does not necessarily provide a universal solution to how families negotiate social media use, but it does provide a new lens through which this dynamic can be observed. Clearly family dynamics, and the parent-child relationship, in particular, can play a vital part in supporting effective digital citizenship and wellbeing processes. Learning about this spontaneous and natural process of family negotiations might equip us with tools to inform policy and practices that can help parents and children to collaboratively create ‘a networked world in which they all want to live’ (boyd). ReferencesAmbrosetti, Angelina, and John Dekkers. "The Interconnectedness of the Roles of Mentors and Mentees in Pre-Service Teacher Education Mentoring Relationships." 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IntroductionCulinary education in Ireland has long been influenced by culinary education being delivered in catering colleges in the United Kingdom (UK). Institutionalised culinary education started in Britain through the sponsorship of guild conglomerates (Lawson and Silver). The City & Guilds of London Institute for the Advancement of Technical Education opened its central institution in 1884. Culinary education in Ireland began in Kevin Street Technical School in the late 1880s. This consisted of evening courses in plain cookery. Dublin’s leading chefs and waiters of the time participated in developing courses in French culinary classics and these courses ran in Parnell Square Vocational School from 1926 (Mac Con Iomaire “The Changing”). St Mary’s College of Domestic Science was purpose built and opened in 1941 in Cathal Brugha Street. This was renamed the Dublin College of Catering in the 1950s. The Council for Education, Recruitment and Training for the Hotel Industry (CERT) was set up in 1963 and ran cookery courses using the City & Guilds of London examinations as its benchmark. In 1982, when the National Craft Curriculum Certification Board (NCCCB) was established, CERT began carrying out their own examinations. This allowed Irish catering education to set its own standards, establish its own criteria and award its own certificates, roles which were previously carried out by City & Guilds of London (Corr). CERT awarded its first certificates in professional cookery in 1989. The training role of CERT was taken over by Fáilte Ireland, the State tourism board, in 2003. Changing Trends in Cookery and Culinary Textbooks at DIT The Dublin College of Catering which became part of the Dublin Institute of Technology (DIT) is the flagship of catering education in Ireland (Mac Con Iomaire “The Changing”). The first DIT culinary award, was introduced in 1984 Certificate in Diet Cookery, later renamed Higher Certificate in Health and Nutrition for the Culinary Arts. On the 19th of July 1992 the Dublin Institute of Technology Act was enacted into law. This Act enabled DIT to provide vocational and technical education and training for the economic, technological, scientific, commercial, industrial, social and cultural development of the State (Ireland 1992). In 1998, DIT was granted degree awarding powers by the Irish state, enabling it to make major awards at Higher Certificate, Ordinary Bachelor Degree, Honors Bachelor Degree, Masters and PhD levels (Levels six to ten in the National Framework of Qualifications), as well as a range of minor, special purpose and supplemental awards (National NQAI). It was not until 1999, when a primary degree in Culinary Arts was sanctioned by the Department of Education in Ireland (Duff, The Story), that a more diverse range of textbooks was recommended based on a new liberal/vocational educational philosophy. DITs School of Culinary Arts currently offers: Higher Certificates Health and Nutrition for the Culinary Arts; Higher Certificate in Culinary Arts (Professional Culinary Practice); BSc (Ord) in Baking and Pastry Arts Management; BA (Hons) in Culinary Arts; BSc (Hons) Bar Management and Entrepreneurship; BSc (Hons) in Culinary Entrepreneurship; and, MSc in Culinary Innovation and Food Product Development. From 1942 to 1970, haute cuisine, or classical French cuisine was the most influential cooking trend in Irish cuisine and this is reflected in the culinary textbooks of that era. Haute cuisine has been influenced by many influential writers/chefs such as Francois La Varenne, Antoine Carême, Auguste Escoffier, Ferand Point, Paul Bocuse, Anton Mosiman, Albert and Michel Roux to name but a few. The period from 1947 to 1974 can be viewed as a “golden age” of haute cuisine in Ireland, as more award-winning world-class restaurants traded in Dublin during this period than at any other time in history (Mac Con Iomaire “The Changing”). Hotels and restaurants were run in the Escoffier partie system style which is a system of hierarchy among kitchen staff and areas of the kitchens specialising in cooking particular parts of the menu i.e sauces (saucier), fish (poissonnier), larder (garde manger), vegetable (legumier) and pastry (patissier). In the late 1960s, Escoffier-styled restaurants were considered overstaffed and were no longer financially viable. Restaurants began to be run by chef-proprietors, using plate rather than silver service. Nouvelle cuisine began in the 1970s and this became a modern form of haute cuisine (Gillespie). The rise in chef-proprietor run restaurants in Ireland reflected the same characteristics of the nouvelle cuisine movement. Culinary textbooks such as Practical Professional Cookery, La Technique, The Complete Guide to Modern Cooking, The Art of the Garde Mange and Patisserie interpreted nouvelle cuisine techniques and plated dishes. In 1977, the DIT began delivering courses in City & Guilds Advanced Kitchen & Larder 706/3 and Pastry 706/3, the only college in Ireland to do so at the time. Many graduates from these courses became the future Irish culinary lecturers, chef-proprietors, and culinary leaders. The next two decades saw a rise in fusion cooking, nouvelle cuisine, and a return to French classical cooking. Numerous Irish chefs were returning to Ireland having worked with Michelin starred chefs and opening new restaurants in the vein of classical French cooking, such as Kevin Thornton (Wine Epergne & Thorntons). These chefs were, in turn, influencing culinary training in DIT with a return to classical French cooking. New Classical French culinary textbooks such as New Classical Cuisine, The Modern Patisserie, The French Professional Pastry Series and Advanced Practical Cookery were being used in DIT In the last 15 years, science in cooking has become the current trend in culinary education in DIT. This is acknowledged by the increased number of culinary science textbooks and modules in molecular gastronomy offered in DIT. This also coincided with the launch of the BA (Hons) in Culinary Arts in DIT moving culinary education from a technical to a liberal education. Books such as The Science of Cooking, On Food and Cooking, The Fat Duck Cookbook and Modern Gastronomy now appear on recommended textbooks for culinary students.For the purpose of this article, practical classes held at DIT will be broken down as follows: hot kitchen class, larder classes, and pastry classes. These classes had recommended textbooks for each area. These can be broken down into three sections: hot kitche, larder, and pastry. This table identifies that the textbooks used in culinary education at DIT reflected the trends in cookery at the time they were being used. Hot Kitchen Larder Pastry Le Guide Culinaire. 1921. Le Guide Culinaire. 1921. The International Confectioner. 1968. Le Repertoire De La Cuisine. 1914. The Larder Chef, Classical Food Preparation and Presentation. 1969. Patisserie. 1971. All in the Cooking, Books 1&2. 1943 The Art of the Garde Manger. 1973. The Modern Patissier. 1986 Larousse Gastronomique. 1961. New Classic Cuisine. 1989. Professional French Pastry Series. 1987. Practical Cookery. 1962. The Curious Cook. 1990. Complete Pastrywork Techniques. 1991. Practical Professional Cookery. 1972. On Food and Cooking. The Science and Lore of the Kitchen. 1991. On Food and Cooking: The Science and Lore of the Kitchen. 1991 La Technique. 1976. Advanced Practical Cookery. 1995. Desserts: A Lifelong Passion. 1994. Escoffier: The Complete Guide to the Art of Modern Cookery. 1979. The Science of Cooking. 2000. Culinary Artistry. Dornenburg, 1996. Professional Cookery: The Process Approach. 1985. Garde Manger, The Art and Craft of the Cold Kitchen. 2004. Grande Finales: The Art of the Plated Dessert. 1997. On Food and Cooking: The Science and Lore of the Kitchen. 1991. The Science of Cooking. 2000. Fat Duck Cookbook. 2009. Modern Gastronomy. 2010. Tab.1. DIT Culinary Textbooks.1942–1960 During the first half of the 20th century, senior staff working in Dublin hotels, restaurants and clubs were predominately foreign born and trained. The two decades following World War II could be viewed as the “golden age” of haute cuisine in Dublin as many award-wining restaurants traded in the city at this time (Mac Con Iomaire “The Emergence”). Culinary education in DIT in 1942 saw the use of Escoffier’s Le Guide Culinaire as the defining textbook (Bowe). This was first published in 1903 and translated into English in 1907. In 1979 Cracknell and Kaufmann published a more comprehensive and update edited version under the title The Complete Guide to the Art of Modern Cookery by Escoffier for use in culinary colleges. This demonstrated that Escoffier’s work had withstood the test of the decades and was still relevant. Le Repertoire de La Cuisine by Louis Saulnier, a student of Escoffier, presented the fundamentals of French classical cookery. Le Repertoire was inspired by the work of Escoffier and contains thousands of classical recipes presented in a brief format that can be clearly understood by chefs and cooks. Le Repertoire remains an important part of any DIT culinary student’s textbook list. All in the Cooking by Josephine Marnell, Nora Breathnach, Ann Mairtin and Mor Murnaghan (1946) was one of the first cookbooks to be published in Ireland (Cashmann). This book was a domestic science cooking book written by lecturers in the Cathal Brugha Street College. There is a combination of classical French recipes and Irish recipes throughout the book. 1960s It was not until the 1960s that reference book Larousse Gastronomique and new textbooks such as Practical Cookery, The Larder Chef and International Confectionary made their way into DIT culinary education. These books still focused on classical French cooking but used lighter sauces and reflected more modern cooking equipment and techniques. Also, this period was the first time that specific books for larder and pastry work were introduced into the DIT culinary education system (Bowe). Larousse Gastronomique, which used Le Guide Culinaire as a basis (James), was first published in 1938 and translated into English in 1961. Practical Cookery, which is still used in DIT culinary education, is now in its 12th edition. Each edition has built on the previous, however, there is now criticism that some of the content is dated (Richards). Practical Cookery has established itself as a key textbook in culinary education both in Ireland and England. Practical Cookery recipes were laid out in easy to follow steps and food commodities were discussed briefly. The Larder Chef was first published in 1969 and is currently in its 4th edition. This book focuses on classical French larder techniques, butchery and fishmongery but recognises current trends and fashions in food presentation. The International Confectioner is no longer in print but is still used as a reference for basic recipes in pastry classes (Campbell). The Modern Patissier demonstrated more updated techniques and methods than were used in The International Confectioner. The Modern Patissier is still used as a reference book in DIT. 1970s The 1970s saw the decline in haute cuisine in Ireland, as it was in the process of being replaced by nouvelle cuisine. Irish chefs were being influenced by the works of chefs such as Paul Boucuse, Roger Verge, Michel Guerard, Raymond Olivier, Jean & Pierre Troisgros, Alain Senderens, Jacques Maniere, Jean Delaveine and Michel Guerard who advanced the uncomplicated natural presentation in food. Henri Gault claims that it was his manifesto published in October 1973 in Gault-Millau magazine which unleashed the movement called La Nouvelle Cuisine Française (Gault). In nouvelle cuisine, dishes in Carème and Escoffier’s style were rejected as over-rich and complicated. The principles underpinning this new movement focused on the freshness of ingredients, and lightness and harmony in all components and accompaniments, as well as basic and simple cooking methods and types of presentation. This was not, however, a complete overthrowing of the past, but a moving forward in the long-term process of cuisine development, utilising the very best from each evolution (Cousins). Books such as Practical Professional Cookery, The Art of the Garde Manger and Patisserie reflected this new lighter approach to cookery. Patisserie was first published in 1971, is now in its second edition, and continues to be used in DIT culinary education. This book became an essential textbook in pastrywork, and covers the entire syllabus of City & Guilds and CERT (now Fáilte Ireland). Patisserie covered all basic pastry recipes and techniques, while the second edition (in 1993) included new modern recipes, modern pastry equipment, commodities, and food hygiene regulations reflecting the changing catering environment. The Art of the Garde Manger is an American book highlighting the artistry, creativity, and cooking sensitivity need to be a successful Garde Manger (the larder chef who prepares cold preparation in a partie system kitchen). It reflected the dynamic changes occurring in the culinary world but recognised the importance of understanding basic French culinary principles. It is no longer used in DIT culinary education. La Technique is a guide to classical French preparation (Escoffier’s methods and techniques) using detailed pictures and notes. This book remains a very useful guide and reference for culinary students. Practical Professional Cookery also became an important textbook as it was written with the student and chef/lecturer in mind, as it provides a wider range of recipes and detailed information to assist in understanding the tasks at hand. It is based on classical French cooking and compliments Practical Cookery as a textbook, however, its recipes are for ten portions as opposed to four portions in Practical Cookery. Again this book was written with the City & Guilds examinations in mind. 1980s During the mid-1980s, many young Irish chefs and waiters emigrated. They returned in the late-1980s and early-1990s having gained vast experience of nouvelle and fusion cuisine in London, Paris, New York, California and elsewhere (Mac Con Iomaire, “The Changing”). These energetic, well-trained professionals began opening chef-proprietor restaurants around Dublin, providing invaluable training and positions for up-and-coming young chefs, waiters and culinary college graduates. The 1980s saw a return to French classical cookery textbook such as Professional Cookery: The Process Approach, New Classic Cuisine and the Professional French Pastry series, because educators saw the need for students to learn the basics of French cookery. Professional Cookery: The Process Approach was written by Daniel Stevenson who was, at the time, a senior lecturer in Food and Beverage Operations at Oxford Polytechnic in England. Again, this book was written for students with an emphasis on the cookery techniques and the practices of professional cookery. The Complete Guide to Modern Cooking by Escoffier continued to be used. This book is used by cooks and chefs as a reference for ingredients in dishes rather than a recipe book, as it does not go into detail in the methods as it is assumed the cook/chef would have the required experience to know the method of production. Le Guide Culinaire was only used on advanced City & Guilds courses in DIT during this decade (Bowe). New Classic Cuisine by the classically French trained chefs, Albert and Michel Roux (Gayot), is a classical French cuisine cookbook used as a reference by DIT culinary educators at the time because of the influence the Roux brothers were having over the English fine dining scene. The Professional French Pastry Series is a range of four volumes of pastry books: Vol. 1 Doughs, Batters and Meringues; Vol. 2 Creams, Confections and Finished Desserts; Vol. 3 Petit Four, Chocolate, Frozen Desserts and Sugar Work; and Vol. 4 Decorations, Borders and Letters, Marzipan, Modern Desserts. These books about classical French pastry making were used on the advanced pastry courses at DIT as learners needed a basic knowledge of pastry making to use them. 1990s Ireland in the late 1990s became a very prosperous and thriving European nation; the phenomena that became known as the “celtic tiger” was in full swing (Mac Con Iomaire “The Changing”). The Irish dining public were being treated to a resurgence of traditional Irish cuisine using fresh wholesome food (Hughes). The Irish population was considered more well-educated and well travelled than previous generations and culinary students were now becoming interested in the science of cooking. In 1996, the BA (Hons) in Culinary Arts program at DIT was first mooted (Hegarty). Finally, in 1999, a primary degree in Culinary Arts was sanctioned by the Department of Education underpinned by a new liberal/vocational philosophy in education (Duff). Teaching culinary arts in the past had been through a vocational education focus whereby students were taught skills for industry which were narrow, restrictive, and constraining, without the necessary knowledge to articulate the acquired skill. The reading list for culinary students reflected this new liberal education in culinary arts as Harold McGee’s books The Curious Cook and On Food and Cooking: The Science and Lore of the Kitchen explored and explained the science of cooking. On Food and Cooking: The Science and Lore of the Kitchen proposed that “science can make cooking more interesting by connecting it with the basic workings of the natural world” (Vega 373). Advanced Practical Cookery was written for City & Guilds students. In DIT this book was used by advanced culinary students sitting Fáilte Ireland examinations, and the second year of the new BA (Hons) in Culinary Arts. Culinary Artistry encouraged chefs to explore the creative process of culinary composition as it explored the intersection of food, imagination, and taste (Dornenburg). This book encouraged chefs to develop their own style of cuisine using fresh seasonal ingredients, and was used for advanced students but is no longer a set text. Chefs were being encouraged to show their artistic traits, and none more so than pastry chefs. Grande Finale: The Art of Plated Desserts encouraged advanced students to identify different “schools” of pastry in relation to the world of art and design. The concept of the recipes used in this book were built on the original spectacular pieces montées created by Antoine Carême. 2000–2013 After nouvelle cuisine, recent developments have included interest in various fusion cuisines, such as Asia-Pacific, and in molecular gastronomy. Molecular gastronomists strive to find perfect recipes using scientific methods of investigation (Blanck). Hervè This experimentation with recipes and his introduction to Nicholos Kurti led them to create a food discipline they called “molecular gastronomy”. In 1998, a number of creative chefs began experimenting with the incorporation of ingredients and techniques normally used in mass food production in order to arrive at previously unattainable culinary creations. This “new cooking” (Vega 373) required a knowledge of chemical reactions and physico-chemical phenomena in relation to food, as well as specialist tools, which were created by these early explorers. It has been suggested that molecular gastronomy is “science-based cooking” (Vega 375) and that this concept refers to conscious application of the principles and tools from food science and other disciplines for the development of new dishes particularly in the context of classical cuisine (Vega). The Science of Cooking assists students in understanding the chemistry and physics of cooking. This book takes traditional French techniques and recipes and refutes some of the claims and methods used in traditional recipes. Garde Manger: The Art and Craft of the Cold Kitchen is used for the advanced larder modules at DIT. This book builds on basic skills in the Larder Chef book. Molecular gastronomy as a subject area was developed in 2009 in DIT, the first of its kind in Ireland. The Fat Duck Cookbook and Modern Gastronomy underpin the theoretical aspects of the module. This module is taught to 4th year BA (Hons) in Culinary Arts students who already have three years experience in culinary education and the culinary industry, and also to MSc Culinary Innovation and Food Product Development students. Conclusion Escoffier, the master of French classical cuisine, still influences culinary textbooks to this day. His basic approach to cooking is considered essential to teaching culinary students, allowing them to embrace the core skills and competencies required to work in the professional environment. Teaching of culinary arts at DIT has moved vocational education to a more liberal basis, and it is imperative that the chosen textbooks reflect this development. This liberal education gives the students a broader understanding of cooking, hospitality management, food science, gastronomy, health and safety, oenology, and food product development. To date there is no practical culinary textbook written specifically for Irish culinary education, particularly within this new liberal/vocational paradigm. There is clearly a need for a new textbook which combines the best of Escoffier’s classical French techniques with the more modern molecular gastronomy techniques popularised by Ferran Adria. References Adria, Ferran. Modern Gastronomy A to Z: A Scientific and Gastronomic Lexicon. London: CRC P, 2010. Barker, William. The Modern Patissier. London: Hutchinson, 1974. Barham, Peter. The Science of Cooking. Berlin: Springer-Verlag, 2000. Bilheux, Roland, Alain Escoffier, Daniel Herve, and Jean-Maire Pouradier. Special and Decorative Breads. New York: Van Nostrand Reinhold, 1987. Blanck, J. "Molecular Gastronomy: Overview of a Controversial Food Science Discipline." Journal of Agricultural and Food Information 8.3 (2007): 77-85. Blumenthal, Heston. The Fat Duck Cookbook. London: Bloomsbury, 2001. Bode, Willi, and M.J. Leto. The Larder Chef. Oxford: Butter-Heinemann, 1969. Bowe, James. Personal Communication with Author. Dublin. 7 Apr. 2013. Boyle, Tish, and Timothy Moriarty. Grand Finales, The Art of the Plated Dessert. New York: John Wiley, 1997. Campbell, Anthony. Personal Communication with Author. Dublin, 10 Apr. 2013. Cashman, Dorothy. "An Exploratory Study of Irish Cookbooks." Unpublished M.Sc Thesis. Dublin: Dublin Institute of Technology, 2009. Ceserani, Victor, Ronald Kinton, and David Foskett. Practical Cookery. London: Hodder & Stoughton Educational, 1962. Ceserani, Victor, and David Foskett. Advanced Practical Cookery. London: Hodder & Stoughton Educational, 1995. Corr, Frank. Hotels in Ireland. Dublin: Jemma, 1987. Cousins, John, Kevin Gorman, and Marc Stierand. "Molecular Gastronomy: Cuisine Innovation or Modern Day Alchemy?" International Journal of Hospitality Management 22.3 (2009): 399–415. Cracknell, Harry Louis, and Ronald Kaufmann. Practical Professional Cookery. London: MacMillan, 1972. Cracknell, Harry Louis, and Ronald Kaufmann. Escoffier: The Complete Guide to the Art of Modern Cookery. New York: John Wiley, 1979. Dornenburg, Andrew, and Karen Page. Culinary Artistry. New York: John Wiley, 1996. Duff, Tom, Joseph Hegarty, and Matt Hussey. The Story of the Dublin Institute of Technology. Dublin: Blackhall, 2000. Escoffier, Auguste. Le Guide Culinaire. France: Flammarion, 1921. Escoffier, Auguste. The Complete Guide to the Art of Modern Cookery. Ed. Crachnell, Harry, and Ronald Kaufmann. New York: John Wiley, 1986. Gault, Henri. Nouvelle Cuisine, Cooks and Other People: Proceedings of the Oxford Symposium on Food and Cookery 1995. Devon: Prospect, 1996. 123-7. Gayot, Andre, and Mary, Evans. "The Best of London." Gault Millau (1996): 379. Gillespie, Cailein. "Gastrosophy and Nouvelle Cuisine: Entrepreneurial Fashion and Fiction." British Food Journal 96.10 (1994): 19-23. Gisslen, Wayne. Professional Cooking. Hoboken: John Wiley, 2011. Hanneman, Leonard. Patisserie. Oxford: Butterworth-Heinemann, 1971. Hegarty, Joseph. Standing the Heat. New York: Haworth P, 2004. Hsu, Kathy. "Global Tourism Higher Education Past, Present and Future." Journal of Teaching in Travel and Tourism 5.1/2/3 (2006): 251-267 Hughes, Mairtin. Ireland. Victoria: Lonely Planet, 2000. Ireland. Irish Statute Book: Dublin Institute of Technology Act 1992. Dublin: Stationery Office, 1992. James, Ken. Escoffier: The King of Chefs. Hambledon: Cambridge UP, 2002. Lawson, John, and Harold, Silver. Social History of Education in England. London: Methuen, 1973. Lehmann, Gilly. "English Cookery Books in the 18th Century." The Oxford Companion to Food. Oxford: Oxford UP, 1999. 227-9. Marnell, Josephine, Nora Breathnach, Ann Martin, and Mor Murnaghan. All in the Cooking Book 1 & 2. Dublin: Educational Company of Ireland, 1946. Mac Con Iomaire, Máirtín. "The Changing Geography and Fortunes of Dublin's Haute Cuisine Restaurants, 1958-2008." Food, Culture and Society: An International Journal of Multidisiplinary Research 14.4 (2011): 525-45. ---. "Chef Liam Kavanagh (1926-2011)." Gastronomica: The Journal of Food and Culture 12.2 (2012): 4-6. ---. "The Emergence, Development and Influence of French Haute Cuisine on Public Dining in Dublin Restaurants 1900-2000: An Oral History". PhD. Thesis. Dublin: Dublin Institute of Technology, 2009. McGee, Harold. The Curious Cook: More Kitchen Science and Lore. New York: Hungry Minds, 1990. ---. On Food and Cooking the Science and Lore of the Kitchen. London: Harper Collins, 1991. Montague, Prosper. Larousse Gastronomique. New York: Crown, 1961. National Qualification Authority of Ireland. "Review by the National Qualifications Authority of Ireland (NQAI) of the Effectiveness of the Quality Assurance Procedures of the Dublin Institute of Technology." 2010. 18 Feb. 2012 ‹http://www.dit.ie/media/documents/services/qualityassurance/terms_of_ref.doc› Nicolello, Ildo. Complete Pastrywork Techniques. London: Hodder & Stoughton, 1991. Pepin, Jacques. La Technique. New York: Black Dog & Leventhal, 1976. Richards, Peter. "Practical Cookery." 9th Ed. Caterer and Hotelkeeper (2001). 18 Feb. 2012 ‹http://www.catererandhotelkeeper.co.uk/Articles/30/7/2001/31923/practical-cookery-ninth-edition-victor-ceserani-ronald-kinton-and-david-foskett.htm›. Roux, Albert, and Michel Roux. New Classic Cuisine. New York: Little, Brown, 1989. Roux, Michel. Desserts: A Lifelong Passion. London: Conran Octopus, 1994. Saulnier, Louis. Le Repertoire De La Cuisine. London: Leon Jaeggi, 1914. Sonnenschmidt, Fredric, and John Nicholas. The Art of the Garde Manger. New York: Van Nostrand Reinhold, 1973. Spang, Rebecca. The Invention of the Restaurant: Paris and Modern Gastronomic Culture. Cambridge: Harvard UP, 2000. Stevenson, Daniel. Professional Cookery the Process Approach. London: Hutchinson, 1985. The Culinary Institute of America. Garde Manger: The Art and Craft of the Cold Kitchen. Hoboken: New Jersey, 2004. Vega, Cesar, and Job, Ubbink. "Molecular Gastronomy: A Food Fad or Science Supporting Innovation Cuisine?". Trends in Food Science & Technology 19 (2008): 372-82. Wilfred, Fance, and Michael Small. The New International Confectioner: Confectionary, Cakes, Pastries, Desserts, Ices and Savouries. 1968.

Introduction Australia's rich multicultural fabric is woven with the threads of diverse ethnic communities, each bringing unique cultures, languages, and traditions to the tapestry of the nation. Central to the experiences of immigrants and refugees in Australia is ethnic broadcasting, which serves as a bridge between their past and present, homeland and host country. This article delves into the multifaceted landscape of ethnic broadcasting, exploring its historical significance, current challenges, and potential pathways for future development. Historical Significance of Ethnic Broadcasting Immigrants and refugees continue to seek avenues to maintain ties with their home countries, preserve cherished memories of their origins, and find support as they adapt to life in a new environment. This need is especially pronounced for individuals who are not proficient in the primary language(s) of their host nation. Governments in countries attracting migrants recognise the importance of engaging with migrant communities to enhance their integration and bolster their contributions to national productivity. For example, the Minister for Immigration and Ethnic Affairs, M.J.R. Mackellar, noted when establishing ethnic radio in Australia that due to "a steady decline in foreign-language content on established commercial and national radio channels", and "a large increase in the non-English-speaking population in Australia", "the government ha[d] pushed ahead with ethnic radio" to provide "information, entertainment, and educational" facilities (Mackellar). Presently, the Australian Government provides annual funding to support ethnic broadcasting, which includes covering the production costs of ethnic programs for local communities, establishing new programs for specific language groups, and developing innovative projects that benefit culturally and linguistically diverse communities (Courtney). Insufficient attention has been devoted to evaluating the evolving needs and interests of various migrant communities over time (Dissanayake 113). This decline can be attributed to the satisfaction of listeners' interests through advancements in information technology and their increasing proficiency in English (Australian Bureau of Statistics), enabling them to access information from mainstream media sources. In the year 2020, there arose a pressing need to reevaluate the purposes and role of ethnic broadcasting, considering both practical and theoretical perspectives such as listeners' access to new technology to consume information, attracting volunteers, and limited financial support (Anderson et al. 57). Also, insights gained from such assessments could significantly contribute to meeting listeners' expectations, informing policy decisions in this domain, and guiding the work of content creators (Ewart 133) and also the channels in between these two ends of the spectrum, such as station managers. It is imperative to acknowledge that the role of ethnic broadcasting has evolved with broadcasting and production technology, necessitating a nuanced approach in research and creative endeavours within this sector. Furthermore, the shifting digital landscape and the widespread use of social media as a customisable platform for communication underscore the need for adaptation and innovation in ethnic broadcasting practices (Budarick). Despite its importance, ethnic community radio remains relatively understudied by researchers and academics, highlighting a gap in understanding the current dynamics of the ethnic broadcasting industry (Ewart 123). Current Challenges Facing Ethnic Broadcasting In this study, I aim to incorporate my perspective as an ethnic broadcaster to address the needs of migrants presently living in Australia. While government funding has been allocated to meet operational costs and support content development, there remains a gap in addressing the specific needs of listeners and enhancing the skills of ethnic radio presenters. Presenters of ethnic radio programs in Australia often struggle to discern the language preferences and information requirements of their audience. This challenge stems from a lack of regular communication with listeners, leaving broadcasters unaware of the issues that hold significance within their communities. To address this gap, it is essential to develop radio programs that cater to the interests and information needs of ethnic populations. These programs should cover a range of topics, including immigration matters, cultural events, council decisions, and the promotion of talents within these communities. Unlike mainstream commercial media, ethnic radio programs have the unique opportunity to focus on issues that are often overlooked but are highly relevant to ethnic audiences. Furthermore, there is a need to engage the second generation of migrants by encouraging their participation in radio programs conducted in languages they are comfortable with. This initiative not only fosters inclusivity but also ensures the preservation and transmission of cultural heritage to younger generations. Additionally, adapting program formats to align with the evolving needs and expectations of ethnic audiences is crucial for maintaining relevance and engagement. As highlighted by Tanikella, radio producers play a pivotal role in translating the needs of listeners into program formats that resonate with diasporic communities (170). By responding to the demands of their audience and reflecting locally constructed identities, media producers contribute to the representation of community identities in the public sphere. This underscores the importance of designing radio programs that are sensitive to the diverse needs and preferences of ethnic communities, thereby fostering a sense of belonging and cultural continuity. It is crucial for migrants to have access to information about available facilities, their rights, and opportunities for settling in their new country. Research into ethnic media in Australia highlights its significant role in connecting migrants to transnational networks, preserving cultures and languages, navigating new identities and communities, and facilitating adjustment to life in Australia (Hopkins, qtd. in Budarick). The growth of ethnic radio programs in Australia has been notable since its inception in 1975. Presently, the Australian community radio sector produces a substantial amount of ethnic radio content, with over 2,070 hours broadcast weekly in more than 110 languages across 80 radio stations, including six full-time ethnic stations. This vast array of programming engages over 4,000 volunteers from 125 cultural and ethnic groups (NEMBC). However, to ensure the effective support of ethnic minorities in Australia through broadcast radio, financial backing is essential. Community radio stations rely heavily on volunteers, with over 22,000 individuals contributing their time to these stations across Australia. Despite the significant volunteer effort, paid full-time equivalent staff employed by community radio stations numbered 900 in 2023 (Treasury). In recognition of the importance of ethnic media in supporting minority communities, the Australian Federal Government, through the Community Broadcasting Foundation (CBF), allocated $4.18 million from Federal Budget 2022-23 for ethnic content development purposes (CBAA, "Federal Budget 2022-23"). Additionally, various state governments continue to provide funding for ethnic radio programs through relevant agencies (Letch 18). Despite government support at both federal and state levels, the number of ethnic radio programs remain the same serving the relevant ethnic groups. However, this article suggests the need for restructuring within the ethnic broadcasting sector, particularly in content development, to better meet the diverse needs of ethnic audiences. Ethnic Radio Programs Characteristics of ethnic radio programs are multifaceted and influenced by the unique nature of the medium as well as the diverse preferences and behaviours of their listeners. Firstly, radio as a medium engages the sense of hearing, prompting listeners to visualise and imagine based on auditory stimuli. This concept, as articulated by Smythe (qtd. in Beck), underscores the importance of creating vivid "audio pictures" for listeners, especially in ethnic radio where individuals often seek to evoke nostalgic memories of their homeland. Ethnic radio programs serve as a conduit for migrants to reconnect with their cultural roots, offering aural representations of familiar sounds and languages in the absence of electronic communication resources. Additionally, Gary Ferrington distinguishes between hearing and listening, highlighting that while hearing is a physiological process, listening involves the psychological attribution of meaning to auditory input (61-7). This differentiation is pertinent in understanding how radio audiences interact with and interpret program content. Audience engagement with ethnic radio programs can be categorised into active and passive listenership. Active listeners demonstrate a high level of involvement with specific programs, frequently engaging through calls, messages, and interactions with presenters. In contrast, passive listeners tune in intermittently and may not exhibit loyalty to any station or program (Padmakumar 614). Ethnic program listeners tend to lean towards active engagement due to the limited frequency of broadcasts and their desire to stay connected with their cultural community. They often approach radio listening with echoic memories of music and language from their homeland, seeking familiarity and emotional resonance in the programming. For instance, some listeners may prefer original versions of songs from their country, even if they are no longer popular locally (Anderson et al. 21). Moreover, active ethnic radio listeners play an integral role in shaping program content and community engagement. They provide feedback, request songs, share information, participate in fundraising events like radiothons, and even express interest in becoming presenters themselves. This active involvement reflects a deeper sense of connection and ownership within the ethnic radio community (Anderson et al. 36). Conversely, passive listeners may view radio primarily as background music, enjoying the ambience without actively engaging with specific content. Their interaction with the medium is more incidental, often occurring while multitasking or attending to other activities. Overall, the characteristics of ethnic radio programs are shaped by the interplay between the medium's auditory nature, the preferences of diverse listeners, and the cultural significance of maintaining connections to one's heritage. Active engagement, nostalgic resonance, and community involvement are central themes that distinguish ethnic radio programming in its ability to cater to the needs and interests of migrant communities. To navigate the development of the technology and the challenges related to changes in the listenership, ethnic broadcasters must embrace innovative strategies that cater to the evolving needs of their audiences. One approach involves redefining the role of ethnic radio programs to encompass a broader range of topics, including immigration matters, cultural events, and community news. By diversifying content and engaging with listeners' interests, broadcasters can enhance the relevance and appeal of their programs in the digital age. Empowering Ethnic Radio Presenters Ethnic radio program presenters play a crucial role in delivering culturally relevant content and facilitating community engagement. However, recruiting skilled presenters poses challenges, particularly when specific language requirements must be met. Therefore, it is suggested, language fluency should not deter younger people from becoming involved in the sector, and youth ethnic programming in English, or a mixture of languages, should be supported (Anderson et al. 47). Kalinga Seneviratne, a former ethnic radio presenter turned academic, attests to the pivotal role of community radio in fostering broadcasting careers for migrants in Australia (11): “if not for (ethnic) community radio, I have no doubt that I would never have become a broadcaster in Australia”. There are many examples that can be given. Encouraging second-generation migrants to participate as presenters and listeners is vital for sustaining ethnic radio audiences. Surveys suggest that allocating more airtime to music could attract younger listeners, but the language preference for music content remains ambiguous (Anderson). Addressing the relevance of ethnic media for the next generation is a pressing concern, given their evolving cultural identities and media consumption habits (Papoutsaki et al. 23). However, engaging second-generation migrants poses challenges, as older community members often serve as cultural gatekeepers and are hesitant to relinquish control over language and content (Australian House of Representatives). Additionally, community radio stations can only offer limited technical training, focussing on basic broadcasting skills due to resource constraints (Cohen 1016). Training programs provided by stations like 3ZZZ, 3CR, and 3MBS cover fundamental broadcasting knowledge but may not adequately prepare presenters for professional standards (3ZZZ). Effective broadcasting requires mastery of technical operations, vocal delivery, language proficiency, and community knowledge (Beaman 43; Fleming 6-7). Acquiring essential skills enables individuals to effectively communicate through radio, aiding new and emerging communities in their transition. The Community Media Training Organisation (CMTO) could address this need by developing a new pathway course tailored to ethnic listenership, as existing training programs such as Presentation, Advanced Presentation, Audio Editing, Copywriting for Sponsorship, Creating Social Media Content, Music Interviewing, etc. (CMTO) are primarily focussed on general program presentation at community radio stations. To compete with mainstream radio, ethnic broadcasters must prioritise professionalism and engaging presentation styles to attract and retain listeners (Wolfenden 5-21). Ultimately, the success of ethnic radio hinges on the ability of presenters to bridge cultural divides, cater to diverse audience needs, and maintain high-quality programming standards. As Australia continues to welcome new waves of migrants and refugees, there is a pressing need to support their settlement process and integration into society. Ethnic radio programs play a crucial role in providing information, language support, and community connections for recently arrived migrants. By updating program formats and language groups to reflect changing demographics, broadcasters can ensure that their programs remain relevant and accessible to all members of the community. Public Service Broadcasting and New Media Public service broadcasting in Australia encompasses entities like the Australian Broadcasting Corporation (ABC) and the Special Broadcasting Service (SBS), which are funded by the government but operate independently in terms of programming decisions. These broadcasters are tasked with promoting national identity, as well as informing and entertaining audiences (Lobato & Meese 121; Cinque 11-16). The ABC, operating under a statute and receiving public funds, is expected to adhere to standards of objective journalism, distinct from commercial media driven by private interests (Finkelstein). On the other hand, SBS radio programs are tailored to language groups rather than nationalities, allowing for diverse listenership across cultures (Department of Infrastructure, Transport, Regional Development, Communications). Programs cater to various community needs, including news, current affairs, arts, culture, and sports (ibid.). Public service broadcasting in Australia differs from community broadcasting in several aspects, including licencing, ownership, operational structure, and funding policies. While national broadcasters like the ABC and SBS receive indirect government funding, community broadcasters operate as not-for-profit entities with community ownership structures. Community broadcasters are further distinguished by their obligation to broadcast local content and to represent the community they serve (CBAA). The landscape of ethnic media in Australia now faces competition from emerging digital platforms, spanning radio, television, and streaming services accessible via smartphones and computers. The next section will explore the impact of these alternative media forms on migrants' lives in Australia. Embracing New Technologies Community broadcasting has historically faced limitations in content development. However, it can be argued that community radio is where innovative content and radical programming thrive, without facing the limitations imposed by commercial interests, industry guidelines (ACMA), and broadcasting technology. Community radio primarily caters to audiences via AM/FM radio sets and digital devices. Digital convergence has transformed broadcasting, necessitating a diverse range of technology, personnel, and management skills in today's multi-platform media environment (CBAA). Presently, listeners access radio programs through various channels, including live streaming from radio stations, mobile apps like TuneIn, personal assistant apps such as Google Home and Amazon Alexa, and even television. The availability of archived content on the Internet further enhances accessibility for listeners, a feature not present in traditional radio broadcasting. Audio content producers have embraced alternative publishing methods beyond traditional FM and AM frequencies, including Internet radio, MP3 players, podcasts, and streaming services like Spotify. However, the digital transformation of radio broadcasting raises questions about the medium's nature and mode of delivery, as highlighted by scholars like Dubber and Lacey (Berry). Online streaming allows radio stations to reach audiences beyond their geographic boundaries, offering a more diverse listener base (Jackson Pitts & Harms 274). Internet radio, characterised by live or scheduled audio (and sometimes video) streaming over Internet Protocol (IP), can be accessed via computers and mobile phones with 4G or 5G data connection. Unlike conventional radio, listeners cannot request songs or participate in talkback shows, but they enjoy the flexibility of selecting content according to their preferences. Compared to terrestrial radio stations, Internet radio is cost-effective, requiring minimal infrastructure and often operating from home-based studios (Berry 7-22). Therefore, Internet radio is growing every day and mobile devices are going to play a very important part in the future of radio. According to the Australian Communications and Media Authority, Australians are listening to more audio delivered over the internet in 2022–23 compared to the previous year (ACMA). Moreover, ethnic media, including social media platforms, play a significant role in fostering social bonds among elderly individuals (Du et al.). Ethnic groups utilise various social media apps to create closed groups, share community-related information, and maintain cultural connections. For instance, platforms like Facebook, WhatsApp, and Viber host private groups like 'Aussie Connect', catering to specific ethnic communities in Australia. In summary, conventional radio listeners are transitioning to novel audio listening technologies that offer personalised content experiences. Therefore, this article suggests developing new formats for ethnic radio programs, considering essential factors such as audience preferences, content guidelines, and leveraging available technology for listener benefit. 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"(W)hen you look at the historic angle of what’s going on, DJ culture is the future, everything is a mix. Whether it’s video, electronic shit, studio shit, painting, you name it, the psychology is in place. It’s the DJ." – Paul D. Miller, AKA DJ Spooky, qtd. in Tobin "Turn it up! Bring the noise." – Public Enemy, "Bring the Noise "Turn down that damned noise!!!" Thus began the nightly negotiation with my father during my adolescence — him firmly rooted in his recliner as he stared at the television, me locked in my bedroom, fingers nudging the stereo knobs to experiment with acceptable volumes. It was never, "turn down the music," or "lower that Boogie Down Productions album," it was always, "turn down that damned noise!!!" I hear his words echoed daily in the attitudes of many of the pre-service teachers that I work with as they navigate the tumultuous maelstrom of education in postmodern culture. Perhaps my students merely reveal legacies of their own educational experiences, or perhaps they embody the transitional dissonance of an epochal shift. Regardless of the "origin" of their discomfort, they seem to turn to those of us engaged in preparing them as teachers to sanitise the "mess" they encounter in schools. They desire Skinnerian behaviorist reductionism (if "x" then "y"). They seek to tame the "noise" of the extraordinarily complex endeavor of teaching and learning. I fiddle with the volume knob of my own teaching, crank it up, and offer them hip hop pedagogies.1 By hip hop pedagogies I do not mean simply the inclusion of hip hop culture (e.g., DJing, rapping, graffiti art, dancing) as objects of study in the classroom, although these are indeed worthwhile curricular considerations. Instead of dominant modes of schooling which are informed by a factory model of efficiency and knowledge transmission (Adams et al.), I suggest a fundamental reorientation to pedagogies guided by the aesthetics of hip hop culture, particularly the power of recombinant textuality embodied in hip hop’s "noisy mix." Dick Hebdige locates the origins, as diffuse as they are, of hip hop music in the fundamental nature of the mix, noting that "(r)ap is DJ (disc jockey) and MC (Master of Ceremonies or Microphone Controller) music . . . (I)t relies on pre-recorded sounds. . . . The hip hoppers "stole" music off air and cut it up. Then they broke it down into its component parts and remixed it on tape" (141). Paul Miller identifies the possibilities inherent in such processes: DJ culture – urban youth culture – is all about recombinant potential. It has as a central feature a eugenics of the imagination. Each and every source is fragmented and bereft of prior meaning – kind of like a future without a past. The samples are given meaning only when re-presented in the assemblage of the mix (7) In hip hop, mixing occurs within discursive realities of "noise." Tricia Rose notes that the "sonic power" of hip hop, with its "distinctive bass-heavy, enveloping sound does not rest outside of its musical and social power" (63). She summarizes the significance of this sonic barrage: "Noise" on the one hand and communal countermemory on the other, rap music conjures and razes in one stroke. Rap's rhythms . . . are its most powerful effect. Rap's primary focus is sonic . . . Rap music centers on the quality and nature of rhythm and sound, the lowest, "fattest beats" being the most significant and emotionally charged . . . The arrangement and selection of sounds rap musicians have invented via samples, turntables, tape machines, and sound systems are at once deconstructive (in that they actually take apart recorded musical compositions) and recuperative (because they recontextualise these elements creating new meanings for cultural sounds that have been relegated to commercial wastebins) . . . (64-65 Herein lies one of the most transformative possibilities of hip hop pedagogies – the model it offers as a recombinant text, as a mix. Miller explains: It is in this singularly improvisational role of "recombiner" that the DJ creates what I like to call a "post symbolic mood sculpture," or the mix; a disembodied and transient text . . . The implications of this style of creating art are three fold: 1) by its very nature it critiques the entire idea of intellectual property and copyright law, 2) it reifies a communal art value structure in contrast to most forms of art in late capitalist social contexts, 3) it interfaces communications technology in a manner that anthropomorphisizes it. (12-13 If we were to begin thinking of our classrooms/schools as a mix, as recombinant, fluid texts where the copyrighting privilege of authority in the guise of "teacher" is challenged, where the entire process of teaching and learning becomes communal, and where human/technological cyborgs are valued, we can see how hip hop pedagogies might be transformative. The classroom might become, in my favorite image of postmodern education that William Doll borrows from Milan Kundera and Richard Rorty, a "fascinating imaginative realm where no one owns the truth and everyone has the right to be understood" (151). Such pedagogical orientations toward the mix invite students to reject modernist attempts to channel and control learning – to "school" the body and mind. Instead, as Potter notes, "hip-hop aims for a world made hole, aporic, fracturing the fragmented, graffiti on graffiti" (8, emphasis in original). Instead of the master narratives of modernity, it "offers us a model . . . as it produces knowledge in the active consumption of the everyday materials the world makes available . . . it is a work which instructs in its process, indeed, by its process" (Block 339). Is this not a better way to envision our work in schools, which Pinar et al. see as ultimately an engagement with larger conversations of what it means to prepare the next generation (847)? Such mixing infuses life into pedagogies as meanings are reassembled, and acknowledges a "new paradigm" that does "not necessarily require new data, but rather (is) characterized by clever and substantively different ways of recasting what we already know" (Samples 187). "The previous meanings," Miller concludes, are "corralled into a space where the differences in time, place, and culture, are collapsed to create a recombinant text or autonomous zone of expression" (14). Hip hop pedagogies offer such "zones" of hybrid selves, hybrid cultures, and hybrid conversations that are recombined continually through collisions with cultures, histories, and technologies. So that’s the noisy mix I share with my students as most salient to postmodern education – cacophonous, turbulent, and sure to infuriate my father, even now. Notes 1. I follow Gore in her use of the plural form of pedagogy: "(Pedagogies) use is important to signify the multiple approaches and practices that fall under the pedagogy umbrella" whereas "rely(ing) on the singular form is to imply greater unity and coherence than is warranted" (7). References Adams, Natalie et al. Learning to Teach: A Critical Approach to Field Experiences. Mahwah, N.J.: Lawrence Erlbaum, 1998. Block. Alan. (1998). "Curriculum as Affichiste: Popular Culture and Identity." Curriculum: Toward New Identities. Ed. William F. Pinar. New York: Garland, 325-341. Doll, William E., Jr. A Postmodern Perspective on Curriculum. New York: Teachers College, 1993. Gore, J. The Struggle for Pedagogies: Critical and Feminist Discourses as Regimes of Truth. New York: Routledge, 1993. Hebdige, Dick. Cut-n-Mix: Culture, Identity and Caribbean Music. London: Methuen, 1987. Miller, Paul D. "Flow My Blood the DJ Said." Liner notes from Song of a Dead Dreamer. New York: Asphodel, 1995. Pinar, William F. et al. Understanding Curriculum: An Introduction to the Study of Historical and Contemporary Curriculum Discourses. New York: Peter Lang, 1995. Potter Russell A. Spectacular Vernaculars: Hip-Hop and the Politics of Postmodernism. Albany: SUNY, 1995. Public Enemy. It Takes A Nation Of Millions To Hold Us Back. New York: Def Jam Recordings, 1988. Rose, Tricia. Black Noise: Rap Music and Black Culture in Contemporary America. Hanover, N.H.: UP of New England, 1994. Samples, Bob. "Learning as Transformation." Education, Information, and Transformation: Essays on Learning and Thinking. Ed. Jeffrey Kane. Upper Saddle River, N.J.: Merrill, 1999. Tobin, Sam. "Permutations: A Conversation with Paul D. Miller, AKA DJ Spooky." Digress Magazine. [12, March 2001].<http://www.digressmagazine.com/1spooky.php>

This article explores the role of authenticity in televisual teaching and learning based on a case study of Who Do You Think You Are?, a documentary series in which celebrities go on a journey to retrace their family tree. Originally broadcast by the British Broadcasting Corporation, this series has been adapted in eighteen countries, including Australia. The Australian version is produced locally and has been airing on the public channel Special Broadcasting Service (SBS) since 2008. According to its producers, Who Do You Think You Are? teaches history and promotes multiculturalism:We like making a broad range of programs about history and telling our own Australian stories and particularly the multicultural basis of our history […] A lot of people know the broad Australian stroke, English, British history but they don’t really know as much about the migratory history […] It’s a way of saying this is our country now, this is where it came from, here’s some stories, which you might not be aware of, and what’s happened to people along the way. (Producer 1) In this article, I examine Who Do You Think You Are? as an educational text and I investigate its pedagogy. Starting with the assumption that it aims to teach, my intention is to explain how it teaches. In particular, I want to demonstrate that authenticity is a key feature of its pedagogy. Applied to the televisual text, the term “authentic” refers to the quality of being true or based on facts. In this sense, authenticity implies actuality, accuracy and reliability. Applied to media personae, “authentic” must be understood in its more modern sense of “genuine”. From this perspective, to be “authentic” requires displaying “one’s inner truths” (McCarthy 242). Based on my textual analysis and reception study, I show that these two forms of authenticity play a crucial role in the pedagogy of Who Do You Think You Are? Signifying Authenticity One of the pedagogical techniques of Who Do You Think You Are? is to persuade viewers that it authentically represents actual events by using some of the codes and conventions of the documentary. According to Michael Renov, the persuasive modality is intrinsic to all documentary forms and it is linked to their truth claim: “the documentary ‘truth claim’ (which says, at the very least: ‘Believe me, I’m of the world’) is the baseline for persuasion for all of nonfiction, from propaganda to rock doc” (30). Who Do You Think You Are? signifies actuality by using some of the codes and conventions of the observational documentary. As Bill Nichols explains, observational documentaries give the impression that they spontaneously and faithfully record actual events as they happen. Nichols compares this mode of documentary to Italian Neorealism: “we look in on life as it is lived. Social actors engage with one another, ignoring the filmmakers” (111). In Who Do You Think You Are? the celebrities and other social actors often engage with one another without acknowledging the camera’s presence. In those observational scenes, various textual features signify actuality: natural sounds, natural light or shaky hand-held camera, for example, are often used to connote the unprepared recording of reality. This is usually reinforced by the congruence between the duration of the scene and the diegetic time (the duration of the action that is represented). Furthermore, Who Do You Think You Are? emphasises authenticity by showing famous Australians as ordinary people in ordinary settings or doing mundane activities. As one of the SBS programmers pointed out during our interview: “It shows personalities or stars that you can never get to as real people and it makes you realise that those people, actually, they’re the same as you and I!” (SBS programmer). Celebrities are “real” in the sense that they exist in the profilmic world; but in this context showing celebrities “as real people” means showing them as ordinary individuals whom the audience can relate to and identify with. Instead of representing “stars” through their usual manufactured public personae, the program offers glimpses into their real lives and authentic selves, thus giving “backstage access to the famous” (Marwick and boyd 144). In this regard, the series aligns with other media texts, including “celebreality” programs and social networking sites like Twitter, whose appeal lies in the construction of more authentic and intimate presentations of celebrities (Marwick and boyd; Ellcessor; Thomas). This rhetoric of authenticity is enhanced by the celebrity’s genealogical journey, which is depicted both as a quest for historical knowledge and for self-knowledge. Indeed, as its title suggests, the program links ancestry to personal identity. In every episode, the genealogical investigation reveals similarities between the celebrity and their ancestors, thus uncovering personality traits that seem to have been transmitted from generation to generation. Thus, the series does more than simply showing celebrities as ordinary people “stripped of PR artifice and management” (Marwick and boyd 149): by unveiling those transgenerational traits, it discloses innermost aspects of the celebrities’ authentic selves—a backstage beyond the backstage. Who Do You Think You Are? communicates authenticity in these different ways in order to invite viewers’ trust. As Louise Spence and Vinicius Navarro observe, this is characteristic of most documentaries: Whereas fiction films may allude to actual events, documentaries usually claim that those events did take place in such and such a way, and that the images and sounds on the screen are accurate and reliable […] Most documentaries—if not all of them—have something to say about the world and, in one way or another, they want to be trusted by their audience. (Spence and Navarro 13) Similarly, Nichols writes that as documentary viewers, “we uphold our belief in the authenticity of the historical world represented on screen […] we assume that documentary sounds and images have the authenticity of evidence” (36). This is supported by Thomas Austin’s reception study of documentary films in the United Kingdom, which shows that most viewers expect documentaries to give them “access to the real.” According to Austin, these generic expectations about authenticity contribute to the pedagogic authority of documentaries. Therefore, the implied audience (Barker and Austin) of Who Do You Think You Are? must trust that it authentically represents actual events and individuals and they must perceive it as an accurate and reliable source of knowledge about the historical world in order to “attain a meaningful encounter” (48) with it. The implied audience in no way predicts actual audiences’ responses (which I will examine in the remainder of this article) but it is an important aspect of the program’s pedagogy: for the text to be read as a “history lesson” (Nichols 39) viewers must be persuaded by the program’s rhetoric of authenticity. Perceiving Authenticity My reception study confirms that in order to learn, viewers must be persuaded by this rhetoric of authenticity, which promises “information and knowledge, insight and awareness” (Nichols 40). This is illustrated by the responses of five viewers who participated in a screening and focus group discussion. Arya, Marnie, Junior, Lec and Krista all say that they have learnt from Who Do You Think You Are? either at home or from the episode that was screened before our discussion. They all agree that the program teaches about history, multiculturalism and other aspects that were not predicted by the producers (such as human nature, relationships and social issues). More importantly, these viewers learn from the program because they trust that it authentically represents actual events and because they perceive the personae as “natural”, “relaxed” and “being themselves” and their emotions as “genuine”: Krista: It felt genuine to me.Lec: Me also […]Marnie: I felt like he seemed more natural, even with the interpreter there, talking with his aunty. He seemed more himself, he was more emotional […]Arya: I don’t think that they’re acting. To go outside of this session, I mean, I’ve seen the show before and I think it is really genuine. As Austin notes, what matters from the viewers’ perspective is not “the critically scrutinised indexical guarantee of documentary, but rather a less well defined and nebulous sense of qualities such as the 'humanity', 'honesty', 'sincerity'.” This does not mean that viewers naively believe that the text gives a transparent, unmediated access to the truth (Austin). Trust (or in Austin’s words “willing abandonment”) can be combined with scepticism (Buckingham; Ang; Liebes and Katz). Marnie, for example, oscillates between these two modalities of response: Marnie: If something seems quite artificial, it stands out, you start thinking about well, why did they do that? But while they’re just sitting down, having a conversation, there’s not anything really that you have to think about. Obviously all those transition shots, sitting on the rock, opening a letter in the square, they also have, you know, the violins playing and everything. Everything builds to feel a bit more contrived, whereas when they’re having the conversation, I wasn’t aware of the music. Maybe I was listening to what they were saying more. But I think you sort of engage a bit more in listening to what they’re saying when they’re having a conversation. Whereas the filling, you’re not really thinking about his emotions so much as…why is he wearing that shirt? Interestingly, the scenes that Marnie perceives as authentic and that she engages with are the “conversations” scenes, which use the codes and conventions of the observational documentary. The scenes that she views with scepticism are the more dramatised sequences, which do not use the codes and conventions of the observational documentary. Marnie is the only viewer in my focus groups who clearly oscillates between trust and scepticism. She is also the most ambivalent about what she has learnt and about the quality of the knowledge that she gains from Who Do You Think You Are? Authenticity and Emotional Responses Because they believe that the personae and emotions in the program are genuine, these viewers are emotionally engaged. As the producers explain, learning from Who Do You Think You Are? is not a purely cognitive process but is fundamentally an emotional and empathetic experience: There are lots of programs on television where you can learn about history. I think what’s so powerful about this show is because it has a very strong emotional arc […] You can learn a lot of dates, and you can pass a test, just on knowing the year that the Blue Mountains were first crossed or the Magna Carta was signed. But what Who Do You Think You Are? does is that it takes you on a journey where you get to really feel the experiences of those people who were fighting the battle or climbing the mast. (Producer 2) The producers invite viewer empathy in two ways: they design the program so that viewers are encouraged to share the emotions of people who lived in the past; and they design it so that viewers are encouraged to share the emotions of the celebrities who participate in the program. This is illustrated by the participants’ responses to one scene in which the actor Don Hany sees an old photograph of his pregnant mother: Lec: I was touched! I was like “aw!”Ms Goldblum: I didn’t buy it.Krista: You didn’t feel like that, Lec?Lec: Not at all! Like, yeah, I got a bit touched.Junior: Yeah. And those looked like genuine tears, they weren’t crocodile tears.Ms Goldblum: I didn’t think so. There was a [sniffing], pause, pose, camera moment.Junior: I had a little moment…Krista: Aw!Interviewer: You had a moment?Junior: Yeah, there was a little moment there.Ms Goldblum: Got a little teary?Junior: When he’s looking at the photos, yeah. Because I think everyone’s done that, gone back and looked through old photos, you know what that feeling is. As this discussion suggests, authenticity is a crucial aspect of the program’s pedagogy, not only because the viewers must trust it in order to learn from it, but also because it facilitates empathy and emotional engagement. Distrust and Cynicism In contrast, the viewers who do not learn from Who Do You Think You Are? perceive the program as contrived and the celebrity’s emotions as inauthentic: Wolfgang: I don’t think they taught me much that I didn’t already know in regards to history.Naomi: Yeah, me neither […] I kind of look at these shows and think it’s a bit contrived […]Wolfgang: I hate all that. They’re constructing a show purely for money, that’s all bullshit. That annoys me […]Ms Goldblum: But for me the show is just about, I don’t know, they try to find something to be sentimental and it’s not. Like, they try to force it […] I didn’t buy it […] Because they are aware of the constructed nature of the program and because they perceive it as contrived, these viewers do not engage emotionally with the content: Naomi: When I see someone on this show looking at photos, I find it really difficult to stop thinking he’s got a camera on his face.Wolfgang: Yeah.Naomi: He’s looking at photos, and that’s a beautiful moment, but there’s a camera right there, looking at him, and I can’t help but think that when I see those things […] There are other people in the room that we don’t see and there’s a camera that’s pointing at him […] This intellectual distance is sometimes expressed through mockery and laughter (Buckingham). Because they distrust the program and make fun of it, Wolfgang and Ms Goldblum (who were not in the same focus group) are both described as “cynics”: Ms Goldblum: He gets all teary and I think oh he’s an actor he’s just putting that shit on, trying to make it look interesting. Whereas if it were just a normal person, I’d find it more believable. But I think the whole premise of the show is they take famous people, like actors and all those people in the spotlight, I think because they put on good shows. I would be more interested in someone who wasn’t famous. I’d find it more genuine.Junior: You are such a cynic! […]Wolfgang: And look, maybe I’m a big cynic about this, and that’s why I haven’t watched it. But it’s this emotionally padded, scripted, prompted kind of thing, which makes it more palatable for people to watch. Unlike most participants, who identify the program as “educational” and “documentary”, Wolfgang classifies it as pure entertainment. His cynicism and scepticism can be linked to his generic labelling of the program as “reality TV”: Wolfgang: I don’t watch commercial TV, I can’t stand it. And it’s for that reason. It’s all contrived. It’s all based on selling something as opposed to looking into this guy’s family and history and perhaps learning something from it. Like, it’s entertainment, it’s not educational […] It’s a reality TV sort of thing, I just got no interest in it really. As Annette Hill shows in her reception study of the reality game program Big Brother, most viewers are cynical about the authenticity of reality television. Despite the generic label of “reality”, most interpret reality programs as inauthentic. Indeed, as John Corner points out, reality television is characterised by display and performance, even though it adopts some of the codes and conventions of the documentary. Hill’s research also reveals that viewers often look for moments of authenticity within the unreal context of reality television: “the ‘game’ is to find the ‘truth’ in the spectacle/performance environment” (337). Interestingly, this describes Naomi and Wolfgang’s attitude towards Who Do You Think You Are?: Naomi: The conversation with his mum seemed a bit more relaxed, maybe. Or a bit more...I don’t know, I kind of look at these shows and think it’s a bit contrived. Whereas that seemed a bit more natural […]Wolfgang: Often he’s just sitting there and I suppose those are filling shots. But I found that when he was chatting to his aunty and seeing the photos that he hadn’t seen before, when he was a child, he was tearing up […] That’s probably the one time I didn’t notice, like, didn’t think about the cameras because I found it quite powerful, when he was tearing up, that was a kind of an emotional moment. According to Austin, viewers’ discourses about authenticity in relation to documentaries and reality television serve as markers of cultural distinction: Often underpinning expressions of the appeal of 'the real', the use of a discourse of authenticity frequently revealed taste markers and a set of cultural distinctions deployed by these cinemagoers, notably between the veracity and 'honesty' of Etre et Avoir [a French documentary] and the contrasting 'fakery' and 'inauthenticity' of reality television. Describing documentaries as authentic and educational and reality television as fake entertainment can be a way for some (middle-class) viewers to assert their socio-cultural status. By performing as the sceptical and cynical viewer and criticising lower cultural forms, research participants distinguish themselves from the imagined mass of unsophisticated and uneducated (working class?) viewers (Buckingham; Austin). Conclusion Some scholars suggest that viewers learn when they compare what they watch on television to their own experiences or when they identify with television characters or personae (Noble and Noble; Tulloch and Lupton; Tulloch and Moran; Buckingham and Bragg). My study contributes to this field of inquiry by showing that viewers learn when they perceive televisual content as authentic and as a reliable source of knowledge. More importantly, the results reveal how some televisual texts signify authenticity to invite trust and learning. This study raises questions about the role of trust and authenticity in televisual learning and it would be fruitful to pursue further research to determine whether these findings apply to genres that are not factual. Examining the production, textual features and reception of fictional programs to understand how they convey authenticity and how this sense of truthfulness influences viewers’ learning would be useful to draw more general conclusions about televisual pedagogy, and perhaps more broadly about the role of trust and authenticity in education. References Ang, Ien. Watching Dallas: Soap Opera and the Melodramatic Imagination. London: Methuen, 1985. Austin, Thomas. "Seeing, Feeling, Knowing: A Case Study of Audience Perspectives on Screen Documentary." Participations 2.1 (2005). 20 Nov. 2014 ‹http://www.participations.org/volume%202/issue%201/2_01_austin.htm›. Barker, Martin, and Thomas Austin. From Antz to Titanic: Reinventing Film Analysis. London: Pluto Press, 2000. Big Brother. Exec. Prod. John de Mol. Channel 4. 2000. Buckingham, David. Children Talking Television: The Making of Television Literacy. London: The Falmer Press, 1993. Buckingham, David, and Sara Bragg. Young People, Media and Personal Relationships. London: The Independent Television Commission, 2003. Corner, John. "Performing the Real: Documentary Diversions." Television & New Media 3.3 (2002): 255—69. "Don Hany." Who Do You Think You Are? Series 5, Episode 3. SBS. 16 Apr. 2013. Ellcessor, Elizabeth. "Tweeting @feliciaday: Online Social Media, Convergence, and Subcultural Stardom." Cinema Journal 51.2 (2012): 46-66. Hill, Annette. "Big Brother: The Real Audience." Television & New Media 3.3 (2002): 323-40. Liebes, Tamar, and Elihu Katz. The Export of Meaning: Cross-Cultural Readings of Dallas. Cambridge: Polity Press, 1990. Marwick, Alice, and danah boyd. "To See and Be Seen: Celebrity Practice on Twitter." Convergence: The International Journal of Research into New Media Technologies 17.2 (2011): 139-58. McCarthy, E. Doyle. “Emotional Performances as Dramas of Authenticity.” Authenticity in Culture, Self, and Society. Eds. Phillip Vannini & J. Patrick Williams. Farnham: Ashgate Publishing, 2009. 241-55. Nichols, Bill. Introduction to Documentary, Second Edition. Bloomington: Indiana UP, 2001. Noble, Grant, and Elizabeth Noble. "A Study of Teenagers' Uses and Gratifications of the Happy Days Shows." Media Information Australia 11 (1979): 17-24. Producer 1. Personal Interview. 29 Sept. 2013. Producer 2. Personal Interview. 10 Oct. 2013. Renov, Michael. Theorizing Documentary. New York: Routledge, 1993. SBS Programmer. Personal Interview. 22 Nov. 2013. Spence, Louise, and Vinicius Navarro. Crafting Truth: Documentary Form and Meaning. New Brunswick: Rutgers UP, 2011. Thomas, Sarah. "Celebrity in the ‘Twitterverse’: History, Authenticity and the Multiplicity of Stardom Situating the ‘Newness’ of Twitter." Celebrity Studies 5.3 (2014): 242-55. Tulloch, John, and Deborah Lupton. Television, Aids and Risk: A Cultural Studies Approach to Health Communication. Sydney: Allen & Unwin, 1997. Tulloch, John, and Albert Moran. A Country Practice: "Quality Soap". Sydney: Currency Press, 1986. Who Do You Think You Are? Exec. Prod. Alex Graham. BBC. 2004. Who Do You Think You Are? Exec. Prod. Celia Tait. SBS. 2008.

While the television cooking genre has evolved in numerous ways to withstand competition and become a constant feature in television programming (Collins and College), it has been argued that audience demand for televisual cooking has always been high because of the daily importance of cooking (Hamada, “Multimedia Integration”). Early cooking shows were characterised by an instructional discourse, before quickly embracing an entertainment focus; modern cooking shows take on a more competitive, out of the kitchen focus (Collins and College). The genre has continued to evolve, with celebrity chefs and ordinary people embracing transmedia affordances to return to the instructional focus of the early cooking shows. While the television cooking show is recognised for its broad cultural impacts related to gender (Ouellette and Hay), cultural capital (Ibrahim; Oren), television formatting (Oren), and even communication itself (Matwick and Matwick), its role in the widespread adoption of television captions is significantly underexplored. Even the fact that a cooking show was the first ever program captioned on American television is almost completely unremarked within cooking show histories and literature.A Brief History of Captioning WorldwideWhen captions were first introduced on US television in the early 1970s, programmers were guided by the general principle to make the captioned program “accessible to every deaf viewer regardless of reading ability” (Jensema, McCann and Ramsey 284). However, there were no exact rules regarding captioning quality and captions did not reflect verbatim what was said onscreen. According to Jensema, McCann and Ramsey (285), less than verbatim captioning continued for many years because “deaf people were so delighted to have captions that they accepted almost anything thrown on the screen” (see also Newell 266 for a discussion of the UK context).While the benefits of captions for people who are D/deaf or hard of hearing were immediate, its commercial applications also became apparent. When the moral argument that people who were D/deaf or hard of hearing had a right to access television via captions proved unsuccessful in the fight for legislation, advocates lobbied the US Congress about the mainstream commercial benefits such as in education and the benefits for people learning English as a second language (Downey). Activist efforts and hard-won legal battles meant D/deaf and hard of hearing viewers can now expect closed captions on almost all television content. With legislation in place to determine the provision of captions, attention began to focus on their quality. D/deaf viewers are no longer just delighted to accept anything thrown on the screen and have begun to demand verbatim captioning. At the same time, market-based incentives are capturing the attention of television executives seeking to make money, and the widespread availability of verbatim captions has been recognised for its multimedia—and therefore commercial—applications. These include its capacity for information retrieval (Miura et al.; Agnihotri et al.) and for creative repurposing of television content (Blankinship et al.). Captions and transcripts have been identified as being of particular importance to augmenting the information provided in cooking shows (Miura et al.; Oh et al.).Early Captions in the US: Julia Child’s The French ChefJulia Child is indicative of the early period of the cooking genre (Collins and College)—she has been described as “the epitome of the TV chef” (ray 53) and is often credited for making cooking accessible to American audiences through her onscreen focus on normalising techniques that she promised could be mastered at home (ray). She is still recognised for her mastery of the genre, and for her capacity to entertain in a way that stood out from her contemporaries (Collins and College; ray).Julia Child’s The French Chef originally aired on the US publicly-funded Public Broadcasting System (PBS) affiliate WBGH from 1963–1973. The captioning of television also began in the 1960s, with educators creating the captions themselves, mainly for educational use in deaf schools (Downey 70). However, there soon came calls for public television to also be made accessible for the deaf and hard of hearing—the debate focused on equality and pushed for recognition that deaf people were culturally diverse (Downey 70).The PBS therefore began a trial of captioning programs (Downey 71). These would be “open captions”—characters which were positioned on the screen as part of the normal image for all viewers to see (Downey 71). The trial was designed to determine both the number of D/deaf and hard of hearing people viewing the program, as well as to test if non-D/deaf and hard of hearing viewers would watch a program which had captions (Downey 71). The French Chef was selected for captioning by WBGH because it was their most popular television show in the early 1970s and in 1972 eight episodes of The French Chef were aired using open—albeit inconsistent—captions (Downey 71; Jensema et al. 284).There were concerns from some broadcasters that openly captioned programs would drive away the “hearing majority” (Downey 71). However, there was no explicit study carried out in 1972 on the viewers of The French Chef to determine if this was the case because WBGH ran out of funds to research this further (Downey 71). Nevertheless, Jensema, McCann and Ramsey (284) note that WBGH did begin to re-broadcast ABC World News Tonight in the 1970s with open captions and that this was the only regularly captioned show at the time.Due to changes in technology and fears that not everyone wanted to see captions onscreen, television’s focus shifted from open captions to closed captioning in the 1980s. Captions became encoded, with viewers needing a decoder to be able to access them. However, the high cost of the decoders meant that many could not afford to buy them and adoption of the technology was slow (Youngblood and Lysaght 243; Downey 71). In 1979, the US government had set up the National Captioning Institute (NCI) with a mandate to develop and sell these decoders, and provide captioning services to the networks. This was initially government-funded but was designed to eventually be self-sufficient (Downey 73).PBS, ABC and NBC (but not CBS) had agreed to a trial (Downey 73). However, there was a reluctance on the part of broadcasters to pay to caption content when there was not enough evidence that the demand was high (Downey 73—74). The argument for the provision of captioned content therefore began to focus on the rights of all citizens to be able to access a public service. A complaint was lodged claiming that the Los Angeles station KCET, which was a PBS affiliate, did not provide captioned content that was available elsewhere (Downey 74). When Los Angeles PBS station KCET refused to air captioned episodes of The French Chef, the Greater Los Angeles Council on Deafness (GLAD) picketed the station until the decision was reversed. GLAD then focused on legislation and used the Rehabilitation Act to argue that television was federally assisted and, by not providing captioned content, broadcasters were in violation of the Act (Downey 74).GLAD also used the 1934 Communications Act in their argument. This Act had firstly established the Federal Communications Commission (FCC) and then assigned them the right to grant and renew broadcast licenses as long as those broadcasters served the ‘‘public interest, convenience, and necessity’’ (Michalik, cited in Downey 74). The FCC could, argued GLAD, therefore refuse to renew the licenses of broadcasters who did not air captioned content. However, rather than this argument working in their favour, the FCC instead changed its own procedures to avoid such legal actions in the future (Downey 75). As a result, although some stations began to voluntarily caption more content, it was not until 1996 that it became a legally mandated requirement with the introduction of the Telecommunications Act (Youngblood and Lysaght 244)—too late for The French Chef.My Kitchen Rules: Captioning BreachWhereas The French Chef presented instructional cooking programming from a kitchen set, more recently the food genre has moved away from the staged domestic kitchen set as an instructional space to use real-life domestic kitchens and more competitive multi-bench spaces. The Australian program MKR straddles this shift in the cooking genre with the first half of each season occurring in domestic settings and the second half in Iron Chef style studio competition (see Oren for a discussion of the influence of Iron Chef on contemporary cooking shows).All broadcast channels in Australia are mandated to caption 100 per cent of programs aired between 6am and midnight. However, the 2013 MKR Grand Final broadcast by Channel Seven Brisbane Pty Ltd and Channel Seven Melbourne Pty Ltd (Seven) failed to transmit 10 minutes of captions some 30 minutes into the 2-hour program. The ACMA received two complaints relating to this. The first complaint, received on 27 April 2013, the same evening as the program was broadcast, noted ‘[the D/deaf community] … should not have to miss out’ (ACMA, Report No. 3046 3). The second complaint, received on 30 April 2013, identified the crucial nature of the missing segment and its effect on viewers’ overall enjoyment of the program (ACMA, Report No. 3046 3).Seven explained that the relevant segment (approximately 10 per cent of the program) was missing from the captioning file, but that it had not appeared to be missing when Seven completed its usual captioning checks prior to broadcast (ACMA, Report No. 3046 4). The ACMA found that Seven had breached the conditions of their commercial television broadcasting licence by “failing to provide a captioning service for the program” (ACMA, Report No. 3046 12). The interruption of captioning was serious enough to constitute a breach due, in part, to the nature and characteristic of the program:the viewer is engaged in the momentum of the competitive process by being provided with an understanding of each of the competition stages; how the judges, guests and contestants interact; and their commentaries of the food and the cooking processes during those stages. (ACMA, Report No. 3046 6)These interactions have become a crucial part of the cooking genre, a genre often described as offering a way to acquire cultural capital via instructions in both cooking and ideological food preferences (Oren 31). Further, in relation to the uncaptioned MKR segment, ACMA acknowledged it would have been difficult to follow both the cooking process and the exchanges taking place between contestants (ACMA, Report No. 3046 8). ACMA considered these exchanges crucial to ‘a viewer’s understanding of, and secondly to their engagement with the different inter-related stages of the program’ (ACMA, Report No. 3046 7).An additional complaint was made with regards to the same program broadcast on Prime Television (Northern) Pty Ltd (Prime), a Seven Network affiliate. The complaint stated that the lack of captions was “Not good enough in prime time and for a show that is non-live in nature” (ACMA, Report No. 3124 3). Despite the fact that the ACMA found that “the fault arose from the affiliate, Seven, rather than from the licensee [Prime]”, Prime was also found to also have breached their licence conditions by failing to provide a captioning service (ACMA, Report No. 3124 12).The following year, Seven launched captions for their online catch-up television platform. Although this was a result of discussions with a complainant over the broader lack of captioned online television content, it was also a step that re-established Seven’s credentials as a leader in commercial television access. The 2015 season of MKR also featured their first partially-deaf contestant, Emilie Biggar.Mainstreaming Captions — Inter-Platform CooperationOver time, cooking shows on television have evolved from an informative style (The French Chef) to become more entertaining in their approach (MKR). As Oren identifies, this has seen a shift in the food genre “away from the traditional, instructional format and towards professionalism and competition” (Oren 25). The affordances of television itself as a visual medium has also been recognised as crucial in the popularity of this genre and its more recent transmedia turn. That is, following Joshua Meyrowitz’s medium theory regarding how different media can afford us different messages, televised cooking shows offer audiences stylised knowledge about food and cooking beyond the traditional cookbook (Oren; ray). In addition, cooking shows are taking their product beyond just television and increasing their inter-platform cooperation (Oren)—for example, MKR has a comprehensive companion website that viewers can visit to watch whole episodes, obtain full recipes, and view shopping lists. While this can be viewed as a modern take on Julia Child’s cookbook success, it must also be considered in the context of the increasing focus on multimedia approaches to cooking instructions (Hamada et al., Multimedia Integration; Cooking Navi; Oh et al.). Audiences today are more likely to attempt a recipe if they have seen it on television, and will use transmedia to download the recipe. As Oren explains:foodism’s ascent to popular culture provides the backdrop and motivation for the current explosion of food-themed formats that encourages audiences’ investment in their own expertise as critics, diners, foodies and even wanna-be professional chefs. FoodTV, in turn, feeds back into a web-powered, gastro-culture and critique-economy where appraisal outranks delight. (Oren 33)This explosion in popularity of the web-powered gastro culture Oren refers to has led to an increase in appetite for step by step, easy to access instructions. These are being delivered using captions. As a result of the legislation and activism described throughout this paper, captions are more widely available and, in many cases, now describe what is said onscreen verbatim. In addition, the mainstream commercial benefits and uses of captions are being explored. Captions have therefore moved from a specialist assistive technology for people who are D/deaf or hard of hearing to become recognised as an important resource for creative television viewers regardless of their hearing (Blankinship et al.). With captions becoming more accessible, accurate, financially viable, and mainstreamed, their potential as an additional television resource is of interest. As outlined above, within the cooking show genre—especially with its current multimedia turn and the demand for captioned recipe instructions (Hamada et al., “Multimedia Integration”, “Cooking Navi”; Oh et al.)—this is particularly pertinent.Hamada et al. identify captions as a useful technology to use in the increasingly popular educational, yet entertaining, cooking show genre as the required information—ingredient lists, instructions, recipes—is in high demand (Hamada et al., “Multimedia Integration” 658). They note that cooking shows often present information out of order, making them difficult to follow, particularly if a recipe must be sourced later from a website (Hamada et al., “Multimedia Integration” 658-59; Oh et al.). Each step in a recipe must be navigated and coordinated, particularly if multiple recipes are being completed at the same times (Hamada, et al., Cooking Navi) as is often the case on cooking shows such as MKR. Using captions as part of a software program to index cooking videos facilitates a number of search affordances for people wishing to replicate the recipe themselves. As Kyeong-Jin et al. explain:if food and recipe information are published as linked data with the scheme, it enables to search food recipe and annotate certain recipe by communities (sic). In addition, because of characteristics of linked data, information on food recipes can be connected to additional data source such as products for ingredients, and recipe websites can support users’ decision making in the cooking domain. (Oh et al. 2)The advantages of such a software program are many. For the audience there is easy access to desired information. For the number of commercial entities involved, this consumer desire facilitates endless marketing opportunities including product placement, increased ratings, and software development. Interesting, all of this falls outside the “usual” parameters of captions as purely an assistive device for a few, and facilitates the mainstreaming—and perhaps beginnings of acceptance—of captions.ConclusionCaptions are a vital accessibility feature for television viewers who are D/deaf or hard of hearing, not just from an informative or entertainment perspective but also to facilitate social inclusion for this culturally diverse group. The availability and quality of television captions has moved through three stages. These can be broadly summarised as early yet inconsistent captions, captions becoming more widely available and accurate—often as a direct result of activism and legislation—but not yet fully verbatim, and verbatim captions as adopted within mainstream software applications. This paper has situated these stages within the television cooking genre, a genre often remarked for its appeal towards inclusion and cultural capital.If television facilitates social inclusion, then food television offers vital cultural capital. While Julia Child’s The French Chef offered the first example of television captions via open captions in 1972, a lack of funding means we do not know how viewers (both hearing and not) actually received the program. However, at the time, captions that would be considered unacceptable today were received favourably (Jensema, McCann and Ramsey; Newell)—anything was deemed better than nothing. Increasingly, as the focus shifted to closed captioning and the cooking genre embraced a more competitive approach, viewers who required captions were no longer happy with missing or inconsistent captioning quality. The was particularly significant in Australia in 2013 when several viewers complained to ACMA that captions were missing from the finale of MKR. These captions provided more than vital cooking instructions—their lack prevented viewers from understanding conflict within the program. Following this breach, Seven became the only Australian commercial television station to offer captions on their web based catch-up platform. While this may have gone a long way to rehabilitate Seven amongst D/deaf and hard of hearing audiences, there is the potential too for commercial benefits. Caption technology is now being mainstreamed for use in cooking software applications developed from televised cooking shows. These allow viewers—both D/deaf and hearing—to access information in a completely new, and inclusive, way.ReferencesAgnihotri, Lalitha, et al. “Summarization of Video Programs Based on Closed Captions.” 4315 (2001): 599–607.Australian Communications and Media Authority (ACMA). Investigation Report No. 3046. 2013. 26 Apr. 2017 <http://www.acma.gov.au/~/media/Diversity%20Localism%20and%20Accessibility/Investigation%20reports/Word%20document/3046%20My%20Kitchen%20Rules%20Grand%20Final%20docx.docx>.———. 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