Relevant bibliographies by topics / Beyond the border (Television program)

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters

Academic literature on the topic 'Beyond the border (Television program)'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Beyond the border (Television program)"

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Pajala, Mari. "“Images from beyond the Eastern Border”: Socialist Television in Finland, 1963 to 1988." Television & New Media 19, no. 5 (2017): 448–66. http://dx.doi.org/10.1177/1527476417721749.

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Recent research has criticized a tradition of seeing socialist media cultures as strictly separated from the West. While scholars have analyzed how socialist television institutions reacted to influences from Western media, there is little research on how socialist television culture traveled outside the socialist bloc. This article analyses the ways in which state socialist television culture appeared in Finland on the basis of the main Finnish TV guide magazine Katso in 1963, 1968, 1973, 1978, 1983, and 1988. The article argues that socialist television was a significant influence in the Finnish television environment. Finnish audiences were introduced to socialist television cultures through means such as cross-border access to Soviet broadcasts and journalistic depictions. Both public service and commercial television companies imported Eastern European programs of various genres. Thus, the Finnish case shows that a strict East/West binary is not helpful for understanding European television history.
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Price, Emma, and Amy Nethery. "Truth-Telling at the Border: An Audience Appraisal of Border Security." Media International Australia 142, no. 1 (2012): 148–56. http://dx.doi.org/10.1177/1329878x1214200116.

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Since its initial broadcast in October 2004, Border Security: Australia's Front Line has enjoyed sustained high ratings on Australian television. This article examines the key theme of ‘truth-telling’ in Border Security. Drawing on interviews with audiences and the program's executive producer, the article argues that the way truth-telling shapes the storytelling in Border Security taps into contemporary social and political ideas about how and why Australian borders should be managed. As a diagnostic tool for identifying authenticity, truth-telling is the key condition, or ‘rule’, that newcomers must follow if they want to enter the country. But audiences also apply the rule of truth-telling to the program itself, and disengage when they feel like they are being manipulated. Truth-telling at the border – by people wanting to enter the country and by the program production itself – contributes to the continued popularity of the program with Australian audiences, and also explains when and why audiences disengage with the program.
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Meech, Peter, and Alastair Duncan. "Beyond Commercials: Television Program Sponsorship in France and the United Kingdom." Media International Australia 86, no. 1 (1998): 13–26. http://dx.doi.org/10.1177/1329878x9808600104.

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This article deals with varieties of sponsorship, with regulation, with the number and types of programs sponsored on terrestrial television, and with the types of advertisers who sponsor them. In France, the 1980s were characterised by expansion and experimentation in sponsorship which outpaced regulation; by contrast, the first network program sponsorship in the United Kingdom was in 1989. The effect of the European legislation of 1989 was to tighten control in France and ease the regulatory framework in the United Kingdom. However, the perceived power of commercials and the strict regime imposed by the British ITC Code of Television Sponsorship, although further liberalised in 1997, continue to limit the penetration of sponsorship in the United Kingdom, Given that in 1995 only 2 per cent of television's advertising income in Britain, and 6 per cent in France, came from sponsorship, there is no evidence to date that sponsorship has had an adverse effect on program quality or diversity.
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Schibeci, R. A., J. M. Webb, J. Robinson, and R. Thorn. "Science on Australian Television: Beyond 2000 and Quantum." Media Information Australia 42, no. 1 (1986): 50–54. http://dx.doi.org/10.1177/1329878x8604200114.

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For science on television in Australia, 1985 was an unusual year. There were two regular programs broadcast, instead off the more usual one. Further, one of these programs was shown on commercial TV: Beyond 2000, screened on the Channel 7 network. The other show was Quantum, the successor to the ABC's earlier program, Towards 2000. Both shows were being screened again in 1986. The main purpose of this paper is to analyse a sample of each of these two programs for the science content presented. A secondary purpose is to compare this analysis with the earlier analysis of Towards 2000 by Zadnik & Webb (1982).
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Rahmadini, Rahayu. "Kontestasi Persaingan Program Acara Berita dalam Bisnis Media Televisi." MAWA'IZH: JURNAL DAKWAH DAN PENGEMBANGAN SOSIAL KEMANUSIAAN 10, no. 1 (2019): 111–33. http://dx.doi.org/10.32923/maw.v10i1.741.

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This paper aims to explain the contestation among news programs in deal with a television media business. This research appropriated the Media Economic Theory derived from Vincent Moscow and the Theory of Media. The research uses a postpositivism paradigm. This paper follows a descriptive-qualitative approach. Findings: the contestation among news programs has a good and quality competition of television media business. And also, this research explains how broadcastiong station strategy can produce a program to reach an success and beyond a rivality in similar program that propose by the other broadcasting station.
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Setiawan, Harry, Siti Karlinah, Dadang Rahmat Hidayat, and Yuliandre Darwis. "The Failure of Implementation Broadcasting Regulations in Indonesia-Malaysia Border Region: Case Study on Free-to-air Television in Meranti Regency, Riau Province - Indonesia." Jurnal Komunikasi: Malaysian Journal of Communication 37, no. 1 (2021): 88–106. http://dx.doi.org/10.17576/jkmjc-2021-3701-06.

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Border residents in Meranti Regency still love Malaysian free to air television broadcasts. The broadcasting regulation stipulates that broadcasters must provide free to air access to foster a love of Indonesian television broadcasts and a spirit of nationalism for all levels of society. However, the reality in the field is inversely proportional. An important point that questioned in this research is how the implementation of broadcasting regulations governing equality of access to information and containers of cultural expression in free to air broadcasts for all Indonesian people, especially in border areas. This study aims to reveal the extent of the application of broadcasting regulations in the border region in the context of free to air broadcasts and cultural expression containers in free to air broadcasts. Social action media studies used as an analytical tool to reveal that access and broadcasting infrastructure are a necessity for reaching viewers. The program of the choice model is another analytical tool in uncovering the motives for selecting free to air broadcasts that are loved by border society. The case study method used to find data from the field of a single case that is the implementation of free to air broadcasting regulations in the Indonesian border region of Malaysia. As a result, broadcasting regulations are considered unsuccessful in the context of free to air in the border regions, and the expression of Malay culture has no place on Indonesian television, which in turn, the Malay cultural preference filled with free to air Malaysian broadcasts. Keyword: Broadcasting, free-to-air, audience, border society, culture.
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Garofalo, Damiano, Dom Holdaway, and Massimo Scaglioni. "Canned Television Going Global." Canned TV Going Global 9, no. 17 (2020): 1. http://dx.doi.org/10.18146/view.257.

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This special issue of VIEW focuses on the international circulation and distribution of ready-made content, in the form of scripted products. The following essays share an interest in considering the nuances in power dynamics (adaptation, localization, revision) that are bound to any transnational movements. They also address a fruitful variety of problems and points of view that signal the wider potential of this field of research: the transnational circulation of TV content and the currently used market strategies; common ground and cultural proximity in certain cultural groups and/or regions; the role of European countries and markets in the development of international distributed content, and their impact beyond the continent; the emerging role of OTT services in the internationalization of programming; the growing role played by curation and personalization in order to gain a competitive edge; the functions of “niche” content (such as arts programming) and or particular audience groups (such as the LGBTQIA+ community and its allies), and how these adapt to border-crossings; co-productions, but also co-distributions between different countries (such as China and the UK); processes of localizing and adapting foreign ready-made content, for example through dubbing, subtitling and voice overs; and the role of bottom-up circulation.
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Thomas, Amos Owen. "Regional Variations on a Global Theme: Formatting Television for the Middle East and beyond." Media International Australia 132, no. 1 (2009): 105–17. http://dx.doi.org/10.1177/1329878x0913200111.

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The issue of cultural interchange of foreign programming is growing ever more pertinent within the deregulated television industries of emergent economies and regions. Adaptation of global program formats has become a common practice around the world, though it has proven more challenging in the Middle East, in a context of variable religious conservatism, political freedoms and economic affluence. Drawing on case histories of format adaptations that have experienced differing degrees of success within the region, this paper develops inductively a typology for contingent creative strategies, namely replica, indigene, collage and hybrid. With an eye to targeting both advertisers and audiences, television networks and program producers might thus cater to diverse cultural sensibilities across sub-regional audiences when broadcasting regionally. Finally, the paper highlights under-researched issues surrounding media reproduction for geolinguistic regions.
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Patel, Leigh. "Immigrant Populations and Sanctuary Schools." Journal of Literacy Research 50, no. 4 (2018): 524–29. http://dx.doi.org/10.1177/1086296x18802417.

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In the summer months of 2018, the world watched as thousands of young children were separated from their families and detained by immigration officials at the border between the United States and Mexico. On television screens and smartphone updates, it seemed the world collectively gasped at this cruel familial trauma and asked, “what can we do? How can we be in solidarity?” In this essay, I situate this state practice in a long-standing tradition of governance of who has rights and who does not. I also provide specific challenges for material solidarity that reaches beyond media soundbites.
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Stack, Lois Berg, and Gleason Gray. "Master Gardener's Public Demonstration Garden Offers Success beyond Educating the Public." HortScience 30, no. 4 (1995): 903C—903. http://dx.doi.org/10.21273/hortsci.30.4.903c.

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The Penobscot County (Maine) Master Gardeners (MGs) initiated a demonstration garden in 1994, on a 0.75-acre plot at the Univ. of Maine's sustainable agriculture farm. In addition to producing public education through on-site events, newspaper articles and weekly television broadcasts, the garden is the venue for these program successes. 1) New MGs see the garden as an on-going volunteer project and 2) grow as gardeners by working in the garden. 3) The Garden helps develop the camaraderie that begins among MGs during their training. 4) Advanced training is easily accomplished in the garden. 5) The garden provides an infrastructure for new project, 6) accomplishes positive public relations for Cooperative Extension and the MG program, and is an excellent MG recruitment tool.
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Dissertations / Theses on the topic "Beyond the border (Television program)"

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Čížkovská, Jana. "První den II.programu Československé televize." Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-352496.

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The thesis follows the preparation of Czechoslovak TV's Channel Two, covering a period of twelve years from the start of the preparation process in 1958 till the first day of Channel Two's regular broadcast on May 10th 1970. The thesis' area of interest covers the proposals, plans and ensuing organisational measures that resulted in the historical event of launching a multi-channel television broadcast in Czechoslovakia. The period of 1958-1970 is split into sections, according to the stages of preparation for the launch. The introductory part of the thesis deals with the political grounding for the implementation of a multi-channel broadcast in Czechoslovakia, as well as with the initial steps in creating the technological support for Channel Two. The second part introduces the evolution and finalisation of the Channel Two project and its organisation in relation to the majority Channel One. The following chapter(s) focus on the formation of Channel Two's independent head division as well as the department's evolution until the launch of the regular broadcast. This section covers the changes in personnel within the department, an outline of its key creative collaborators and supplies a schema of how Channel Two's production was organised. The final part of the thesis offers an overview of...
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Books on the topic "Beyond the border (Television program)"

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Sonneborn, Scott. The Batman beyond files. Watson-Guptill, 2000.

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Batman beyond. DK Pub., 2004.

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An analytical guide to television's One step beyond, 1959-1961. McFarland, 2001.

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Ron, Boyd, Sonneborn Scott, and Sonneborn Brad, eds. How to draw Batman beyond. Walter Foster, 2000.

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Lance, Peter. The Stingray: Lethal tactics of the sole Survivor : the inside story of how the castaways were controlled on the island and beyond. Cinema 21 Books, 2000.

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Children's learning from educational television: Sesame Street and beyond. L. Erlbaum Associates, 2003.

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Doolittle, Melinda. Beyond me: Finding your way to life's next level. Zondervan, 2010.

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Ken, Abraham, ed. Beyond me: Finding your way to life's next level. Zondervan, 2010.

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Doolittle, Melinda. Beyond me: Finding your way to life's next level. Zondervan, 2010.

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The Twilight zone FAQ: All that's left to know about the fifth dimension and beyond. Applause Theatre & Cinema Books, an imprint of Hal Leonard Corporation, 2015.

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Book chapters on the topic "Beyond the border (Television program)"

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Estera Mrozewicz, Anna. "Borders: Russia and Eastern Europe as a Crime Scene." In Beyond Eastern Noir. Edinburgh University Press, 2018. http://dx.doi.org/10.3366/edinburgh/9781474418102.003.0002.

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The first chapter is concerned with the cinematic narratives of Eastern noir, which adopt a border discourse and imagine Russia (and thereby often Eastern Europe) as a crime scene. In these crime narratives, Russia is essentialised as a crime scene, where the traces of crime comprise evidence of an omnipresent evil emanating from the centre of power. The chapter argues moreover that whereas Russia serves as the ‘great Other’, in whose gaze the small nations from the Nordic region are controlled and overseen, Eastern Europeans function merely as unfamiliar, rather than threatening, ‘others’. By juxtaposing diversity of genres, including popular Nordic action films (Orion’s Belt and Born American), two documentaries and a television series (Occupied), the chapter shows that the hegemonic Eastern noir narrative, although persistent in mainstream cinema, functions across various modes of cinematic expression. The analyses corroborate the fact that border discourse affords the viewers a sense of safety in the increasingly globalised reality.
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Pool, Robert. "Business." In Beyond Engineering. Oxford University Press, 1997. http://dx.doi.org/10.1093/oso/9780195107722.003.0008.

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In January 1975, the magazine Popular Electronics trumpeted the beginnings of a revolution. “Project Breakthrough,” the cover said: “World’s First Minicomputer Kit to Rival Commercial Models.” Inside, a six-page article described the Altair, an unassembled computer that could be ordered from MITS, a company in Albuquerque originally founded to sell radio transmitters for controlling model airplanes. To the uninitiated, it didn’t look like much of a revolution. For $397 plus shipping, a hobbyist or computer buff could get a power supply, a metal case with lights and switches on the front panel, and a set of integrated circuit chips and other components that had to be soldered into place. When everything was assembled, a user gave the computer instructions by flipping the panel’s seventeen switches one at a time in a carefully calculated order; loading a relatively simple program might involve thousands of flips. MITS had promised that the Altair could be hooked up to a Teletype machine for its input, but the circuit boards needed for the hookup wouldn’t be available for a number of months. To read the computer’s output, a user had to interpret the on/off pattern of flashing lights; it would be more than a year before MITS would offer an interface board to transform the output into text or figures on a television screen. And the computer had no software. A user had to write the programs himself in arcane computer code or else borrow the efforts of other enthusiasts. One observer of the early computer industry summed up the experience like this: “You buy the Altair, you have to build it, then you have to build other things to plug into it to make it work. You are a weird-type person. Because only weird-type people sit in kitchens and basements and places all hours of the night, soldering things to boards to make machines go flickety-flock.” But despite its shortcomings, several thousand weird-type people bought the Altair within a few months of its appearance. What inspired and intrigued them was the semiconductor chip at the heart of the computer.
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Eckert, Astrid M. "The East of the West." In West Germany and the Iron Curtain. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190690052.003.0003.

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This chapter investigates the history of “zonal borderland aid,” a program devised to support the West German border regions. It analyzes the strategies that borderland advocates deployed to entrench this government program for good. By depicting their regions as victimized by the Iron Curtain, they inadvertently generated the perception that the borderlands were backward. Pushing beyond 1990, the chapter addresses the economic consequences of the fall of the border and the widespread hope that the erstwhile periphery would turn into the new center of Germany and Europe. The borderlands became the places where the postunification “cotransformation” was instantly felt. The toolkit of economic aid that had been employed to prop up the borderlands now moved a few miles across the former border: “zonal borderland aid” turned into Reconstruction East, the program charged with rebuilding the economic capacity of former East Germany along capitalist lines.
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Patiño, Jimmy. "Who’s the Illegal Alien, Pilgrim?" In Raza Sí, Migra No. University of North Carolina Press, 2017. http://dx.doi.org/10.5149/northcarolina/9781469635569.003.0008.

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Proceeding from the ideas held within a well-known poster art by Chicana artist and activism Yolanda Lopez, chapter 7 explores how the CCR rose to international prominence by criticizing President Jimmy Carter’s 1977 proposal to further militarize the border (alongside a limited amnesty) while calling attention to an announcement by the infamous Ku Klux Klan who planned on implementing a Border Watch Program to assist the Border Patrol in apprehending migrants. Focusing on the years 1977 to 1979, this struggle revealed that the nationalization of the immigration issue led to a widening notion of Chicano/Mexicano transnational community from beyond the borderlands in relation to other Latino communities throughout the country and beyond the context of the U.S. to further engagement with Mexico and Mexican civil society.
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Wang, Hao, Chien-Wen Ou Yang, and Chun-Tsai Sun. "Measuring and Comparing Immersion in Digital Media Multitasking." In Interactivity and the Future of the Human-Computer Interface. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2637-8.ch007.

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In terms of digital media usage, immersion refers to user involvement in and focus on a single activity. However, the commonality of multi-tasking raises questions regarding whether one could enjoy immersion when using more than one media at the same time. Self-report questionnaires and eye trackers were used to measure the immersive experiences while playing video games and watching a television program at the same time. While we found evidence of immersion across the two activities while multitasking, some immersion dimensions were significantly weaker. However, we also noted that immersion experiences from multiple media might be cumulative. A possible explanation for our results is that the act of switching between two media compensated for any down time, users could abandon a less attractive medium and switch to the other, resulting in an impression of continuous immersion in the overall multitasking experience. On the other hand, keeping active awareness of other media beyond the current focus might be a primary cause of immersion degradation.
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Yermish, Ira. "A Case for Case Studies via Video-Conferencing." In Distance Learning Technologies. IGI Global, 2000. http://dx.doi.org/10.4018/978-1-878289-80-3.ch015.

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Demands are being placed on educational institutions to provide course content in new and complex forms to address the needs of an ever more mobile student body. This chapter explores the issues of delivering a normally highly interactive graduate level course using these new technologies within the demands of organizational missions and constraints. We will argue that a course covering topics of organizational technology assimilation is the ideal place to begin this process. It will describe the problems and issues that were faced in one typical course. We will also suggest that this is an ideal area to focus future research in organizational adoption of new technologies that address missions and strategies. The “passing of remoteness” is how one commentator described the phenomenon of the rise of the Internet and other distance-shrinking technologies. Ever since the advent of television, educators have wrestled with the viability of using this technology to reach wider audiences. Educational television facilitated the distribution of high-quality program content in a one-directional fashion. Yet for many educators, this approach lacked the interactive give-and-take so important to the educational process. Video-conferencing has been used heavily in industry to reduce the costs of travel within far-flung organizations. This technology made it possible to meet “face-to-face,” even if the faces were a little blurry and movements were jumpy at best. The visual cues so often considered important in determining if messages were being properly communicated were now available. Immediate visual feedback leads to more productive dialog. Educational institutions have always lagged behind industry in adopting these technologies for two critical reasons. First, there is the psychological barrier that faculty must cross adapting new technologies. One could argue that despite the popular view of “radical academia”, the reality is much more conservative. Changes in curriculum or program delivery can be glacial. Second, and perhaps more critically, the investment in the infrastructure to support these technologies was beyond the means of the organization. Yet these same constraints are tipping the balance toward the requirements to adopt these technologies. Resource constraints, particularly in the area of a scarce, high-quality faculty, competition among educational institutions for market share, and the declining technology costs and improvements in transmission quality are combining to drive experiments in this area. In graduate business education, there has always been an emphasis on the interactive approach to education. Universities pride themselves on, and like to print, glossy brochures about the interactive classrooms where the faculty and students conduct highly charged dialogues on topics of immediacy. One popular form of this dialogue is the case study approach. Similar to the kinds of activities one might find in a law school moot-court experience, potential managers must, with often limited and yet at the same time overwhelming data, process situations, explore options and develop recommendations. The instructor may provide a gentle push based upon the direction the class takes but shouldn’t, assuming good case study pedagogy, be dominating a one-sided presentation. Unlike a lecture in nuclear physics, there is no way to predict the exact direction of the class interests - a very dynamic approach is required. How can the video-conferencing technologies address the needs of this very complex form of the educational experience? This chapter will review our experiences and organizational issues surrounding this issue and raise some future research questions that should be addressed to improve the quality and efficiency of this specific form of education.
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"Introductory Overview." In Climate Variability and Ecosystem Response in Long-Term Ecological Research Sites, edited by David Greenland, Douglas G. Goodin, and Raymond C. Smith. Oxford University Press, 2003. http://dx.doi.org/10.1093/oso/9780195150599.003.0006.

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Television images of floods, hurricanes, tornadoes, snow and ice storms, and drought conditions are among the most vivid that leap into our minds when we think of short-term climatic events and their often obvious and direct ecosystem responses. The images are so striking that they tend to crowd out thoughts of longer term events. Yet, in many cases, even the longer term climatic events are often represented by the media as some manifestation of an individual severe weather event. The LTER sites have experienced a wide variety of severe weather events. Some of these are discussed in various chapters of this book. However, many other noteworthy instances are not treated in these pages. For example, we do not discuss the playa at the Jornada LTER site that has experienced a 100- year return period storm that filled the normally dry lake with water and brought to the fore many life forms that were surprising to Jornada investigators. Neither do we have room for the work at the Hubbard Brook LTER site by researchers who have documented in detail the effects on their trees of one of the most severe ice storms of the last century. Several other short-term climatic events, such as the 1996 flood at the Andrews rain forest, are discussed in the chapters of this book beyond this first section. In Part I the focus is on hurricanes, drought, and the shortterm climatic events and ecosystem responses in the Arctic LTER site in Alaska. Emery Boose of the Harvard Forest LTER in central Massachusetts introduces a Harvard Forest study on the effects of hurricanes on forest ecosystems in chapter 2. A strong hurricane passed over central New England in 1938 and left an indelible memory both in the minds of the inhabitants who experienced it and on the landscape. This stimulated Harvard Forest researchers to investigate the past history of hurricanes in their region and even to simulate a hurricane in their forest and study its effects on the ecosystem. The latter has become one of the legendary classic experiments of the LTER program.
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Smith, Gary. "Intelligent or obedient?" In The AI Delusion. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198824305.003.0003.

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Jeopardy! is a popular game show that, in various incarnations, has been on television for more than 50 years. The show is a test of general knowledge with the twist that the clues are answers and the contestants respond with questions that fit the answers. For example, the clue, “16th President of the United States,” would be answered correctly with “Who is Abraham Lincoln?” There are three contestants, and the first person to push his or her button is given the first chance to answer the question orally (with the exception of the Final Jeopardy clue, when all three contestants are given 30 seconds to write down their answers). In many ways, the show is ideally suited for computers because computers can store and retrieve vast amounts of information without error. (At a teen Jeopardy tournament, a boy lost the championship because he wrote “Who Is Annie Frank?” instead of “Who is Anne Frank.”A computer would not make such an error.) On the other hand, the clues are not always straightforward, and sometimes obscure. One clue was “Sink it and you’ve scratched.” It is difficult for a computer that is nothing more than an encyclopedia of facts to come up with the correct answer: “What is the cue ball?” Another challenging clue was, “When translated, the full name of this major league baseball team gets you a double redundancy.” (Answer: “What is the Los Angeles Angels?”) In 2005 a team of 15 IBM engineers set out to design a computer that could compete with the best Jeopardy players. They named it Watson, after IBM’s first CEO, Thomas J. Watson, who expanded IBM from 1,300 employees and less than $5 million in revenue in 1914 to 72,500 employees and $900 million in revenue when he died in 1956. The Watson program stored the equivalent of 200 million pages of information and could process the equivalent of a million books per second. Beyond its massive memory and processing speed, Watson can understand natural spoken language and use synthesized speech to communicate. Unlike search engines that provide a list of relevant documents or web sites, Watson was programmed to find specific answers to clues. Watson used hundreds of software programs to identify the keywords and phrases in a clue, match these to keywords and phrases in its massive data base, and then formulate possible responses.
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Case, Thomas L., Geoffrey N. Dick, and Craig Van Slyke. "Expediting Personalized Just-in-Time Training with E Learning Management Systems." In Encyclopedia of Human Resources Information Systems. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-59904-883-3.ch056.

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E-learning may be described as the utilization of technology to support the delivery of education. Although e-learning has been around for a long time, the use of the “e” in front of “learning” began soon after the start of using the “e” in front of other terms such as “commerce,” “business,” and “governance.” More than 25 years ago, training firms began bringing students into training centers and sitting them in front of terminals hooked to boxes equipped with headphones. Training center staff would assist trainees in inserting video disks that included lessons on new products, processes, or programs. Training sessions typically lasted two or three hours or more. This was e-learning in its infancy and it was well-received by students because they could needed training when they wanted it; they no longer had to wait for the next instructor-led class scheduled for months in the future. E-learning also has roots in distance education (DE)—the process of providing education where the instruction and learning are in different physical locations (Kelly, 2000). Historically, distance education first emerged in the form of correspondence courses; materials would be mailed to students who would complete readings, reports, and exams and mail them back to course instructors to be evaluated. Television, videotaping, and satellite broadcasting allowed distance education to expand beyond textbooks and printed materials. Using these technologies, learners could experience a classroom-like environment without physically attending class. However, expensive production environments were required to achieve such learning experiences. Computer-based training (CBT) technologies are other precursors of e-learning. These evolved during the 1980s but because early multimedia development tools were primitive and hardware-dependent, the cost associated with CBT delivery was too high to foster widespread adoption. CBT growth was also limited by the need to physically distribute training new media such as CDs whenever updates to training content were made. Today, intranets and the public Internet make it unnecessary for learners to travel training centers because similar types of learning can be delivered directly to the desktop. Learning can take place 24/7 at locations and times that are most convenient to the learner. Intranets and the Internet provide a low-cost medium for content delivery and a cost-effective course development environment. Streaming video and audio is increasingly used to enliven the training/learning experience. Today’s e-learning technologies also enable trainers to simulate the environment in which learning will be applied and to provide the practice needed to master context-specific skills. Training content is now being personalized to ensure that individual students complete only the learning modules that they need or want. And, the development of systems to manage such learning is now producing world class training program content from mixtures of internal and external expertise.
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"television programme, Lost in Space (Channel 2), screened on September 2, 1992, cites a British emigrant relocated, and unemployed, in an outer Brisbane suburb, blaming Neighbours for having misled him to Australia. The third difference pits Australian egalitarianism against British class hierarchies. The myth of Australia as egalitarian circulates widely in the UK as well as in Australia. It readily enables an elision of any working-class or unemployed populations. That elision was literally as well as metaphorically bought by Barry Brown, BBC Head of Purchased Programmes: “There isn’t a class system in Australia – or, if you like, everyone in Australia is middle class” (quoted by Tyrer 1987). In this way, Neighbours can focus British viewers’ notions that there is a safe, middle-class/classless suburban heaven down under. Wholesome neighborliness is highly pertinent here. Peter Pinne, executive producer of Neighbours, is quoted as ascribing its success to the fact that “it provides a vision of something that is lacking in the personal lives of many people in Britain today, particularly a sense of personal commitment and caring in the community” (Solomon 1989). The fourth difference concerns Australian accent and idiom, and their differences from British English. Acceptability of these differences has been facilitated not only by the steady succession of Australian television and film product screened in the UK since the early 1970s, but also within UK television production by the growing recognition of regional and ethnic accents since the early 1960s first moves away from plummy upper-class enunciation. Thus when “bludger” is noted in a Daily Telegraph (February 2, 1988) review as not being understood, it is not a matter of criticism or condescension, as in some reviews of Crocodile Dundee (see Crofts 1992: 210–220). The opening of the review indicates a ready acceptance of difference: “‘I was just goin’ to put the nosebag on. Fancy a bit of tucker yourself?’ This is the essential tone of Neighbours, BBC-1’s usually [sic] successful bought-in Australia soap. It is just quaintly foreign enough to please without confusing” (Marrin 1988). Of these four differences, then, between Australia and Britain, three (concerning the weather, suburbia, and egalitarianism) are virtually dissolved in that they enable the projection of British fantasies on to Neighbours. The last difference functions as a marker of cultural difference so familiar as to present no problems of assimilation. In sum, Neighbours’s huge success in the UK can therefore be traced in the three general categories of explanation set out above. Its ratings suggest beyond doubt that all of the general textual “success factors” of Neighbours apply in the UK; indeed, almost all have been commented on by British reviewers anxious to make sense of the “Neighbours phenomenon.” It is worth noting, second, that the institutional and cultural facilitators of Neighbours’s UK success are both very powerful, and also often historically fortuitous. Recall the opening up of daytime television on BBC1 and the expansion of tabloid coverage of television in 1986. Factors such as these are likely to escape the most assiduous attentions of program producers and buyers, as well as of governmental cultural and trade agencies concerned with promoting." In To Be Continued... Routledge, 2002. http://dx.doi.org/10.4324/9780203131855-18.

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