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1
Whitley, David. "Learning with Disney." Journal of Educational Media, Memory, and Society 5, no. 2 (September 1, 2013): 75–91. http://dx.doi.org/10.3167/jemms.2013.050206.
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This article reconsiders the concept of innocence in relation to animated films for children, focusing particularly on Disney but additionally drawing on examples from other traditions. The author argues that the notion of innocence within these films is potentially double-edged, encompassing both actively transformative and more vulnerable, passive properties. Children's animation is not simply culturally conservative, however, but also rehearses other possibilities, often in a playful form. The article suggests that what children learn from Disney and other animated films is shaped in complex ways by responses to the quality of innocence with which such films are so often imbued.
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Packman, Hollie Muir, and Fred L. Casmir. "Learning from the Euro Disney Experience." Gazette (Leiden, Netherlands) 61, no. 6 (December 1999): 473–89. http://dx.doi.org/10.1177/0016549299061006002.
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Griffin, Martyn, Mark Learmonth, and Nick Piper. "Organizational Readiness: Culturally Mediated Learning Through Disney Animation." Academy of Management Learning & Education 17, no. 1 (March 2018): 4–23. http://dx.doi.org/10.5465/amle.2016.0073.
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Graham,, Otis L. "Editor's Corner: Learning Together: Disney and the Historians." Public Historian 16, no. 4 (1994): 5–8. http://dx.doi.org/10.2307/3378007.
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Clarke, Susan E. "Married to the Mouse: Walt Disney World and Orlando By Richard E. Foglesong. New Haven, CT: Yale University Press, 2001. 251p. $27.95." American Political Science Review 96, no. 3 (September 2002): 635–36. http://dx.doi.org/10.1017/s0003055402490363.
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This account of the development of Walt Disney World in Florida is an engaging contribution to the growing literature on tourism and urban politics. The many pleasures of reading this book include learning that Disney World was initially slated for St. Louis, that Henry Kissinger declared that Epcot would enhance world peace more than this shuttle diplomacy, that Disney prepared a proposal for a HUD planning grant for Disney World, and that even Walt Disney thought that Disneyland Anaheim was tacky. Foglesong meticulously details more than three decades of negotiations among the Walt Disney corporate conglomerate, the city of Orlando, and Orange and Osceola counties in Florida over the location and development of Walt Disney World and its spinoff theme parks. Not surprisingly, the Mouse wins most of the battles.
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Janzen, Michelle. "Disney And The Magical World Of Writing; How Combining Creativity With Learning Disabilities Can Promote Academic Success." Contemporary Issues in Education Research (CIER) 12, no. 1 (January 18, 2019): 19–26. http://dx.doi.org/10.19030/cier.v12i1.10259.
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Through a Disney perspective, this author discusses how students can use creative strategies to cope with learning disabilities in secondary, post-secondary and even graduate levels of academic achievement. In particular, the paper will be presenting how the author, who has an infinity for “everything Disney”, chose to use both Disney Characters and Disney Song titles from movies and television shows, as a creative strategy in the organization of her master’s research thesis. The research study entitled “Why is it so hard to go a good thing? The Paradox and Dilemma of Parental Advocacy within the Individual Education Planning Process” took a qualitative, phenomenological approach to investigate the experiences of parental advocacy and to seek out macro/micro factors that may have contributed to positive or negative outcomes within the IEP process. The author used Disney song titles as an adaptive tool not only to help in the organization of the findings of the research, but also to help illuminate the phenomenological existential themes that were revealed through the analysis. The paper hopes to demonstrate that through the use of creative strategies in otherwise conventional academic expectations, students experiencing disabilities may increase the potential of achieving academic success.
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Griffin, Martyn, and Mark Learmonth. "Organizational Readiness: A Vygotskian Analysis of Mediated Learning through Disney Animation." Academy of Management Proceedings 2016, no. 1 (January 2016): 12226. http://dx.doi.org/10.5465/ambpp.2016.12226abstract.
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Latif, Madiha, Jawwad Hassan Jaskani, Tehreem Ilyas, Irum Saeed, Kaynaat Shah, and Nida Azhar. "Tactful Acquisitions & merger of The Walt Disney Company improved its performance, showed by financial & industry analysis." International Journal of Accounting and Financial Reporting 4, no. 1 (July 7, 2014): 274. http://dx.doi.org/10.5296/ijafr.v4i1.6082.
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Case overview –This case contains detailed information about Walt Disney Co. that gives knowledge about its business environment, acquisitions & merger, market position & company performance. This study traces the reporting of the financial performance in Walt Disney as compared to the industry. Walt Disney was established in 1923 with a small sketch but now it is a giant as well as the market leader. Walt Disney is a market leader for a long time and is operating efficiently in the market. This case study illustrates its financial performance by comparing its financial data from 1999 to 2013. The company is growing year over year through acquisitions and mergers with the other firms. The company’s performance has been analyzed through various analysis and financial techniques to elaborate the actual financial condition of the company.The experiences gained from the current study will serve the businesses in entertainment industry through providing help full insights for the tactful strategies & elimination of financial risks. The unique analysis of the market helps to manage business environment. Also play a significant role in the development of a theoretical base for further research studies in the field of finance as well as for learning purposes.Expected learning outcomes – The objective of this case study is to demonstrate the critical success factors particularly in financial terms which provides a solid base for a business group to sustain its competitive position & market leader in the industry. The readers are expected to get numerous benefits from this case study. Like an understanding of calculation & interpretation of basis financial ratios & its implications for investors, creditors & financial managers which strengthen their decision making, and it also help researchers who keen about this industry, significance of various financial analyses for a business organization.
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Martynova, Tatyana Alexandrovna, and Elena Vladimirovna Orlova. "Walt Disney Strategy as an Interdisciplinary Learning Activity for Communication and Critical Thinking Skills Development." Filologičeskie nauki. Voprosy teorii i praktiki, no. 2 (February 2020): 289–94. http://dx.doi.org/10.30853/filnauki.2020.2.58.
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Chenail, Ronald J. "When Disney meets the research park: Metaphors and models for engineering an online learning community of tomorrow." Internet and Higher Education 7, no. 2 (April 2004): 107–21. http://dx.doi.org/10.1016/j.iheduc.2004.03.001.
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Fetzer, Erin A. "The Gifted/Learning-Disabled Child: A Guide for Teachers and Parents." Gifted Child Today 23, no. 4 (July 2000): 44–50. http://dx.doi.org/10.4219/gct-2000-745.
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What do Albert Einstein, Thomas Edison, Leonardo DaVinci, Walt Disney, Whoopi Goldberg, Lindsay Wagner, and Robin Williams have in common? All are reported to have learning disabilities. For many people the terms learning disabled and gifted are at opposite ends of the spectrum. Children who experience both exceptionalities are often overlooked and under-served in the classroom. Although researchers have acknowledged the gifted/learning-disabled population and have developed procedures for identification, the majority of school districts do not have procedures in place for screening, identifying, and serving these children (Dix & Schafer, 1996). In addition, information on this population has not been transported into the classroom so parents are not aware of the possibility of dual exceptionalities in these areas. These obstacles make it difficult for the gifted/learning-disabled child to be identified and an appropriate program developed. Parents and educators must work together as advocates for those children with gifts/learning disabilities to address this unique learning situation.
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Murphy, Kevin. "The value of the Disney College Program internship and students’ loyalty intentions." Journal of Hospitality and Tourism Insights 1, no. 1 (February 12, 2018): 86–102. http://dx.doi.org/10.1108/jhti-11-2017-0017.
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Purpose The purpose of this paper is to empirically examine student interns’ experience by considering perceived value, satisfaction and loyalty in the context of the Disney College Program internship experience for international students. The study incorporates the perceived value of the learning experience based on the interrelationships with satisfaction and loyalty intentions for students from various hospitality colleges in Korea and China. Design/methodology/approach Asian university students who had completed an international internship experience responded to a post-internship survey. The survey gauged the students’ perception of their internship experience, overall satisfaction, loyalty intentions and value dimensions. The proposed model was estimated by using partial least squares path modeling. Findings The findings of the hypotheses testing show that the value interns get and give is a significant indicator of satisfaction and loyalty intentions. The value of an international internship experience, especially the get component, has a significant effect on the students’ loyalty intentions for their international internship experience and satisfaction with their experience. Overall, students demonstrate a high degree of attitudinal loyalty. Originality/value No other study has examined international student interns’ value, satisfaction and loyalty intentions perceptions of the Disney College Program internship program. Students’ loyalty is expressed mainly as favorable word of mouth for their university and the internship program. They recommend not only their university but also the international internship program in which they participated. They also recommend the internship university to other students.
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Stillwell, Christopher. "We’re going to Englishland! Class trips abroad at home." Language Teacher 34, no. 5 (September 1, 2010): 36. http://dx.doi.org/10.37546/jalttlt34.5-3.
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A theme park at the Tokyo Disney Resort may seem like a dubious choice for a university English class trip, but a bit of structure can make virtually any outing into an educationally worthwhile experience that promotes class bonding and provides contexts for learning new language and increasing fluency. This article will show how, drawing from the author’s experience organizing two kinds of park trips, one based on student-recorded (and later transcribed) conversations and the other on English-only scavenger hunts. Students’ perspectives on the trips and activities will be provided in the form of survey data and quotations from journals.
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Jule, Allyson. "Princesses in the Classroom: Young Children Learning to be Human in a Gendered World." Journal of Childhood Studies 36, no. 2 (December 30, 2011): 33. http://dx.doi.org/10.18357/jcs.v36i2.15093.
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For well over fifty years, girls as princesses has been a staple of child-hood play. In 2000, The Disney Corporation released its "Princesses" line of merchandise - - eight princess-es marketed together as a group for the purpose of creating a single brand which can be more easily mass-pro-duced. As such, the princess industry has grown significantly in the last ten years. This paper explores the heavily marketed princess motif on the devel-opment of gender identity in young girls. The messages of simplistic and traditional, hyper-gendered perfor-mances are powerful and ubiquitous, and such fixations need not be encouraged in primary classrooms. Primary teachers in particular could use alternative and varied metaphors for gender roles when choosing books, stories, and learning activities for their classrooms, and they can cre-ate space for critical discussions regarding young children's percep-tions of gender roles. Because chil-dren appropriate cultural material to participate in and explore their world, mindful engagements with their teachers seem necessary.
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Imanila, Imanila, Hendra Hendra, and Sisca Wulansari Saputri. "THE POLITENESS EXPRESSED BY THE CHARACTERS IN “BEAUTY AND THE BEAST” MOVIE PRODUCED BY WALT DISNEY." Journal of English Language Teaching and Literature (JELTL) 2, no. 2 (August 29, 2019): 190–209. http://dx.doi.org/10.47080/jeltl.v2i2.631.
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This study is focused on analysis of the politeness expressed by the main characters and supporting characters in “Beauty and the Beast” Movie. The objective of this study are to know the politeness expressed by the main characters; Beauty (Belle) and the Beast (Prince) and to know the politeness expressed by the supporting characters in “Beauty and the Beast” movie. This Study is qualitative research that used content analysis method. Technique of data analysis in this study is using descriptive qualitative. The result of analysis are the sum of expression of politeness in saying thank you are 8 expressions, in saying hello are 7 expression, in answer the saying hello are 2 expressions, in use ‘I’m sorry’ are 5 expression and of how to sound more polite are 5 expressions. The sum of all expression of politeness that expressed by the characters in “Beauty and the Beast” movie are 27 expressions. Based on the discussion of the result of analysis, It can be concluded that expression of politeness is important in communication and it usually use in conversation when people in saying hello or greeting, when people answer the saying hello or greeting from others, when people ask with the sound more polite, and the last when people saying use ‘I’m sorry’ to refused and ignore something and ask to forgiven by other people. This study can be applied to conduct the learning material in teaching about the English expression in conversation, especially expression of politeness.
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Maso, Cesar Buaes Dal. "The PI44 business model: innovation, hospitality management, education with people training and disney philosophy for entertainment organizations." South Florida Journal of Development 2, no. 3 (August 9, 2021): 4877–99. http://dx.doi.org/10.46932/sfjdv2n3-081.
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ABSTRACT
This study proposed to integrate the constructs business model, corporate university and entertainment with bases in the Disney experience. Professionals with relevant academic and market experience were interviewed. Subsequently, analysis was performed with Bardin’s orientation (1977). Viewed from the categories of Muehlhausen (2015), the study presents an integrative model called PI44 as its principle result which is simple and applicable to Brazilian reality. The new business model for corporate universities of Brazilian theme parks PI44 brings direct benefit to tourism development, in that it proves to be useful for employees, customers, shareholders and other stakeholders. The variables of organizational culture, consistency in detail and playful learning experience stood out in the final outcome of the study. These variables will be testing in many entertainment sectors.
RESUMEN
Este estudio se propuso integrar los constructos modelo de negocio, universidad corporativa y entretenimiento con bases en la experiencia Disney. Se entrevistó a profesionales con experiencia académica y de mercado relevantes. Posteriormente, se realizó el análisis con la orientación de Bardin (1977). Visto desde las categorías de Muehlhausen (2015), el estudio presenta como resultado principal un modelo integrador denominado PI44, que es simple y aplicable a la realidad brasileña. El nuevo modelo de negocio para las universidades corporativas de los parques temáticos brasileños PI44 trae un beneficio directo para el desarrollo del turismo, en la medida en que demuestra ser útil para los empleados, clientes, accionistas y otras partes interesadas. Las variables de cultura organizacional, consistencia en los detalles y experiencia de aprendizaje lúdico se destacaron en el resultado final del estudio. Estas variables se pondrán a prueba en muchos sectores del entretenimiento.
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Smith, James L., and Steve Mentz. "Learning an Inclusive Blue Humanities: Oceania and Academia through the Lens of Cinema." Humanities 9, no. 3 (July 22, 2020): 67. http://dx.doi.org/10.3390/h9030067.
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Hollywood films such as Pixar’s Moana (2016) and Warner Brothers’ Aquaman (2018) have drawn on the aesthetics and stories of the island cultures of Oceania to inform their narratives. In doing so, these works have both succeeded and failed to respect and engage with oceanic cultural knowledge, providing a cultural vehicle to expand communication, while also exploiting Oceanic culture for financial gain. Cultural tropes and stereotypes pose a heavy intellectual burden that neither film fully shoulders, nor are the complexities of their content acknowledged. Moana sought to enlarge the franchise of the “Disney Princess” genre, but could not avoid issues of cultural appropriation and tokenism becoming entangled with an ongoing process of engagement. Moana’s desire to represent the cultural memory of Oceania raises questions, but while Pixar presents digital fantasy, Aquaman hides its global ambitions beneath star Jason Momoa’s broad shoulders. If the blue humanities is to follow the seminal postcolonial scholarship of Tongan and Fijian cultural theorist Epeli Hau’ofa by exploring a counter-hegemonic narrative in scholarly treatment of the global oceans, then how can it respond with respect? This risk applies equally to academic literary inquiry, with a more inclusive mode of receptive and plural blue humanities as an emerging response.
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Zholonko, T. "Learning organization: world experience and Ukrainian realities." Galic'kij ekonomičnij visnik 66, no. 5 (2020): 162–69. http://dx.doi.org/10.33108/galicianvisnyk_tntu2020.05.162.
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The concept of the learning organization is studied and the basic principles of its construction and operation are highlighted in this paper. The author emphasizes the need for constant updating of knowledge and professional skills in adulthood, in accordance with the concept of lifelong learning, recognized by UNESCO as a guarantee of sustainable human development. Based on the learning organization characteristics proposed by P. Senge (improvement of personal skills, shared vision, group learning, mental models and system vision), a new definition of this type of organization is derived, and it is compared with the definitions of other researchers. Examples of foreign companies that are appropriate to this definition (McDonalds, Walt Disney Company, Coca-Cola, Procter & Gamble, General Electric, etc.) and peculiarities of the learning organization concept introduction in Ukrainian realities are analyzed. The main ways, forms and tools of corporate learning depending on the goals and size of the enterprise – from creating its own educational platform or collaboration with leading educational institutions or service centers to webinars, trainings and distance training of the staff are considered. The author's vision of the life cycle of the learning organization, which in contrast to the life cycle of the normal organization do not consists of 5 phases (formation; growth; stability; decline; transformation), but of 4 (formation; growth; stability and transformation as the ability to respond to external and internal challenges facing the organization) is presented in this paper. Peculiarities of personnel management at such enterprise are offered (special attention is paid to planning of personnel career; flexible and transparent motivation system promoting the introduction of changes and innovations; formation of a certain corporate culture in which training and education are recognized as positive phenomenon at all levels of organizational structure; education of loyalty to the organization among the staff as guarantee of the personnel outflow reduction; attitude to personnel as talents, realized or unrealized, etc.). Prospects for increasing the number of learning organizations in Ukraine are analyzed in this paper.
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Klink, Richard R., Jason Q. Zhang, and Gerard A. Athaide. "Designing a Customer Experience Management Course." Journal of Marketing Education 42, no. 2 (December 19, 2018): 157–69. http://dx.doi.org/10.1177/0273475318818873.
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Customer experience is the latest battleground for business. Not only is customer experience management (CXM) one of the most promising approaches to marketing, but some observers also contend it is the future of marketing. While practitioners have embraced CXM for its considerable promise, marketing academicians have lagged in developing and disseminating CXM knowledge. Indeed, considerable evidence suggests that customer experiences are falling far short of company aspirations and customer expectations. To further CXM understanding, we conducted a three-credit undergraduate marketing course on CXM. Given the inherent experiential nature of CXM, we enhanced student learning by including a field immersion component. Specifically, on-campus class sessions were supplemented with a weeklong field immersion at Walt Disney World Resort. Empirical and qualitative evidence indicates that our approach fosters CXM understanding. We conclude by offering potential adaptations to our approach, including teaching CXM within existing coursework, curtailing the field immersion component, and making modifications for a graduate-level course.
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Pereira de Lima, Joélica. "LUDICIDADE NO ENSINO MÉDIO:." Revista Brasileira de Educação em Geografia 10, no. 20 (December 31, 2020): 455–74. http://dx.doi.org/10.46789/edugeo.v10i20.943.
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Nossa comunicação é rica em imagens, sejam estáticas ou animadas. Considerá-las na prática docente é relevante a aprendizagem. Assim, os Desenhos Animados podem servir de aporte rico para uma linguagem lúdica nas aulas de Geografia. O presente estudo é uma síntese do trabalho de conclusão de curso apresentado na Especialização em Fundamentos da Educação, da Universidade Estadual da Paraíba-UEPB. Foram utilizados Clássicos da Disney e As Espiãs como recurso didático nas aulas de Geografia em uma turma de 2o ano do Ensino Médio, não apenas como forma de ilustrar, mas também de dinamizar o conteúdo estudado - Sistemas Econômicos -, levantando debates e realizando atividades, para o desenvolvimento do senso crítico diante das imagens. Além de fornecer uma ferramenta lúdica ao Ensino Médio, tal estudo aponta a relevância do professor mediador no desenvolvimento do pensamento crítico, para que o aluno se torne um protagonista de suas vivências e cidadão participativo. PALAVRAS-CHAVE Recurso didático, Ensino de Geografia, Animações. LUDICITY IN HIGH SCHOOL: Geography lesson through animated drawigs ABSTRACT Our communication is rich in images, whether static or animated. Considering them in teaching practice is relevant to learning. Thus, Cartoons can serve as a rich contribution to a playful language in Geography classes. The present study is a synthesis of the course conclusion work presented in the Specialization in Fundamentals of Education, of the State University of Paraíba-UEPB. Disney Classics and The Spies were used as a teaching resource in Geography classes in a 2nd degree of High School, not only as a way to illustrate, but also to streamline the content studied - Economic Systems -, raising debates and carrying out activities, for the development of critical sense from images. In addition to providing a recreational tool for high school, this study points out the relevance of the mediating teacher in the development of critical thinking, so that the student becomes a protagonist of his experiences and a participative citizen. KEYWORDS Didactic resource, Geography teaching, Animations.
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Batool, Sumera, Maria Naeem, and Feroza Batool. "Gender Construction And Media Narratives: Representations Of Gender In Animated Movies." Pakistan Journal of Gender Studies 15, no. 1 (September 8, 2017): 199–212. http://dx.doi.org/10.46568/pjgs.v15i1.135.
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Media, as an important and powerful social institution, contributes in the construction and reinforcement of perceptions and beliefs about gender. The media images of gender have been found stereotypical and discriminated while there have been many debates on the under representation and biased treatment of gender related issues. This research study particularly analyzed how media narratives play a part in the construction of gender identities in animated movies. The study focused to investigate how femininity and masculinity have been build up in movies, which sort of roles have been assigned to both genders and which identities have been emphasized in the animated movies of Time Warner and Walt Disney during the time period of 2008 to 2013. Gender schema and social learning theories gave implications to the research findings. Both quantitative and qualitative content analysis of fourteen animated movies was conducted. The study concluded that there is stereotypical representations of gender in movies. The women are under-represented and usually negatively portrayed while the men have shown with more societal powers.
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Lowman, Craig, Mikael Samuelsson, and Geoff Bick. "Triggerfish animation studios: the challenges of financing digital entertainment." Emerald Emerging Markets Case Studies 10, no. 3 (August 21, 2020): 1–31. http://dx.doi.org/10.1108/eemcs-03-2020-0061.
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Learning outcomes The learning outcomes of this paper are as follows: to critically assess and analyse public and private funding options and determine which private option is best suited to a company (finance – decision-making). To calculate the internal rate of return (IRR) of a project (finance – analytical). To critically assess the underlying structures of traditional and new industries (Strategy/BMI – analytical). To analyse the challenges and disruption potential of intermediated industries (Strategy/BMI – analytical). Case overview/synopsis The Triggerfish case looks at how films are funded in South Africa. The company is currently funding films mostly through government channels, but CEO Stuart Forrest would prefer to independently and privately fund their projects. The case looks at what returns can be expected by investors in film through the “recoupment waterfall” – the means whereby the producers and investors of a film recoup their investments and earn returns. The investment horizons of select private lenders (bank, mezzanine financiers, risk financers and venture capital firms) and public funders are explored. The case also explores the impact that video-on-demand platforms, such as Netflix and Disney+, is having on the traditional models of filmmaking. Complexity academic level This teaching case is aimed at postgraduate business students such as Master’s degrees in Business Administration degrees, postgraduate diplomas, executive education or specialist Master’s degrees. Supplementary materials Teaching notes are available for educators only. Subject code CSS 3: Entrepreneurship.
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de Aguillar Pinho, Maria Luiza Carvalho, Angela Maria Cavalcanti da Rocha, Celso Roberto de Aguillar Pinho, and Cristiane Junqueira Giovannini. "“Monica and Friends”: the challenge to internationalize." Emerald Emerging Markets Case Studies 7, no. 2 (June 22, 2017): 1–26. http://dx.doi.org/10.1108/eemcs-06-2016-0139.
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Subject area International business or International marketing. Study level/applicability The case is recommended for undergraduate and graduate courses in the fields of international business and international marketing. The aim is to show students the problems that a family business in the animation industry faces while growing and internationalizing. Specifically, the case discusses the entry mode selection and market selection challenges faced by an emerging market company in the comic book and animation industry to operate overseas and compete with entertainment giants such as Disney and DC Comics. The case enables the instructor to discuss international market selection theories and evaluate entry modes. For graduate students, the international market selection can be further developed by using more robust concepts such as psychic and cultural distance. Case overview This case examines the trajectory of a pioneering company in the comic book and animation industries, and in the licensing of trademarks in Brazil. Mauricio de Sousa Productions was founded in 1959 and is considered to be one of the most successful cultural producers in the country. According to a leading Brazilian public opinion research agency, 97 per cent of Brazilian children and 96 per cent of their parents are familiar with the Monica and Friends characters. As one of the main players in the publishing market, with 86 per cent of market share, Mauricio de Sousa Productions has a product portfolio that goes beyond Monica and Friends comic strips: the company’s show on the Cartoon Network ranks third in audience viewing in the country and the company has produced animated movies, books, shows and games. However, despite its experience in publishing comic books in several countries, Mauricio de Sousa Productions (MSP)’s worldwide operations have not been as profitable and sustainable as expected. Aiming at expanding its global presence, MSP’s top management decided in 2014 to review the company’s internationalization strategy and operations to enhance the firm’s performance. Expected learning outcomes The case highlights the key factors facing firms when expanding from an emerging markets. Students are expected to discuss and evaluate options, thus developing their knowledge and decision processes related to family-owned business challenges and opportunities, international market selection theories and international market entry mode. Developing strategies to face challenges as those presented by competitors such as Disney should bring opportunities to students to think outside models and weigh risks. Finally, the case gives students opportunity to base their decision processes and evaluations on logistics problems as well as psychic and cultural distances. It also compels the students to appreciate the various challenges involved in exploiting international market with animation content and intellectual properties as a service. Supplementary materials Company presentation to use in the discussion introduction can be found in: www.monicaandfriends.com/content/video.php Subject code CSS 5: International business.
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Sunder, Madhavi. "Intellectual Property in Experience." Michigan Law Review, no. 117.2 (2018): 197. http://dx.doi.org/10.36644/mlr.117.2.intellectual.
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In today’s economy, consumers demand experiences. From Star Wars to Harry Potter, fans do not just want to watch or read about their favorite characters— they want to be them. They don the robes of Gryffindor, flick their wands, and drink the butterbeer. The owners of fantasy properties understand this, expanding their offerings from light sabers to the Galaxy’s Edge®, the new Disney Star Wars immersive theme park opening in 2019.Since Star Wars, Congress and the courts have abetted what is now a $262 billion-a-year industry in merchandising, fashioning “merchandising rights” appurtenant to copyrights and trademarks that give fantasy owners exclusive rights to supply our fantasy worlds with everything from goods to a good time. But are there any limits? Do merchandising rights extend to fan activity, from fantasy-themed birthday parties and summer camps to real world Quidditch leagues? This Article challenges the conventional account, arguing that as the economic value of fantasy merchandising increases in the emergent “experience economy,” intellectual property owners may prove less keen on tolerating uncompensated uses of their creations. In fact, from Amazon’s Kindle Worlds granting licenses for fan fiction, to crackdowns on sales of fan art sold on internet sites like Etsy, to algorithms taking down fan videos from YouTube, the holders of intellectual property in popular fantasies are seeking to create a world requiring licenses to make, do, and play. This Article turns to social and cultural theories of art as experience, learning by doing, tacit knowledge, and performance to demonstrate that fan activity, from discussion sites to live-action role-playing fosters learning, creativity, and sociability. Law must be attentive to the profound effects these laws have on human imagination and knowledge creation. I apply the insights of these theories to limit merchandising rights in imaginative play through fair use, the force in the legal galaxy intended to bring balance to intellectual property law.
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Silva, Paulo Celso. "Cidade. City. Cité. Smartcity. O espaço contemporâneo do Período Técnico Científico Informacional. Duas experiências globais." Revista Observatório 1, no. 1 (September 30, 2015): 233. http://dx.doi.org/10.20873/uft.2447-4266.2015v1n1p233.
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Apresentamos, em linhas gerais, duas experiências urbanas conceitualmente diferentes, seja na maneira de criar e organizar o espaço ou no viver. Celebration uma cidade informacional com um projeto de oferecer ao consumidor-morador uma alternativa estética na união entre a tecnologia e a tradição. Empresas de grande porte oferecem e vendem o que de mais atual pode se esperar em produtos para a casa, modernos aparatos para facilitar a vida. A cidade asiática, por seu turno, oferece o conceito de Smartcity, onde a tecnologia não é oferecida em si-mesmo, mas, conectada à inteligência do morador.Palavras-chave: Geografias da Comunicação; Período Técnico Cientifico Informacional; Cidades Globais; Smartcity; comunicação urbana. ABSTRACTHere, in general, two conceptually different urban experiences, either in the way of creating and organizing the space or live. Celebration an informational city with a project to offer the consumer-dweller an aesthetic alternative to marriage between technology and tradition. Large companies offer and sell what more can be expected in current products for the home, modern devices to make life easier. The Asian city, in turn, offers the concept of Smartcity, where technology is not offered in self, but connected to the resident's intelligence. Keywords: Geographies of communication; Technical Scientific informational Period; Global Cities; Smartcity; Urban Communication. RESUMENEn línea general, presentamos dos experiencias urbanas conceptualmente diferentes, ya sea en la forma de crear y organizar el espacio o vivir. Celebration es una ciudad informacional con un proyecto para ofrecer al consumidor-habitante una alternativa estética en la unión de la tecnología con la tradición. Grandes empresas ofrecen y venden lo más actual se puede esperar de los productos para el hogar, aparatos modernos para hacer la vida más fácil. La ciudad asiática, a su vez, ofrece el concepto de Smartcity, donde la tecnología no se ofrece en si-misma, pero conectado a la inteligencia del residente.Palabras clave: Geografías de la comunicación; Periodo Técnico Científico Informacional; Ciudades Globales; Smartcity; Comunicación Urbana. ReferênciasCASTELLS, Manuel - A sociedade em Rede - A era da informação: Economia, Sociedade e Cultura. São Paulo: Paz e Terra,1999 English version CASTELLS, Manuel. The Information Age: Economy, Society and Culture Vol. I. Cambridge, MA; Oxford, UK: Blackwell.CELEBRATION. Disponível em http://www.celebration.fl.us/town-info/community-profile/ . Acess in 14.10.2013.CELEBRATION COMPANY. The Official Website. 20. May 2005. http://www.celebrationfl.comCELEBRATION HEALTH. Disponível em http://www.celebrationhealth.com. Acesss in 09.10.2013.CELEBRATION NEWS. Disponível em http://www.celebration.fl.us/wp-content/uploads/2013/10/CELEBRATION-NEWS-OCT-2013-low.pdf Acesso em 20.10.2013.CENSUS 2010. Disponível em http://www.census.gov/2010census/ . Acesso em 15.10.2013.DISNEY'S UTOPIA. http://www.123helpme.com/disneys-utopia-view.asp?id=164640. Acesso em 20.10.2013.FREQUENTLY ASKED QUESTIONS, compiled by Kenny Cottrell Acesso em 05.03.2000. O site http://www.home.ptd.net/~glisman/cele2.htm está, atualmente, indisponível.FRANTZ, Douglas & COLLINS, Catherine (2000) Celebration, U.S.A.: living in Disney's brave new town. New York, Henry Holt and Company, 2000.GRUEN ,Victor: The heart of our cities: The urban crisis: diagnosis and cure, Thames and Hudson, London, 1965.HARVEY, David. Condição Pós moderna. São Paulo: Loyola, 1989. English version HARVEY, David. Post modern conditions., Wiley-Blackwell, 1992.MITCHELL, William J. & CASALEGN, Federico. Connected Sustainable Cities. MIT Mobile Experience Lab PublishingOSCEOLA COUNTY PLANNING DEPARTAMENT. Disponível em http://www.osceola.org/. Acesso em 15.10.2013. E-mail Address: oscear@magicnet.net RAINIERI, G. Metrópoles Utópicas, mas possíveis. Entrevista com Jordi Pardo. IN Revista da cultura, Ed. 60 julho de 2012, São Paulo: Livraria Cultura.ROSS, Andrew.: The Celebration Chronicles: Life, Liberty, and The Pursuit of Property Value in Disney's New Town, New York: Ballantine, 1999.SERRES, Michel. A lenda dos Anjos. São Paulo: Aleph, 1995. English version SERRES, Michel. Angels, The modern Myth. Flammarion; First UK edition (October 3, 1995).SONGDOIBD. Disponível em http://www.songdo.com . Acesso em 15.10.2013.STETSON EDUCATION. Disponível em http://www.stetson.edu/celebration. Acesso em 15.10.2013STETSON LIFELONG. Disponível em http://www.stetson.edu/administration/lifelong-learning/media/lifelong-learning-catalog-celebration.pdf . Acesso em 15.10.2013TOWNSEND, Antony M. Smart Cities: Big Data, Civic Hackers, and the Quest for a New Utopia. W. W. Norton & Company; 1 edition, 2013.WILLIAMSON , Lucy. Tomorrow's cities: Just how smart is Songdo? Disponível em http://www.bbc.co.uk/news/technology-23757738 Acesso em 15.10.2013.WILSON, Craig. Mickey Builds a Town: Celebration Puts Disney in Reality's Realm. USA Today. 18. October 1995: 01A, 5B. Também disponível em http://www.sjsu.edu/faculty/wooda/usacelebration.html. Acesso em 15.10.2013.WORKING SONGDO . Disponível em http://www.songdo.com/songdo-international-business-district/the-city/working.aspx. Acessado em: 16.10.2013.YU, J. LIFE AND IDENTITY IN SONGDO. Interview at facebook. Message to paulo.celso@facebook.com, 26/01/2014. Disponível em:Url: http://opendepot.org/2725/ Abrir em (para melhor visualização em dispositivos móveis - Formato Flipbooks):Issuu / Calameo
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Parsadanova, Tatyana. "POST-PANDEMIC MEDIA SPACE." Scientific and analytical journal Burganov House. The space of culture 16, no. 4 (December 10, 2020): 146–54. http://dx.doi.org/10.36340/2071-6818-2020-16-4-146-154.
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It is no secret that COVID 19 and its consequences have affected almost all aspects of our life. We have become focused on life at home, the approach to work has changed, and the definition of remote work has taken root in our vocabulary. Despite all the negative aspects, the pandemic has accelerated the development of key technological trends, such as distance learning, telemedicine, remote work, online shopping, contactless payments, 3D printing, which leveled out supply disruptions, robotics, a new generation of 5G mobile communications with its capabilities, and of course, the online entertainment industry. Our consumer preferences have changed during this year; however, the need for entertainment has only increased. Many believe that nowadays, the Internet and television era is a thing of the past; nevertheless, statistics do not confirm this. In the third quarter of this year alone, global TV sales have increased by 12.9% over the same period in 2019, which is 38% more than in the previous quarter. Television viewing has increased, and television program views have skyrocketed. Streaming content has become even more popular; streaming services allow one to watch absolutely everything - movies, TV series, news at any time and from any device. All these processes are connected with the fact that, during the quarantine, cinemas were closed, the attendance of which has already decreased in recent years. They opened with restrictions on viewers’ seating; the premieres were postponed for a year, even two - until the spring of 2021 and 2022. This year, the world of the media and entertainment industry has become: remote, virtual, streaming and personalized. The driver is the consumer, so market players pay great attention to innovation, focusing on personalization. At the forefront of new technologies is the Disney company, which presents its films both in theatrical screenings and on its online platform. Television is also not left behind; on November 3, VGTRK launched its "Smotrim" media platform. The audience’s consumption habits have already changed, interest in media is increasing and moving towards digitalization. The pandemic has accelerated the process. How this is happening and what awaits the industry is covered in this article.
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Castorena, David Güemes, and José Aldo Díaz Prado. "A Mexican edutainment business model: KidZania." Emerald Emerging Markets Case Studies 3, no. 5 (November 18, 2013): 1–14. http://dx.doi.org/10.1108/eemcs-10-2013-0192.
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Subject area Management of technology, technological innovation, business innovation and new product development, innovation, design and strategy, entrepreneurship innovation and leadership strategic planning of technological innovation. Study level/applicability MBA. Case overview KidZania® is a Mexican company of family entertainment centers, founded in 1996 by Luis Javier Laresgoiti Fernández and fully developed by Xavier López Ancona. An innovative concept inspired in a fusion of nursery and theme park, KidZania®, brings together strong brands as partners to support their own and offer a complete entertainment and educational experience to kids between two and 16 years old. A unique business model, involvement of experts and a committed board of directors has been the key to the innovation of KidZania®. Its managers, by 2011, operate eight centers – two in Mexico, two in Japan and the rest in Indonesia, Portugal, United Arab Emirates and South Korea – and have plans to expand to more countries in Asia, Latin America and Europe in 2011 and finally to the USA. The future of KidZania® seemed bright, and the manager of the company believed that the growth appeared unstoppable because the purpose was to grow on 100 percent. The strategy appeared clear: dominate in the emerging and consolidated markets (big cities) in order to strengthen its competitive position and then, enter the US market with all the muscle and take the lead in the biggest market. But what was the competition going to do about it? What will the moves be for big players like Walt Disney – which had revenues of US$38.06 billion (USSEC, 2010), for example? Will the competitors try to buy the new entrant in order to build it up or to disappear it? Or will they try to imitate KidZania®? What would be the future of this new edutainment business model? Expected learning outcomes This case has been used in executive and MBA courses in creating and sustaining innovation, recognizing disruptive technologies, and in identifying effective methods of marketing a new innovative business model. Instructors can use the case to achieve the following two learning objectives: the KidZania® case helps students to refine their understanding of the model of disruption. They are forced to look closely at the product/service and decide whether it is a disruptive innovation or a sustaining innovation. This close examination becomes a helpful tool as students think about what decisions they would make to secure the success of the KidZania® in the entertainment market. The KidZania® case allows students the opportunity to develop their knowledge and understanding of the model “skating to where the money is”. Based on their analysis of the company and product students, must decide whether the KidZania® is a business that will produce sustained revenue and is worth investing in. Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or e-mail support@emeraldinsight.com to request teaching notes.
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Pereira, Daniervelin Renata Marques. "Editorial." Texto Livre: Linguagem e Tecnologia 10, no. 2 (December 28, 2017): i—ii. http://dx.doi.org/10.17851/1983-3652.10.2.i-ii.
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Esta segunda edição do volume 10 de 2017 traz várias contribuições no que diz respeito a novos objetos de estudo que as tecnologias e seu uso apresentam, além de diferentes olhares teórico-metodológico sobre eles.No primeiro eixo temático ou trilha, Linguística e Tecnologia, Andréa Pisan Soares Aguiar, em “Jogos eletrônicos e ensino de língua portuguesa: algumas reflexões”, propõe reflexões sobre o uso de jogos eletrônicos no ensino de língua portuguesa, especificamente, no ensino de gêneros textuais orais e escritos pela perspectiva sociointeracional da linguagem. Em “Convergência de mídias e o ensino de língua adicional como negócio eletrônico: análise do canal Open English Brasil no YouTube”, Bruna Helena Rech Rocha e Marcelo Spalding Perez fazem um levantamento teórico da convergência de mídias e suas implicações mercadológicas no segmento de ensino de Língua adicional, especificamente inglês. Priscilla Tulipa da Costa, em seu artigo “Os verbos frasais mais frequentes na escrita de aprendizes: um estudo contrastivo”, analisa dois corpora contendo ensaios escritos em inglês por estudantes universitários, os quais são examinados qualitativamente com o suporte do software AntConc para o tratamento e a análise dos dados.Na trilha Educação e Tecnologia, Pablo Rodrigo Bes Oliveira, em “Pokémon GO: discutindo dispositivos e a pedagogia dos jogos eletrônicos”, analisa práticas discursivas e não discursivas do jogo Pokémon GO, para desvendar os conceitos pressupostosnesse aplicativo, mostrando a visão consumista implícita em suas práticas. Tacia Rocha e Luciana C. F. Dias Di Raimo, em “Prática de leitura em sala de aula a partir dos pressupostos foucaultianos”, propõem uma prática de leitura como processo discursivo para o Ensino Superior, a partir de uma materialidade audiovisual com a temática tecnologia na educação. Em “O Ensino Híbrido como modalidade de interação ativa e reflexão crítica: relato de uma experiência docente no Brasil”, Débora Montenegro Pasin e Heloísa Orsi Koch Delgado relatam exemplos de ações na área da educação mediada por tecnologias no Brasil, na Europa e nos Estados Unidos, e demonstram o uso do modelo híbrido de ensino em uma disciplina do curso de Licenciatura em Letras em uma universidade particular brasileira. Alexandre Gomes Soares, em “Desafios da gestão em educação a distância: uma análise a partir da visão do gestor”, apresenta os resultados de uma pesquisa que teve como objetivo compreender os limites e possibilidades da gestão em curso a distância, com foco na percepção do gestor sobre sua gestão e sobre as consequências dela na atuação da equipe multidisciplinar de suporte. No artigo em inglês “Language learning in Blended And Tandem with Brazilian partners: flexible learning models”, Ulisses Oliveira compartilha uma experiência com um programa desenvolvido com enfoque na abordagem do blended learning, além de descrever uma mesclagem com o tandem learning num projeto piloto de uma disciplina curricular de Inglês na Escola de Negócios e Hospitalidade de uma universidade brasileira. Keyseane Santos da Silva, em “Análise reflexiva dos telecentros como espaços de inclusão digital no Amazonas”, discute a dimensão política e social dos telecentros comunitários em Manaus a partir da análise das políticas públicas de inclusão digital, assinalando pontos críticos e contribuindo para a compreensão da dinâmica de inclusão digital e desenvolvimento social no Amazonas. Wilkens Lenon Silva de Andrade, em “Reflexões sobre educação, sociedade e tecnologia, numa perspectiva libertadora”, analisa as contradições existentes entre a produção do conhecimento no contexto da cultura escolar, sobretudo no âmbito da academia, e a privatizazão do conhecimento a partir das novas práticas capitalistas no mundo globalizado. Em “Aplicativo digital: uma contribuição para o processo de ensino-aprendizagem”, Renata Barbosa Vicente e Matheus Yuri Bezerra da Silva Araújo apresentam a elaboração do aplicativo educacional “Escolinha do Letramento” e seu sistema de funcionamento para atender crianças quecursam entre o 1º e o 2º ano doensino fundamentalI. Sabrina Bagetti, Eunice Maria Mussoi e Elena Maria Mallmann, em “Fluência tecnológico-pedagógica na produção de Recursos Educacionais Abertos (REA)”, expõem resultados de uma investigação sobre as implicações da fluência tecnológico-pedagógica na produção de videoaulas no formato Recursos Educacionais Abertos (REA). Tiago Barbosa Souza e Maria Iara Zilda Návea da Silva Mourão, em “Ensinar francês por dispositivos móveis: uma experiência com Duolingo e WhatsApp”, relatam uma prática pedagógica que enfatizou o uso de ferramentas tecnológicas no ensino de língua francesa em uma universidade pública no ano de 2015.Iniciamos a trilha “Semiótica e Tecnologia” com o artigo de Mário Sérgio Teodoro da Silva Junior, “Formas da expressão animatorial: o sentido dos movimentos na animação Disney”, no qual ele explora, dentro da perspectiva da semiótica discursiva, alguns conceitos de desenho animado, presentes na produção de filmes de animação dos estúdios da Walt Disney. Em “Castelo Rá-Tim-Bum: Das práticas educativas às formas de vida”, Carolina Mazzaron de Castro e Naiá Sadi Câmara analisam, também pela semiótica francesa, estratégias de interação do programa Castelo Rá-Tim-Bum, considerando-o como um gênero didático pedagógico produzido no universo de práticas educativas não formais. Juliane Bassanufa Oliveira e Carlos Francisco de Morais, em “Anna Karenina no cinema: o primeiro encontro de Anna e Vronski nos filmes de 1935, 1948 e 2012”, analisam a primeira cena de encontro entre Anna Karenina e Alexei Vronski nas adaptações cinematográficas de 1935 (Clarence Brown), 1948 (Julien Duvivier) e 2012 (Joe Wright) e do texto literário de Tolstói (1877), mostrando as diferentes formas de realizar adaptações. Mauriceia Silva de Paula Vieira, Paula Silva Abreu, em “Letramento multimodal e argumentação: análise de estratégias persuasivas no anúncio publicitário”, analisam, com base na Gramática do Design Visual, anúncios publicitários veiculados no YouTube, com vistas a compreender como os diferentes recursos semióticos contribuem para que o anúncio possa significar mais e atingir o público-alvo.Na trilha “Produção Textual e Tecnologia”, o artigo de Jorge Fernando Barbosa do Amaral, “Arnaldo Antunes, poesia primitiva”, investiga, a partir da análise do poema “sem saída”, de Augusto de Campos, a poesia interativa, disponibilizada na internet, que tem como condição de desenvolvimento a interação direta com o interlocutor, além de analisar a poesia multimídia de Arnaldo Antunes a partir de seu exercício de manipulação dos recursos materiais da palavra. Por fim, em “Produção textual e autoria em ambiente virtual de aprendizagem: uma escrita dialógica”, Claudemir Sousa discute uma concepção dialógica de escrita, com base em uma interação virtual escrita de estudantes de uma universidade pública do estado de São Paulo, baseando-se nos pressupostos teóricos de Mikhail Bakhtin.Desejamos a todos uma produtiva leitura desses textos que trazemos à luz nesta edição.
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Cai, Hongbin, Yuyu Chen, and Hanming Fang. "Observational Learning: Evidence from a Randomized Natural Field Experiment." American Economic Review 99, no. 3 (May 1, 2009): 864–82. http://dx.doi.org/10.1257/aer.99.3.864.
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We report results from a randomized natural field experiment conducted in a restaurant dining setting to distinguish the observational learning effect from the saliency effect. We find that, when customers are given ranking information of the five most popular dishes, the demand for those dishes increases by 13 to 20 percent. We do not find a significant saliency effect. We also find modest evidence that the observational learning effects are stronger among infrequent customers, and that dining satisfaction is increased when customers are presented with the information of the top five dishes, but not when presented with only names of some sample dishes. (JEL C93, D83)
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Johari, Aiza, Affidah Morni, Siti Huzaimah Sahari, Thalany Kamri, and Awang Rozaimie Awang Shuib. "Interactive English Language Learning: DishZle Language Game." International Journal of Service Management and Sustainability 3, no. 2 (March 2, 2020): 1. http://dx.doi.org/10.24191/ijsms.v3i2.8105.
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English language learning is often perceived as a static mode of classroom learning activities. Hence, interactive teaching materials are necessary for grabbing learners’ attention span and interests, and in enhancing their involvement. DishZle - a 2-in-1 self-designed language game, focuses on vocabulary and sequencing activities. DishZle deals with various local traditional Malaysian dishes. Hence, the game introduces the learners tothe special and unique ingredients and the processes involved in preparing the dishes. They can develop their knowledge of local dishes and improve their proficiency in the English language (speaking, vocabulary and linkers). The game is suitable for beginner to intermediate learners of English (as lead-in activity or post activity of a lesson) in which itintroduces cultural topics, which are related to local dishes to their students. This study is a preliminary study to identify the participants’ reactions towards DishZle (effectiveness of using this game in learning the vocabulary and sequencing skills), language learning challenges they face during the game and suggestions to improve the game. The method used was a semi-structured interview, involving 17 participants (diploma students). Most participants claimed that both games were interesting, fun, interactive (communicate with team members) and informative (learn new words and steps to prepare local dishes). It is recommended that language games can often be used as part of teaching methods in ESL classroom as they enhance fun learning, communicative competency, teamwork and cooperation as well as develop English language components (vocabulary and sequencing , in the context of this study.)
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양새봄 and Hyeung-il Kim. "Effects of Laundry Subject Learning Based on Self-Determination Learning Model to Work Adjustment of Students with Intellectual Disabilities." Disability & Employment 23, no. 2 (May 2013): 5–28. http://dx.doi.org/10.15707/disem.2013.23.2.001.
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Ma, Peihua, Chun Pong Lau, Ning Yu, An Li, Ping Liu, Qin Wang, and Jiping Sheng. "Image-based nutrient estimation for Chinese dishes using deep learning." Food Research International 147 (September 2021): 110437. http://dx.doi.org/10.1016/j.foodres.2021.110437.
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Farías, Ignacio, and Tomás Sánchez Criado. "Re-learning Design: Pedagogical Experiments with STS in Design Studio Courses." Revista Diseña, no. 12 (January 30, 2018): 14–29. http://dx.doi.org/10.7764/disena.12.14-29.
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Gisbert Alemany, Ester. "Learning Design with Social Insects: The ANT, the SPIDER, and the WASP." Revista Diseña, no. 12 (January 30, 2018): 256–83. http://dx.doi.org/10.7764/disena.12.256-283.
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Bernasconi, Renato. "Special Issue: Re-Learning Design. Pedagogical Expermients with STS in Design Studio Courses." Revista Diseña, no. 12 (January 30, 2018): 4–11. http://dx.doi.org/10.7764/disena.12.4-11.
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Shanbhag, Bhagyashri, Veena Ammanna, and Srinivas Saidapur. "Associative learning in hatchlings of the lizard Calotes versicolor: taste and colour discrimination." Amphibia-Reptilia 31, no. 4 (2010): 475–81. http://dx.doi.org/10.1163/017353710x518432.
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AbstractThe study examined whether newly born hatchlings of Calotes versicolor discriminate between tastes and exhibit associative learning. The one-day-old hatchlings ate 2nd instar silk-moth larvae (prey) placed in non-painted, orange or green dishes without any bias for the background colour. They ate sucrose coated sweetened prey, but given a choice preferred natural larvae. But they spat bitter tasting chloroquine phosphate (CP)-coated prey and exhibited aversion behaviour. Hatchlings fed on natural larvae from non-painted or orange dishes for 10 days preferred food from the dish to which they were accustomed when choice of both colour backgrounds was given suggesting they also remember different tastes in association with background colour cues. Upon swapping sucrose and CP-coated prey/dish colours the hatchlings were misled and they attempted to eat from the dishes to which they were accustomed prior to the trials regardless of whether food/prey was coated with sucrose or CP. However, bitter prey was immediately spat and aversion behaviour followed. The study shows for the first time, taste discrimination and associative learning behaviour in new-born lizard hatchlings.
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서민경, 양일, and 이숙향. "Analysis on Research Trend and Components of Work-based Learning Experience Programs for Adolescents and Young Adults with Disabilities." Disability & Employment 26, no. 4 (November 2016): 95–123. http://dx.doi.org/10.15707/disem.2016.26.4.004.
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Johari, Aiza, Affidah Morni, Awang Rozaimie Awang Shuib, Siti Huzaimah Sahari, and Thalany Kamri. "DishZle." International Journal of Modern Languages And Applied Linguistics 2, no. 1 (February 4, 2020): 17. http://dx.doi.org/10.24191/ijmal.v2i1.7619.
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Teaching students to learn new vocabularies and sequencing of ideas can be challenging to many students as they might find such tasks to be challenging boring. Thus, interactive teaching materials are necessary in grabbing learners’ attention span and interests, and in enhancing their involvement. DishZle is a self-designed 2-in-1 language game which makes learning English be more interactive and exciting with its colourful pictures. It also engages the players’ involvements via team play and cooperation. The theme of this game focuses on various traditional dishes in Malaysia. Students who play this game can enhance their pre-existing knowledge of local dishes, learn new words (local dishes and ingredients) andimprove their sequencing skills by using linkers. The game is suitable for beginner to intermediate learners of English in any ESL classrooms (as pre or post activities). To add, DishZle can also be introduced to foreign tourists who wish to know more about our local dishes. Travel agencies andhospitality services can offer enjoyable and rewarding activities for the tourists by displaying this game at tourism spots, hotels, homestays or holiday resorts. As the matter of fact, tourists can even purchase the game as souvenirs. The novelties of the game are it involves pictorial illustrations of famous yet authentic local dishes and the ingredients through magnetic board and its pieces, and jumbled arrangements of dish preparations in the form of flip charts. This game can be used in ESL classroom as it enhances fun learning, communicative competency, team work and cooperation as well as develops English language components.
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송은주 and 이숙향. "A Qualitative Inquiry on the Effect of STEAM Vocational Education Program based on SMART Learning on Teachers’ Vocational Class Management and Supports Needs." Disability & Employment 26, no. 1 (February 2016): 67–96. http://dx.doi.org/10.15707/disem.2016.26.1.003.
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Byeon Gwanseok. "The Effects of Vocational Education Applied Service Learning Principle on Care Worker Assistant Job-skills Performance of High School Students with Intellectual Disabilities." Disability & Employment 26, no. 3 (August 2016): 95–123. http://dx.doi.org/10.15707/disem.2016.26.3.004.
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Hilcenko, Slavoljub. "Comment: ICT in Preschool." Journal of Education, Technology and Computer Science 31, no. 1 (2020): 70–78. http://dx.doi.org/10.15584/jetacomps.2020.1.10.
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ICT Tools are not primary, but secondary learning source for teaching abstract mathematical concepts at preschool institution. As a matter of fact, for children ICT Tools don’t have the power of immediate and practical experience or experimental work, which are the primary source of learning such contents. ICT Tools can only be used to revise knowledge after children have acquired it through direct manipulative activities and experiments, which require sensory experiences (eyes, hands). In that way children estimate volume of different liquids and their dishes firstly subjectively and then objectively.
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Kruger, Mellissa L. "15. A Transformative Experience: Expanding My Teaching and Learning Horizon." Collected Essays on Learning and Teaching 5 (June 19, 2012): 86. http://dx.doi.org/10.22329/celt.v5i0.3435.
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At the beginning of my academic journey I held the belief that I would learn to teach simply by teaching. To my dismay, I had underestimated the complicated nature of teaching in higher education and gave little consideration to the ways students learn. Feeling overwhelmed by my situation, I began questioning my teaching practices and student learning. It was then I understood that my teaching skill and conceptions of teaching and learning lacked a theoretical framework. Missing an important piece of the teaching and learning puzzle, I have been on a quest to seek answers. This paper outlines my journey of professional discovery through my experiences in the Graduate Certificate in Education. This transformative experience has aided in expanding my teaching and learning horizon by focusing on diverse learners and inclusive teaching practices.
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Ogundele, Michael Olarewaju. "Towards Adopting Best Practices for Disaster Management in Nigerian Higher Institutions." International Journal of Disaster Management 3, no. 1 (July 13, 2020): 29–35. http://dx.doi.org/10.24815/ijdm.v3i1.17248.
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The paper is a theoretical paper that examined the best practices being used by the Nigerian higher education administrator towards reducing the rate of disasters in the institutions. The article noted with dismay rising types of disaster in Nigerian higher institutions. However, the paper explains the concept, types of disasters, the importance of disaster management, the best practices adopted, the problems, and prospects. It was recommended that the institutions of higher learning need to adopt effective best practices to manage the available disasters in institutions to eradicate the risks of life and property destruction which constitute threats to the effective teaching-learning process and goals achievement of Nigerian higher education program.
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Sri Adnyawati, Ni Desak Made. "Improving The Creativity Of Learning Food Production Through Portfolio Assessment In The Project Learning Model." SHS Web of Conferences 42 (2018): 00069. http://dx.doi.org/10.1051/shsconf/20184200069.
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The implementation of the portfolio assessment in the project learning model is intended to identify the improvement made by the students in the food production learning, and the response given by the students to the implementation of the portfolio assessment in the project learning model. This classroom action research involved 23 students from the study program of food production of Ganesha University of Education during 2014/2015 academic year. The study was conducted in two cycles through the stage in which it was designed, the stage in which it was implemented, the stage in which observation was made, and the stage in which reflection was evaluated. The data were collected using the observation technique in which the learning process and product were observed. The observation sheet of process included preparing, processing, and serving dishes. The observation sheet of products included appearance, texture, aroma and taste aspects through the organoleptic test. The data were descriptively analyzed. The result of the study showed that the learning creativity of food production in cycle 1 averaged 79.15 and could be categorized as good, in cycle 2 the learning creativity averaged 87.08 and could be categorized as very good. This means that the improvement of the learning creativity of food production made by the students through the implementation of the portfolio assessment in the learning project was 7.93. The response given by the students to the implementation of the portfolio assessment in the project learning model could be categorized as good and averaged 81.27.
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McDowell, John C. "Disney’s Reel Doubling of Violent Desire in J. J. Abrams’ Mimetic The Force Awakens." Religions 10, no. 11 (November 6, 2019): 615. http://dx.doi.org/10.3390/rel10110615.
Full textAbstract:
Abrams’ spectacularly distended infantilising manipulation of the saga embeds a form of cognitive resonance with a state of perpetual war and a politically thanatising mythos fitted out as a politically containing moment within what cultural commentators are referring to as “post-9/11 American cinema”, a form of cinema reacting to a cultural trauma and that normalises a hegemonic political reactivity in a perceived ‘clash of civilizations’ in “the social embodied” in an age marked by what Terry Eagleton describes as “holy terror”. As cultural philosopher Douglas Kellner argues, movies of apocalyptic or catastrophe cinema can “be read as allegories of the disintegration of social life and civil society, and the emergence of a Darwinian nightmare where the struggle for survival occurs in a Hobbesian world where life is nasty, brutish, and short.” The contention is that if George Lucas developed Star Wars to struggle with, among other things, an America that had elected Richard Nixon and engaged in the culturally traumatic Vietnam War, Abrams and his co-writer Lawrence Kazdan have relocated the franchise in a context marked as “post 9/11 cinema”. It is unclear quite how The Force Awakens could offer a distinctively interrogatory function for conceiving political subjectivity in the contemporary fractured and self-assertive space of global geopolitics, expressing, as it does, the classificatory coding that figures innocent selfhood in a conflictual relation with the evil terrorist other. Abrams’ movie, accordingly, is ill equipped to refuse to naturalise the innocence of the politically regulative messianic monomyth of the exceptionalist nation that instils a sensitivity conducive to violence against the foreigner when it is perceived to be under threat. It is, in other words, ill-equipped to resist being captured by the Girardian framing of myth within an identification of “sacred violence”. Consequently, The Force Awakens provides a resource for the critic’s reflections on the cultural difficulties of learning about our learning, of the disciplining of desire through monomythic intensification, and of sustaining reaction to cultural trauma through the hostility of sacrificial disposal of the other that requires the instrumentalised rationality of the self-secure national subject.
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Li, Zhao, Haobo Wang, Donghui Ding, Shichang Hu, Zhen Zhang, Weiwei Liu, Jianliang Gao, Zhiqiang Zhang, and Ji Zhang. "Deep Interest-Shifting Network with Meta-Embeddings for Fresh Item Recommendation." Complexity 2020 (October 28, 2020): 1–13. http://dx.doi.org/10.1155/2020/8828087.
Full textAbstract:
Nowadays, people have an increasing interest in fresh products such as new shoes and cosmetics. To this end, an E-commerce platform Taobao launched a fresh-item hub page on the recommender system, with which customers can freely and exclusively explore and purchase fresh items, namely, the New Tendency page. In this work, we make a first attempt to tackle the fresh-item recommendation task with two major challenges. First, a fresh-item recommendation scenario usually faces the challenge that the training data are highly deficient due to low page views. In this paper, we propose a deep interest-shifting network (DisNet), which transfers knowledge from a huge number of auxiliary data and then shifts user interests with contextual information. Furthermore, three interpretable interest-shifting operators are introduced. Second, since the items are fresh, many of them have never been exposed to users, leading to a severe cold-start problem. Though this problem can be alleviated by knowledge transfer, we further babysit these fully cold-start items by a relational meta-Id-embedding generator (RM-IdEG). Specifically, it trains the item id embeddings in a learning-to-learn manner and integrates relational information for better embedding performance. We conducted comprehensive experiments on both synthetic datasets as well as a real-world dataset. Both DisNet and RM-IdEG significantly outperform state-of-the-art approaches, respectively. Empirical results clearly verify the effectiveness of the proposed techniques, which are arguably promising and scalable in real-world applications.
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Crane, Adam L., and Alicia Mathis. "Landmark learning by the Ozark zigzag salamander Plethodon angusticlavius." Current Zoology 57, no. 4 (August 1, 2011): 485–90. http://dx.doi.org/10.1093/czoolo/57.4.485.
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Abstract Although salamanders have been shown to respond to classical conditioning, spatial learning has been largely unstudied. We tested whether salamanders could learn to locate foraging areas by using landmarks. We trained 10 salamanders Plethodon angusticlavius to use landmarks (small rocks) to locate patches within the arena containing food (blackworms Lum-briculus variegatus). At the corners of each square testing arena were four plastic dishes, one containing blackworms and the other three empty. A rock was placed in front of the dish containing blackworms, and the location of the food-dish was randomly chosen for each training trial. A control group was also trained to feed on blackworms in the presence of a rock, but the rock was positioned randomly among the four dish locations so that the rock was not a reliable landmark for the worms. Although the length of the training period for individual salamanders varied (22–38 trainings per individual), the mean number of trainings for salamanders in the control and experimental groups was equal (30 training trials). During testing, no blackworms were present to eliminate any visual or chemical cues emanating directly from the prey. Individuals trained with the rock landmarks spent significantly more time in the area of the landmark than did control salamanders.
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Page, Cheryl, Charissa Cordon, and Jiahui Wong. "Acquisition de compétences en coordination des greffes de cellules souches hématopoïétiques : efficacité d’un parcours d’apprentissage pour les infirmières novices." Canadian Oncology Nursing Journal 31, no. 1 (February 3, 2021): 12–21. http://dx.doi.org/10.5737/236880763111221.
Full textAbstract:
L’augmentation du nombre de patients admissibles à recevoir une greffe de cellules souches hématopoïétiques (GCSH) (ACO/CCO, 2017) entraîne un besoin accru d’infirmières spécialistes, la coordination des GCSH étant un rôle hautement spécialisé; il n’y a pourtant que peu de recherches portant sur la formation des infirmières. Habituellement, cette formation se fait par préceptorat, sans processus d’orientation formel. Objectifs : Pour la présente étude pilote, un parcours d’apprentissage et des outils pédagogiques ont été élaborés en complément d’une approche systématique normalisée de la formation du personnel, et ce, dans le but d’améliorer la qualité des soins. Méthodologie : Huit infirmières, sans expérience en coordination des GCSH, ont participé à l’étude et rempli les évaluations de suivi. Elles ont été évaluées avant l’intervention pour vérifier leurs connaissances ainsi que leurs lacunes pour chaque sous-rôle de la coordination de l’allogreffe et de la greffe autologue. Après cette évaluation, les infirmières recevaient une trousse d’étude autonome personnalisée respectant les étapes du parcours d’apprentissage avec un outil d’évaluation des compétences. Fondée sur les compétences, la formation se faisait « par modules », c’est-à-dire que les infirmières devaient maîtriser une compétence avant de passer à la suivante. Les infirmières étaient évaluées à l’aide du modèle de Kirkpatrick (2006) avant et après la période d’orientation pour voir l’évolution de leurs connaissances et de leurs comportements en coordination des greffes. Résultats : Les participantes ont réagi favorablement aux outils et disent avoir grandement enrichi leurs connaissances et leurs compétences en coordination des greffes après la période d’orientation. Pour compléter la présente étude pilote, d’autres recherches devraient examiner l’utilisation d’un parcours d’apprentissage pour guider les nouvelles infirmières en GCSH dans leur rôle de coordination.
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Minh Quang, Nguyen, and Joop de Wit. "Transformative learning and grassroots climate adaptation: case studies in Vietnam’s Mekong delta." Nature Conservation 39 (May 4, 2020): 19–43. http://dx.doi.org/10.3897/natureconservation.39.29551.
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This paper aims to understand how T-learning helps communities achieve better sustainability outcomes. On the basis of an intensive literature review and field research conducted in the Mekong Delta of Vietnam, the paper proposes a substantial linkage between T-learning and sustainability. It first outlines the environmental changes in Vietnam’s Mekong Delta, which appear to serve as “disorienting dilemmas” that force local people to learn and gradually shift their farming practices to align with a climate-resilient development. The paper relies on the outcomes of household surveys, field observations and focus group discussions to explore the impacts of T-learning on building adaptive capacity and sustainability transition in two community-based projects in Can Tho City and Ca Mau province in the Mekong Delta. Our findings reveal that T-learning enables experts and practitioners to introduce new ideas and accordingly mobilize local people to make changes without inciting doubt, dismay or concern. In an ideal T-learning approach, small-scale farmers learn from being under the supervision of experts in “field-based schools” that offer real-life experience and encourage learners to shift their livelihoods to eco-friendly agricultural practices. The paper sheds new light on how a critical approach to education for sustainable development through T-learning can be, under specific conditions, one strategy. It concludes that T-learning should be acknowledged as a potentially important part of the broader approach to climate-resilient development in vulnerable grassroots communities.
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Bezuk, Nadine S. "Fractions in the Early Childhood Mathematics Curriculum." Arithmetic Teacher 35, no. 6 (February 1988): 56–60. http://dx.doi.org/10.5951/at.35.6.0056.
Full textAbstract:
Fractions! This word evokes anxiety, discomfort, and even fear in many children (and even adults) and dismay in the teachers who have to teach them. However, experiences with fractions are part of children's everyday lives. Half a peanut butter sandwich, half an a pple, and a quarter of a dollar are fractions that children often encounter. The early childhood curriculum can capitalize on children's interest in their environment and their awareness of the existence of fractions in their world while laying the foundation for some important mathematics learning.