Relevant bibliographies by topics / Education and media

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education and media'

Author: Grafiati
Published: 4 June 2021
Last updated: 18 February 2022

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Journal articles on the topic "Education and media"

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Petani, Rozana, and Matilda Karamatic Brcic. "Family environment, communication and media education." Perspectives of Innovations, Economics and Business 14, no. 3 (August 5, 2014): 132–42. http://dx.doi.org/10.15208/pieb.2014.15.

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Kumar, Keval Joe. "Media Education." Media Asia 15, no. 3 (January 1988): 138–43. http://dx.doi.org/10.1080/01296612.1988.11726285.

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ANTONYAN, Lilit. "Informatization of Education. Media Education and Media Literacy." Main Issues Of Pedagogy And Psychology 19, no. 1 (April 19, 2021): 88–99. http://dx.doi.org/10.24234/miopap.v19i1.396.

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Recent studies have shown that education in the 21st century cannot be imagined without using information and communication technologies, digital and media tools. As a result of teachers’ training, it has become clear that there is a need to promote teachers, ICTs, media education and media literacy. The article presents the informatization of education, which will promote the development of professional abilities and skills of teachers, lecturers, raising public awareness and improving the quality of education.
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Swanson, Gillian. "Independent Media and Media Education." Screen 27, no. 5 (September 1, 1986): 62–67. http://dx.doi.org/10.1093/screen/27.5.62.

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Pal'a, Gabriel. "Bases for Media Education." E-Theologos. Theological revue of Greek Catholic Theological Faculty 1, no. 1 (April 1, 2010): 95–105. http://dx.doi.org/10.2478/v10154-010-0009-3.

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Bases for Media Education Media are phenomenon, which seriously affect the world of youth and have effect on forming of their personality. Thereat problems of education of critical recipient of medial products are very actual in these days. The Church presents, that human dignity is centre of every right communication. This dignity should be also the principle at adaptation of media education in any learning, or at implementation of separate object media education, whose basic motto is good as reflex of God love. It inspires and revives the hearts and minds of youth, whereas vulgarism and obscenity impact on young man destructively.
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Hujakulova, Dilorom. "MOTIVATIVE EFFECTS OF MEDIA ON STUDENT EDUCATION." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 07 (July 31, 2021): 23–25. http://dx.doi.org/10.37547/pedagogics-crjp-02-07-06.

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The article is devoted to the motivational influence of information technologies on the teaching of schoolchildren. The article also highlights the issues of youth education, types of education and its pedagogical measures, education of youth in the context of globalization, innovation and youth, the impact of modern information technologies on the consciousness of youth and its motivating factors.
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Lee, Kwan-kyu. "Media Education and Grammar Education." HAN-GEUL 318 (December 31, 2017): 169–97. http://dx.doi.org/10.22557/hg.2017.12.318.169.

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Kalogeras, Stavroula. "Media-Education Convergence." International Journal of Information and Communication Technology Education 9, no. 2 (April 2013): 1–11. http://dx.doi.org/10.4018/jicte.2013040101.

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In the era of media convergence, transmedia (cross-media/cross-platform/multi-platform) narratives are catering to users who are willing to immerse themselves in their favorite entertainment content. The inherent interactivity of the Internet and the emotional engagement of story can lead to innovative pedagogies in media rich environments. This paper focuses on Web-Based Transmedia Storytelling Edutainment as a pedagogical practice in higher education.
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Akahori, Kanji, Kazuhiko Ishihara, Michio Kobayashi, Michihiko Minoh, Yasutaka Shimizu, Daisuke Minoura, and Kohji Itoh. "Media and Education." Journal of the Institute of Image Information and Television Engineers 56, no. 12 (2002): 1887–911. http://dx.doi.org/10.3169/itej.56.1887.

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Bird, Steven, Martin E. Marty, and R. Scott Appleby. "Education and Media." Review of Religious Research 36, no. 4 (June 1995): 393. http://dx.doi.org/10.2307/3511154.

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Dissertations / Theses on the topic "Education and media"

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RobbGrieco, Michael. "Media for Media Literacy: Discourses of the Media Literacy Education Movement in Media&Values Magazine, 1977-1993." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/307368.

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Media & Communication
Ph.D.
This dissertation contributes to the history of media literacy by tracing the emergence and development of media literacy concepts and practices in Media&Values magazine (1977-1993), which spoke across discourse communities of scholars, teachers, activists and media professionals to build a media literacy movement in the United States. Media literacy evolved in changing contexts of media studies and education discourses as well as changes in media technologies, industries, politics, and popular culture. Taking a genealogical approach to historical inquiry, this study uses discourse analysis to describe how Media&Values constructed media literacy as a means for reform, as a practice of understanding representation and reality, and as pedagogy of social analysis and inquiry. These constructions position media literacy as interventions in power, articulating agency through addressing institutions, demystifying ideology, and negotiating identities. This history provides perspective on debates across diverse strands of practice in the current field of media literacy education.
Temple University--Theses
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HAIG, EDWARD. "Media Studies Education in the UK." 名古屋大学大学院国際言語文化研究科, 2005. http://hdl.handle.net/2237/7918.

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Provorova, Elizaveta. "MEDIA LITERACY EDUCATION, GENDER, AND MEDIA REPRESENTATIONS IN THE HIGH SCHOOL CLASSROOM." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/343553.

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Media & Communication
Ph.D.
The media impact how people perform their gender, and play an important role in the reproduction of gender binary. Media representations of gender can be described as hegemonic in the sense that, because of their complexity, they contribute to the reproduction of gender norms by otherwise agentic audiences. Media literacy education offers useful strategies for helping audiences question media representations of gender, allowing them to trouble the hegemonic system that keeps inequalities in place. This dissertation answers the question: How do high school students respond to the instruction in a media literacy program informed by gender studies and scholarship on media representations? To answer this question, I used ethnographic methods and the case study approach. My main findings are: (1) Classes that involve analysis of media representations of gender have an agenda-setting effect on students, helping them notice problematic media messages and connect them to social problems and inequalities. (2) Media and gender classes can encourage students to engage in social action, even without the teacher’s prompting. (3) Media and gender classes are not part of a standard curriculum, and teachers choose to include them because they are passionate about gender inequalities. This is why these teachers might lean towards the protectionist approach. (4) Students might embrace teachers’ message about the value of gender equality and diversity, but keep their implicit biases unchecked. Teachers should think of ways to address these biases in the classroom. (5) In order to help students acquire a balanced set of media literacy skills, it is important to work on all competencies of the AACRA model of media literacy education: Access, Analyze, Create, Reflect, and Act.
Temple University--Theses
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Tefo, Patricia. "Can Online Media-Literacy Education Mitigate the Effects of a Toxic Media?" ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6745.

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Media-literacy education provides a way for people to assess and critically evaluate media images. Traditional media literacy programs have mitigated the negative effects of idealized media imagery such as reduced self-esteem, eating-disordered attitudes, and low body-satisfaction among women. Although education is moving increasingly to online platforms, the potential of media literacy education delivered online has not been evaluated. Based on social comparison and objectification theories, the purpose of this study was to quantitatively assess the comparative efficacy of online and face-to-face media literacy education programs. A quasi-experimental design using pre- and post-media literacy education program questionnaires was used. A mixed-method analysis of variance evaluated change in self-esteem, eating-disordered attitudes, and body satisfaction among college students. The study was conducted using a sample that included both male and female students from undergraduate classes. The study groups included traditional and online classes. Results for all three variables revealed that the media literacy education program did not have the predicted impact. Significant differences were not found between the online experimental (n = 65), face-to-face experimental (n = 50), and the online control group (n = 44) even though a significant main effect for time was found. The adverse effects of ubiquitous idealized media images remain well-documented; however, the swiftly evolving, increasingly balkanized, present-day media landscape may necessitate both an accommodating theoretical foundation and updated intervention instruments.
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Paseman, Wallace W. "Relapse Prevention Using Mobile Electronic Media." Thesis, State University of New York Empire State College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10278346.

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Per, Lind. "Statistics Visualization in News Media and Education." Thesis, Linköpings universitet, Institutionen för teknik och naturvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-68298.

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This thesis work was done at NComVA AB (Norrköping Communicative Visual Analytics) a spin-off company from the Norrköping Visualization Centre at Linköping University. It aims at developing a client-side web application for creating dynamic reports that uses Vislets for storytelling. A WYSIWYG (What You See Is What You Get) page editor that could use Vislets generated by the Statistics Publisher to create dynamic reports is implemented. The focus of the application is allowing the generation of dynamic reports in HTML without requiring any knowledge of HTML. The implemented editor is a client-side web application written in JavaScript using the jQuery library.
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Thorp, Robert. "Historical Consciousness, Historical Media, and History Education." Licentiate thesis, Högskolan Dalarna, Pedagogik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:du-14121.

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This thesis by publication contains an introductory summary chapter and three papers. The first paper presents a study of how the concept of historical consciousness has been defined, applied, and justified in Swedish history didactical research. It finds that there is consensus regarding the definition of what a historical consciousness is, but that there is variation in how the concept is applied. It is suggested that this variation makes historical con­sciousness a complex and vague concept.      The second paper uses the results presented in the first paper as a point of departure and from thence argues for a broadened understanding of the concept of historical consciousness that incorporates its definition, applica­tion, development, and significance. The study includes research about his­torical consciousness primarily from Sweden, the UK, the USA and Canada. The paper presents a typology of historical consciousness and argues that level of contextualisation is what distinguishes different types of historical consciousnesses and that an ability to contextualise is also what makes his­torical consciousness an important concept for identity constitution and morality.      The third paper proposes a methodological framework of historical con­sciousness based on the theory of historical consciosusness presented in the second paper. It presents arguments for why the framework of historical consciousness proposed can be useful for the analysis of historical media and it discusses how aspects of the framework can be applied in analysis. It then presents a textbook analysis that has been performed according to the stipulated framework and discusses its results regarding how textbooks can be used to analyse historical consciousness and its development.
Forskarskolan Historiska Medier (ForHiM)
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Maharajh, Divya. "Feminine experience : media education and gender representation." Thesis, University of Leeds, 2013. http://etheses.whiterose.ac.uk/4875/.

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This doctoral thesis examines the ways young women experience media education in sixth form, with particular emphasis on their experience of gender representation lessons. Secondary research objectives include an examination of how young women regard the development of their own critical media literacy and how they conceive of the effects of media education on their self-esteem. Through classroom observations and interviews with A-level Media Studies teachers and female students, this research explores three key areas of focus in understanding young women’s experiences: media representations of feminine aesthetics and the sexualisation of feminine appearance, the negotiation between course material and students’ personal engagement with media, and lastly reflections on how critical media literacy is defined and developed within the Media Studies course. The thesis discusses ways in which content both constrains and enables students’ development of critical media literacy. The role of chosen exam boards, teaching styles, and forms (i.e. upper sixth form versus lower sixth form) are examined as influencing factors. Specific lessons from observations, which students reflected upon during interviews, are also discussed in order to understand the process of teaching and learning about gender representation. A feminist discourse is at times present though mostly in covert ways. A greater consideration for contemporary feminist work would resolve some of the current difficulties faced by educators in their efforts to develop students’ critical awareness, specifically when teaching about the representation of women. Female students often reflect what Gill has termed a ‘postfeminist sensibility’ (2007: 254); however, this exists in varying degrees. In certain contexts students tend to articulate more ‘traditional’ feminist values. In relation to one of the secondary research objectives, students find that A-level Media Studies improves the self-esteem of their physical appearance; however, other findings reveal that the extensive focus on textual analysis of sexualised and idealised representations of women can sometimes counter-act the aspects which students referenced as beneficial to their self-esteem. Despite many recommendations for improving the teaching of gender representation that are offered here, it is evident that some solutions are dependent on broader shifts occurring at the level of the education system.
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Pace, Elizabeth. "The media education imperative, a case study of the effect of Media Studies 120 on media literacy." Thesis, University of New Brunswick, 1997. http://hdl.handle.net/1882/762.

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Kelly, Claire E. "The media education imperative, a case study of the effect of Media Studies 120 on media literacy." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0026/MQ62131.pdf.

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Books on the topic "Education and media"

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Media education. London: Hodder & Stoughton, 1991.

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Clwyd (Wales). Media Studies Unit. Media education. Mold, Clwyd: Media Studies Unit, 1986.

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White, Trevor. Media education, new media and media literacy. Birmingham: University of Central England in Birmingham, 2004.

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Moreira, António, Otto Benavides, and Antonio Jose Mendes, eds. Media in Education. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3175-6.

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Cheung, Chi-Kim. Research in media education. Hauppauge, N.Y: Nova Science Publishers, 2011.

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Mohanty, Padma Charan. Mass media and education. New Delhi: Ashish Pub. House, 1992.

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Media education in Asia. Dordrecht: Springer, 2009.

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Cannon, Michelle. Digital Media in Education. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78304-8.

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Cheung, Chi-Kim, ed. Media Education in Asia. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9529-0.

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Buckingham, David. Making media: Practical production in media education. London: English and Media Centre, 1995.

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Book chapters on the topic "Education and media"

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Barke, Hans-Dieter, Günther Harsch, and Siegbert Schmid. "Media." In Essentials of Chemical Education, 93–118. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21756-2_4.

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Bates, A. W. "Media Theory." In SpringerBriefs in Education, 95–104. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7740-2_11.

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Onkovich, Anna. "Media Didactics in Higher Education: Oriented Media Education." In Communications in Computer and Information Science, 282–87. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-03919-0_36.

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Van Leeuwen, T. "Media in Education." In Encyclopedia of Language and Education, 211–18. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4538-1_20.

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Letellier, Anne-Sophie, and Normand Landry. "Reimagining Media Education." In Reimagining Communication: Meaning, 246–71. First edition. | Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781351007924-14.

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Ashton, Daniel. "Media Enterprise Education." In International Handbook of Media Literacy Education, 289–304. New York, NY: Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315628110-24.

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Natriello, Gary. "Media." In Digital-Age Innovation in Higher Education, 164–76. New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003038924-11.

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Robinson, David. "Broadcast Media." In Encyclopedia of Science Education, 135–38. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_289.

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Norris, Stephen, and Linda M. Phillips. "Print Media." In Encyclopedia of Science Education, 781–85. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_304.

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Holliman, Richard, and Vickie Curtis. "Online Media." In Encyclopedia of Science Education, 718–25. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_53.

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Conference papers on the topic "Education and media"

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Kazachonak, Viktar, and Alexander Rusakov. "Media Literacy and Media Education." In 2021 1st International Conference on Technology Enhanced Learning in Higher Education (TELE). IEEE, 2021. http://dx.doi.org/10.1109/tele52840.2021.9482592.

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Prieshkina, A. N., and A. V. Sedymov. "The educational potential of personality media education." In SCIENCE OF RUSSIA: TARGETS AND GOALS. LJournal, 2020. http://dx.doi.org/10.18411/sr-10-02-2020-32.

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"BODY AND MEDIA - Media Education at School." In 2nd International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2010. http://dx.doi.org/10.5220/0002772203910393.

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Okkonen, Jussi. "Session details: Media Education." In Mindtrek 2018: Academic Mindtrek 2018. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3287220.

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"Session details: Media Education." In the 22nd International Academic Mindtrek Conference, chair Jussi Okkonen. New York, New York, USA: ACM Press, 2018. http://dx.doi.org/10.1145/3275116.3287220.

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Chen, Szu-Wei. "New Media and Education." In ICEMT 2018: 2018 2nd International Conference on Education and Multimedia Technology. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3206129.3239429.

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Lin, Kuan-Cheng, and Yu Che Wei. "Online Interactive Game-Based Learning in High School History Education: Impact on Educational Effectiveness and Student Motivation." In 2011 4th International Conference on Ubi-Media Computing (U-Media). IEEE, 2011. http://dx.doi.org/10.1109/u-media.2011.22.

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Chelly, Magda, and Hana Mataillet. "Social Media and the impact on education: Social media and home education." In 2012 International Conference on e-Learning and e-Technologies in Education (ICEEE). IEEE, 2012. http://dx.doi.org/10.1109/icelete.2012.6333388.

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Yao, Shu-Yen, and Shein-Yung Cheng. "Visualized data analysis for site selection for remedial education institutions — A case study of educational open data." In 2017 10th International Conference on Ubi-Media Computing and Workshops (Ubi-Media). IEEE, 2017. http://dx.doi.org/10.1109/umedia.2017.8074127.

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Zichen Li and Lifang Li. "Media literacy education should be life-long education." In 2010 International Conference on Optics, Photonics and Energy Engineering (OPEE 2010). IEEE, 2010. http://dx.doi.org/10.1109/opee.2010.5507995.

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Reports on the topic "Education and media"

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Arévalo-Martínez, RI, R. Del Prado-Flores, and RT Ramírez-Beltrán. Institutional Education of Communication Researchers and Media Literacy. The case of the PhD in Communication Research. Revista Latina de Comunicación Social, September 2016. http://dx.doi.org/10.4185/rlcs-2016-1121en.

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Guthrie, Kevin, Catharine Hill, and Martin Kurzweil. Free Speech, Student Activism, and Social Media: Reflections from the Bowen Colloquium on Higher Education Leadership. Ithaka S+R, February 2018. http://dx.doi.org/10.18665/sr.306628.

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Tilly, Philip R. Educating the Media on Operational Matters. Fort Belvoir, VA: Defense Technical Information Center, May 1995. http://dx.doi.org/10.21236/ada301032.

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Corcoran, Sean, and William Evans. Income Inequality, the Median Voter, and the Support for Public Education. Cambridge, MA: National Bureau of Economic Research, June 2010. http://dx.doi.org/10.3386/w16097.

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Breuer, Ryan. Social Media: A Means of Educating and Advocating for the Dairy Industry. Ames (Iowa): Iowa State University, January 2016. http://dx.doi.org/10.31274/ans_air-180814-221.

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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.
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Yatsymirska, Mariya. KEY IMPRESSIONS OF 2020 IN JOURNALISTIC TEXTS. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11107.

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The article explores the key vocabulary of 2020 in the network space of Ukraine. Texts of journalistic, official-business style, analytical publications of well-known journalists on current topics are analyzed. Extralinguistic factors of new word formation, their adaptation to the sphere of special and socio-political vocabulary of the Ukrainian language are determined. Examples show modern impressions in the media, their stylistic use and impact on public opinion in a pandemic. New meanings of foreign expressions, media terminology, peculiarities of translation of neologisms from English into Ukrainian have been clarified. According to the materials of the online media, a «dictionary of the coronavirus era» is provided. The journalistic text functions in the media on the basis of logical judgments, credible arguments, impressive language. Its purpose is to show the socio-political problem, to sharpen its significance for society and to propose solutions through convincing considerations. Most researchers emphasize the influential role of journalistic style, which through the media shapes public opinion on issues of politics, economics, education, health care, war, the future of the country. To cover such a wide range of topics, socio-political vocabulary is used first of all – neutral and emotionally-evaluative, rhetorical questions and imperatives, special terminology, foreign words. There is an ongoing discussion in online publications about the use of the new foreign token «lockdown» instead of the word «quarantine», which has long been learned in the Ukrainian language. Research on this topic has shown that at the initial stage of the pandemic, the word «lockdown» prevailed in the colloquial language of politicians, media personalities and part of society did not quite understand its meaning. Lockdown, in its current interpretation, is a restrictive measure to protect people from a dangerous virus that has spread to many countries; isolation of the population («stay in place») in case of risk of spreading Covid-19. In English, US citizens are told what a lockdown is: «A lockdown is a restriction policy for people or communities to stay where they are, usually due to specific risks to themselves or to others if they can move and interact freely. The term «stay-at-home» or «shelter-in-place» is often used for lockdowns that affect an area, rather than specific locations». Content analysis of online texts leads to the conclusion that in 2020 a special vocabulary was actively functioning, with the appropriate definitions, which the media described as a «dictionary of coronavirus vocabulary». Media broadcasting is the deepest and pulsating source of creative texts with new meanings, phrases, expressiveness. The influential power of the word finds its unconditional embodiment in the media. Journalists, bloggers, experts, politicians, analyzing current events, produce concepts of a new reality. The world is changing and the language of the media is responding to these changes. It manifests itself most vividly and emotionally in the network sphere, in various genres and styles.
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8

Carlson, Lisa, and Karen Guzzo. Median Age at Last Birth. National Center for Family and Marriage Research, February 2021. http://dx.doi.org/10.25035/ncfmr/fp-21-05.

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Trends and differentials in the age at first birth are well-documented (FP-20-06). Given shifts and variation in completed family size (FP-20-04), it is also important to look at the age of last birth – that is, when do women stop having children – which has received very little attention. This profile investigates the median age at last birth among women at the end of their childbearing years, at 45-49 years old. Using the 2015-2019 cycles of the National Survey of Growth, this profile investigates the median age at last birth for mothers aged 45-49 by race/ethnicity, completed education, parity, and age at first birth.
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9

Tabinskyy, Yaroslav. VISUAL CONCEPTS OF PHOTO IN THE MEDIA (ON THE EXAMPLE OF «UKRAINER» AND «REPORTERS»). Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11099.

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The article is devoted to the analysis of the main forms of visualization in the media related to photo. The thematic visual concepts are described in accordance with the content of electronic media, which consider the impact of modern technologies on the development of media space. The researches of the Ukrainian and foreign educational institutions concerning the main features of modern photo is classificate. Modifications and new visual forms in the media are singled out. The main objective of the article is to study the visual concepts of modern photo and identify ideological and thematic priorities in photo projects. To achieve the main objective in the article a certain methodology were used. Due to the historical-theoretical description it was possible to substantiate the study of visual concepts. The conceptual-system method was used to study the subject of media photo projects. The main results of the research are the definition of visual concepts of photo on the example of electronic media and the identification of the main thematic features in the process of visual filling of the media space. Based on the study, we can conclude that today the information field needs quality visual content. For successful creation of visual concepts it is necessary to single out thematic features of modern photo and to carry out classifications on ideological and semantic signs. Given the rapid development of digital technologies, the topic of the scientific article we offer is relevant for scientists, journalists, media researchers, visual journalism experts and photojournalists. Modern space is filled with a large number of pictorial materials, which in most cases form specific images, patterns or stereotypes in the mind of the reader (viewer). Also important is the classification of photo used in journalistic publications. That is why there is a need to explore the content and principles of distribution of ideological priorities of photo in the media. The substantiation of scientists about the important place of photography in the modern media space and the future development of visual technologies, which already use artificial intelligence, is relevant.
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10

Carlson, Lisa. Homogamy in U.S. Marriages, 2019. National Center for Family and Marriage Research, March 2021. http://dx.doi.org/10.25035/ncfmr/fp-21-06.

Full text
Abstract:
Trends and differentials in the age at first birth are well-documented (FP-20-06). Given shifts and variation in completed family size (FP-20-04), it is also important to look at the age of last birth – that is, when do women stop having children – which has received very little attention. This profile investigates the median age at last birth among women at the end of their childbearing years, at 45-49 years old. Using the 2015-2019 cycles of the National Survey of Growth, this profile investigates the median age at last birth for mothers aged 45-49 by race/ethnicity, completed education, parity, and age at first birth.
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