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Nelson, Jackie M. "Sexually Objectifying Microaggressions in Film: Using Entertainment for Clinical and Educational Purposes." Antioch University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1564418191011389.
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Payne, Melissa Alyece. "Toujours Le Choix| The Role of Entertainment Education in Radicalization Prevention." Thesis, The American University of Paris (France), 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13871602.
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COSTA, LEANDRO DEMENCIANO. "WHAT THE ENTERTAINMENT GAMES HAVE THAT THE EDUCATIONAL GAMES DO NOT HAVE: PRINCIPLES TO PROJECT EFFICIENT EDUCATIONAL GAMES." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=11728@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRODeterminar a diversão e o entretenimento como prioridades de projeto de um jogo com finalidade pedagógica parecia um tanto incoerente. Mas esta decisão nasceu da percepção de que jogos de entretenimento, que divertem e entretêm seus jogadores, funcionam muito bem em ambientes de ensino e aprendizagem - isto é notável no RPG e no Xadrez, por exemplo. Deste desafio, nasceu um jogo com fim pedagógico - A Dama da Música - que se mostrou mais efetivo que muitos jogos projetados com este objetivo. Isto confirmou a percepção inicial e reforçou uma hipótese a respeito dela, motivando a pesquisa desenvolvida na presente dissertação. Apoiando-se fundamentalmente na ótica estruturalista da Gestalt, com Max Wertheimer e Kurt Lewin, e com o respaldo de Jean Piaget, iniciou-se uma investigação sobre casos onde a aplicação de jogos de entretenimento para fins pedagógicos produziu resultados muito acima da média dos jogos projetados com este objetivo. Guiada pela pergunta: O que os jogos de entretenimento têm que os jogos com fins pedagógicos não têm? a pesquisa desenvolveu-se por meio do estudo detalhado de jogos existentes no mercado que têm fins pedagógicos declarados. Realizou-se, também, uma análise do projeto A Dama da Música com a finalidade de compreender o método projetual realizado.
Determining fun and entertainment as priorities of a educational game project was a little bit incoherent. However, this decision has its source in the well function perception of the entertainment games, which give its players amusement and entertainment, in an educational environment - it can be realized in RPG games and Chess, for example. This challenge resulted in a educational game - A Dama da Música - which is more effective than many other games with the same purpose. This fact confirmed the initial perception and reinforced a hypothesis about it, motivating the research that is developed in this paper. Based on the Gestalt structuralist view, defended by Max Wertheimer and Kurt Lewin, and according to Jean Piaget`s endorsement, an investigation about the cases where the use of entertainment games for pedagogical purposes produced results much better than the average produced by the games projected to this objective was started. Guided by the question: What the entertainment games have that the educational games do not have?, the research was developed through a detailed study of the games that have pedagogical purposes. An analysis of the project A Dama da Música was also developed in order to understand the method used on its project.
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Karlsson, Tobias. "MOTIVATION AND LANGUAGE LEARNING IN ENTERTAINMENT GAMES : The Impact of Instructions." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-8251.
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This article strives to investigate the importance of instructions when using an entertainment game for language learning, and evaluate how instructions affect learning outcome and motivation. To narrow down the case study only one game and language was chosen, namely the popular entertainment game ‘Sly Cooper: Thieves in Time’ (Sanzaru Games, 2013) in Dutch. Eighteen test subjects were split into three groups, one group got no prior instructions to playing, one got basic instructions and the last got thorough instructions. They then played part of the game to afterwards answer questions regarding motivation and take a language test containing words and phrases from the game. The study showed a significant increase in language learning correlated to the increase of instructions, meanwhile also presenting a significant result indicating that instructions might have a positive effect on motivation when using ‘Sly Cooper: Thieves in Time’ to teach language.
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MacKinnon, Emily Margaret. "Music as an educational tool for HIV/AIDS : a comparative study." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/1537.
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This thesis is a critical comparative study of the ways in which music is being used as an educational tool for HIV/AIDS in Sub-Saharan Africa, Brazil, India, China, the U.S., and Canada.
Music for education is an aspect of a number of academic disciplines. I introduce the principles of Entertainment-Education and Participatory Communication, which are two methods of conveying education through entertainment. Music cognition, music philosophy, ethnomusicology, sociomusicology, and communication theory offer perspectives on why music is persuasive, emotive, and mnemonic.
I present analyses of music HIV/AIDS education efforts from many different regions that employ different methods of music transmission and different musical genres. Some are grassroots interventions, whereas others are large-scale, mass media efforts. I identify a number of high-level themes that emerge from the case studies: music involves the audience, music engages the emotions, music is culturally relevant, music is therapeutic and empowering, and music enhances memory.
The case studies highlight a number of specific elements that significantly enhance HIV/AIDS education efforts, elements that should be applied to Canadian efforts. The initiatives that are currently taking place are remarkable, but more efforts are needed to effectively combat the AIDS pandemic.
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Almeida, Felipe Neves de. "Jogo aplicado à educação: experiência escolar com Ensino Fundamental II." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/18187.
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Previous issue date: 2015-09-10This dissertation approaches the problem of implementing an educational project using a game with no clear educational goals or characteristics. It s a qualitative work based on a case study. Four methods of applying games in education have been identified and several projects using one of these methods have been analyzed. The goal of this dissertation is to implement and analyze an educational project that uses said method. This work is based on know authors of the field like Edgar Morin, Jean Piaget, Lev Vygotsky, Burrhus Skinner, Jerome Bruner and David Ausubel and on the field of games applied to education there are Barbi Honeycutt, John Hopson, Ricardo Mena, Brett Shelton e Eric Zimmerman. A modern vision about traditional theories. The analyses of educational projects and theories is used to formulate a teaching plan that is applied to high school students. This case study confirms the dissertation hypothesis: Experiences that balance focus on educational content and ludic elements result in greater meaningful learning, therefore increasing the effectiveness of the learning process
A presente dissertação aborda a implementação de um jogo sem características e objetivos claramente educacionais em um processo educacional. É uma pesquisa de caráter qualitativo embasada num estudo de caso. Foram identificados quatro métodos de se utilizar jogos na educação e analisou-se uma série de projetos que utilizam esses métodos. O objetivo dessa dissertação é implementar e analisar um projeto educacional utilizando um desses métodos. A dissertação tem base em teóricos conhecidos da área como Edgar Morin, Jean Piaget, Lev Vygotsky, Burrhus Skinner, Jerome Bruner e David Ausubel e no campo dos jogos para a educação utiliza Barbi Honeycutt, John Hopson, Ricardo Mena, Brett Shelton e Eric Zimmerman. Uma visão moderna sobre autores clássicos. Essa análise de projetos e teorias educacionais é utilizada na formulação de um plano de aula que foi aplicado em alunos do sétimo ao nono ano do ensino fundamental. A análise do caso confirma a hipótese dessa dissertação: experiências que equilibram o foco entre conteúdo educacional e elementos lúdicos resultam em uma aprendizagem mais significativa, potencializando o processo de ensino-aprendizagem
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Bonetti, Marcelo de Carvalho. "As imagens em movimento e sua contribuição para o ensino das ciências físicas no Brasil - 1800 a 1960." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-12072013-165752/.
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Neste trabalho pretendemos apresentar elementos históricos dos caminhos percorridos pela educação e pelos audiovisuais no Brasil, dos que vieram importados e daquelas que foram produzidas aqui e, que retrataram temas correlatos ao ensino da Física, buscando elementos desta trajetória desde o Império com a chegada ao Brasil das primeiras imagens animadas, até aqueles produzidos especificamente para projetos de ensino de Física empregados no Brasil na década de 1960. Procuramos identificar as transformações e as políticas educacionais desde o império no Brasil até a década de 1960, quando são introduzidos no Brasil os projetos de ensino de física, e neles filmes educativos especificamente realizados como parte integrante do processo de ensino. Também identificamos as transformações dos programas de ensino de física do ensino secundário no colégio Pedro II, que serviram como referência para o ensino secundário em todo País, a fim de identificar os conteúdos presentes no ensino de física e que foram tratados em audiovisuais. Dedicamos atenção ao ensino primário de ciências físicas, com especial atenção ao método intuitivo, identificando possíveis contribuições dos primeiros filmes mudos. Foram investigadas as contribuições do Instituto Nacional do Cinema Educativo para o ensino das ciências físicas, tanto aqueles temas diretamente ligados à física, como aqueles ligados à física aplicada. Por fim foram identificados filmes vinculados a projetos específicos para o ensino da física. Assim buscamos contribuir para que o estudo dos audiovisuais que divulgaram ciências físicas colabore com o melhor entendimento da educação no Brasil.This study intends to identify elements of the historical paths taken by education and audiovisuals in Brazil, produced both inside and outside of the Country, related to physics teaching, searching for elements since the empire period with the firsts animations, until those produced in the 60`s for physics teaching in Brazil. We aim to identify the educational transformation and teaching methods, since the empire time until the 60´s, when projects for physics teaching are introduced in Brazil, along with educative movies for this specific purpose. We also identified the transformation of teaching programs at Pedro II secondary school, which were used as a reference for secondary school in the whole Country, trying to identify all contents of physics teaching that were presented in audiovisual format. We dedicated special attention for the primary physics teaching, specially related to senses education, searching possible contribution from the first\'s mute movies. The contributions of physics teaching from The National Educative Cinema Institute where also looked into, regarding to physics and applied physics. At last, movies related to physics teaching propose has also been searched. We aim that the study of audiovisuals, that helped spreading physics sciences, help with a better comprehension of education in Brazil.
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Jonsson, Sandra. "Are games more than fun? : Motivational aspects on digital games." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-63288.
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Games are increasingly becoming a powerful and effective tool for training. The use of games as a training tool increase intrinsic motivation which enhances learning. This study concerns why people play and why they continue play. The study consists of two parts; a focus group and a web questionnaire. The results suggest that people prefer playing together with others, and that they play mainly because of entertainment, fellowship and pastime. Results also show that the participants come to an agreement of five different characteristics a game must have in order for the participants to play; a pleasant game feeling i.e.- effects like sounds, characters and environments, variation in tasks, successively increased difficulty, a exciting story and that the game must be understandable. These findings are important because these are factors that game designers must take into consider when designing training games. After all, entertainment and intrinsic motivation in games is some of the general reasons why people play and why they learn, and therefore, a game only designed for training is doomed to fail.
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McClure, Kendra M. "Hidden in plain sight : an examination of entertainment-education /." View online, 2010. http://repository.eiu.edu/theses/docs/32211131575802.pdf.
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Arnold, Nathan S. "Reexamining Deus ex Machina: Artificial Intelligence, Theater, & a New Work." Ohio University Honors Tutorial College / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1569001838298508.
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Widmark, Annica. "The success of Amah - Communicating AIDS prevention through entertainment-education." Thesis, Malmö högskola, Institutionen för konst, kultur och kommunikation (K3), 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23063.
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NETO, VICENTE CORREA DA SILVA. "A JRPG GAME PLATFORM WITH THE PURPOSE OF EDUCATION AND ENTERTAINMENT." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2016. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=28684@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRONeste projeto, inspirados pelas áreas de Pedagogia e Entretenimento, buscamos criar uma plataforma de desenvolvimento de jogos eletrônicos, cujo o objetivo é facilitar a criação de jogos educativos do sub-gênero JRPG (Japanese Role Playing Games), mais interessantes do que a maioria dos jogos educativos disponíveis no momento. O gênero RPG é, por definição, baseado em contação de histórias e interpretação de papéis, identificadas pela literatura como importantes ferramentas cognitivas capazes de estimular a imaginação dos estudantes, envolvê-los emocionalmente e despertar seus interesses por tópicos do currículo escolar tradicional. O sub-gênero JRPG, por sua vez, representa uma categoria especial de RPGs eletrônicos que, herda essas mesmas características educativas, mas possuem delimitações claras acerca de mecânicas de jogo e identidade artística. Tais delimitações são positivas no sentido em que funcionam como uma espécie de guia para que o desenvolvedor se oriente durante o processo de criação de jogos desta natureza.
In this project, inspired by the fields of Pedagogy and Entertainment, we aim to develop a digital games development framework in order to facilitate the creation of educational games of the sub-genre JRPG (Japanese Role-Playing Games), more interesting than the majority of educational games available for now. The RPG genre is, by definition, based in storytelling and role-playing principles, identified by the literature as important tools that stimulates the students imagination, engage them emotionally and arouse their interests for the traditional educational program. The subgenre JRPG, in turn, represents a special category of eletronic RPGs that inherit those same educational principles, but have well defined delimitations in respect of game mechanics and artistic identity. These delimitations are positive in a sense that they work as guidelines for the development process of this kind of games.
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Arendt, Kathleen [Verfasser]. "Entertainment-Education für Kinder : Potenziale medialer Gesundheitsförderung im Bereich Ernährung / Kathleen Arendt." Baden-Baden : Nomos Verlagsgesellschaft mbH & Co. KG, 2013. http://d-nb.info/1110061366/34.
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Miller, Brian G. "Effects of Entertainment-Education Versus eLearning on Pharmaceutical Sales Ethical Decision-Making." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5905.
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Ethics and compliance training of sales managers in the U.S. pharmaceutical industry showed little evidence that eLearning interventions developed to address employees' (a) awareness of unethical sales practices, (b) ability to judge a selling practice as unethical, and (c) intentions to speak up about unethical sales practices have had the desired effects. The purpose of this study was to compare the effectiveness of an entertainment-education video to an eLearning course, to improve ethical issue awareness, ethical judgment, and speaking-up behaviors in the pharmaceutical sales profession. Social cognitive theory and the extended elaboration likelihood model provided a theoretical framework for studying the effects of entertainment-education. The primary research question was, if entertainment-education programs can be used as an effective methodology to improve ethical decision-making and increase intentions to speak up, compared to a narrative-style eLearning course. In this quantitative study, 64 sales professionals from a U.S.-based pharmaceutical company were randomly assigned to either an entertainment-education video or an eLearning group to compare the effects of intervention format on ethical issue awareness, ethical judgment, and intentions to speak up, measured using two ethical scenarios and surveys. Although both treatments had a significant effect on behavioral intentions to speak up, there was only a moderate difference between the two groups t(62) = 2.20, p = .032 when participants observed a patient safety issue. Results from this study may impact social change by providing compliance managers with evidence to evaluate the use of entertainment-education strategies to increase sales representatives' intentions to speak-up when they observe behaviors that may put patient safety at risk.
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Ecker, Jordan Margaret-May. "Entertaining Education or Purely Entertainment: A Case Study of the Yorktown Victory Center." W&M ScholarWorks, 2014. https://scholarworks.wm.edu/etd/1539626744.
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de, Miguel Capell Jordi. "Looking for Amina: An experience on Forum Theatre. Entertainment-Education and participatory approaches." Thesis, Malmö högskola, Institutionen för konst, kultur och kommunikation (K3), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21229.
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This Master in Communication for Development thesis is based on the experience of "Amina's looking for a job", a Forum Theatre play created in 2007 - whith the help of her sons and an NGO- by a Moroccan woman who is discriminated by different institutions in her will to find a decent job in Catalonia, Spain. Through this case study, the essay explores the contributions of participatory approaches to Education-Entertainment field from a communication for social change perspective.
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Jones-Renger, Jill J. "Reading at their peril : dangerous entertainment from Wilkie Collins to Mae West /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488191124572393.
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Meeks, Lisa M. "COLLEGE STUDENTS PERCEPTIONS OF AND BEHAVIORAL INTENTIONS TOWARD A POPULAR MEDIA CHARACTER WITH QUALITIES OF ASPERGER SYNDROME." Cleveland State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=csu1398938713.
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Lavis, Simon Murdoch. "Moved to Learn: Exploring Eudaimonia and Comprehension in the Context of a Political Narrative." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1565989281057566.
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Connors, Lori Jean. "A report on an Arts Administration internship with the Foundation for Entertainment, Development, and Education." ScholarWorks@UNO, 2003. http://scholarworks.uno.edu/aa_rpts/17.
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I was an intern with the Foundation from January 2003 to October 2003. During this period, I assisted with the preparation and presentation of three major events produced by the Foundation: the Tribute to the Classical Arts, the Big Easy Entertainment Awards, and Reds, Whites, and the Blues. I also observed the organization's inner workings. Included in this report, is the documentation and the contributions of my internship, and the history, programs, organizational management structure, and challenges faced by the Foundation. This report concludes with comprehensive list of suggestions for the Foundation.
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Dupuy, Sandra. "Co-creation in serious digital game development: innovation and participatory method for entertainment-education." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23427.
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This research proposes to investigate the contribution that innovative development projects involving digital games can make to the field of entertainment-education (EE), which has been considered as a communication strategy falling under the media for development approach in the broader field of communication for development (Manyozo, 2012). Studies have shown that EE scholarship and practice is largely rooted in theories of individual behaviour change, but also that new theoretical perspectives deriving from participatory and empowering, as well as cultural approaches to communication are emerging in the field. The prevalence of innovation and of the application of EE principles to new mediums like digital games has also been brought to light (Obregon & Tufte, 2014). Digital games as a vehicle for EE have been analysed through the concept of serious games, or games with a utilitarian purpose, and from a behaviour change perspective (Wang & Singhal, 2009). The present research project aimed at reflecting on serious games and EE from a new perspective through the notion of innovation, and was conducted by means of exploratory and comparative qualitative case study. Findings show that innovation is closely associated with the notions of co-creation and participation. By focusing on a participatory approach to game design, innovative development projects involving digital games fit predominantly in emergent theories in EE, and combine elements of multiple approaches to communication for development, not principally the media for development approach.
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Brownlow, Rosalind. "Tales from the cardioverse : exploring the lived experiences of learning through online entertainment-education." Thesis, University of Huddersfield, 2015. http://eprints.hud.ac.uk/id/eprint/25439/.
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In the last decade entertainment-education has emerged as a key educational approach to promoting personal and social change amongst the general population in mass media contexts such as radio and television. Audiences of entertainment-education are commonly presented with educational messages embedded in soap-opera style dramas that are designed to prompt individuals to explore their values and beliefs and make positive choices about their actions and behaviours. Its use with learners in higher education is however limited and there is a paucity of research regarding its transferability to the online learning environment. In order to understand how nurses learn through online entertainment-education in the higher education context I interviewed nine registered nurses who had studied in these circumstances using Interview Plus technique. The interviews were taped, transcribed and subsequently analysed using Smith and Osborne’s (2003) steps for Interpretive Phenomenological Analysis. Parasocial learning emerged from nurse learners’ experience of entertainment-education as an active, reflective response to an emotional encounter between a nurse learner and an online character. It promoted changes in nurse learners’ attitudes leading them to act as change agents in the clinical environment. Alternatively nurse learners engaged in monophonic learning. This unilateral approach appeared lead to a reduction in their communicative capacity and their sense of therapeutic agency. The online learning environment appeared to enhance the experience of learning through entertainment-education by facilitating social support for learning. Nurse learners were able to increase their social capital through online social networking; a sense of identity concealment in the form of a virtual mask appeared to liberate them to participate. Some nurse learners however seemed to experience a sense of identity revelation in the form of a virtual window which inhibited their willingness to contribute. By promoting parasocial learning it seems entertainment-education has the potential to enrich the nursing curriculum. It places the patient voice at the centre of the educational experience and stimulates nurse learners to shape care. It seems entertainment-education can be usefully adopted in higher education with nurse learners. The online learning environment appears to be an appropriate media for learning through-entertainment-education. It affords an increase in social capital through meaningful social interaction and promotes freedom to participate through a sense of identity concealment. As liberation through identity concealment was not a universal experience approaches to identity concealment/revelation would need to be carefully considered. Monophonic learning emerged as an alternative experience of learning through entertainment-education. As the factors that influence the adoption of monophonic learning remain unclear they would benefit from further exploration.
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De, Lisle Jethro S. "Experiencing entertainment-education : the influence of transportation and identification on story-consistent beliefs and attitudes." Online access for everyone, 2006. http://www.dissertations.wsu.edu/Thesis/Summer2006/J%5FDelisle%5F060906.pdf.
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Wright, Kallia O. "Putting sugar diabetes on the table : evaluating "the sugar plays" as entertainment-education in Appalachia /." View abstract, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3372401.
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Emeka-Ogbonna, Caroline Obiageli. "An emancipatory approach in the use of entertainment in non-formal education for community change." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15996.
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Entertainment Education is a communication strategy widely used in non-formal community education for the purpose of inspiring behaviour and social change. As an international development strategy for educational interventions in mostly developing countries of Africa, Asia and Latin America, the practice is founded on persuasive communication aimed for the diffusion of ‘modern’ innovation. Entertainment Education has been commended for its efficiency in creation of awareness amongst target communities, but criticised for its inability to generate enduring practical change in the lives of the target community members. Situating this practice within Emancipatory Transformative Education, I interrogated the emancipatory principles of democratic practice in Entertainment Education as representational of an intercultural educational space. I did this with a sample case of Geenu Nti programme situated in Northern Nigeria and executed by an American centre for international development. My interaction with the programme stakeholders and audience through the use of semi-structured interviews, focus group discussions and documentary analysis revealed that despite efforts at participatory practice, the programme fell short of the key emancipatory values of intellectual equality and freedom in its educational content and process. This raised the need for the reconceptualization of current approach in the management of transformative change in individuals and communities and a relational concern with practitioners’ approach to emancipatory education in general. Drawing on the thoughts of emancipatory education philosophers like Freire, Rancière and Biesta as well as trialectic change philosophers like Bergson, Chia and Ford & Ford, I conceptualised the principles of a model of emancipatory educational change practice. These principles were then articulated into a realisable interactional space with ideas drawn from Ross and Harré to develop a Model of Emancipatory Education for Change which presents an equally creative and expressive inter-subjective communicative relationship between the educator and the ‘educandee’**. Here the educator, through democratic authority simultaneously challenges and nourishes the educadee’s freedom for autonomous growth within individual and collective existential realities, while equally navigating personal growth. The model furthers the idea of emancipation as a process of subjectification to a conceptualisation of emancipation as a process of subjectified socialisation. NB **: The term ‘educandee’ is adopted from Kivelä et al. (1995) and Biesta (1998) and introduced in the later part of the work to signify my concept of participants in communicative educational engagements. I use the term educandee to convey my concept of an educational participant who, under a relatively equal power relation with the educator, actively participates in the educational process as an autonomous individual creating response to own existential circumstances under the intentional support or guidance of a skilled practitioner. This represents the ‘educated’ which is generally my preferred term as against the ‘learner’ or ‘student’ that I deliberately avoided using except when presenting the ideas of other scholars and in their own terms.
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Harewood, Terrence O'Neal. "Struggling to find black counternarratives multiculturalism, black entertainment television, and the promise of 'Star Power' /." Oxford, Ohio : Miami University, 2002. http://www.ohiolink.edu/etd/view.cgi?miami1020349622.
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Thesis (Ph. D.)--Miami University, Dept. of Educational Leadership, 2002.Title from first page of PDF document. Document formatted into pages; contains 354 p. Includes bibliographical references (p. 336-354).
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Lei, Ming. "Entertainment education and gender how do they contribute to the prevention of teen and unplanned pregnancy? /." Online access for everyone, 2008. http://www.dissertations.wsu.edu/Thesis/Summer2008/m_lei_072108.pdf.
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Odirile, Shumie T. "Mareledi: An Audience-Reception Study of an HIV/AIDS Entertainment-Education Serial Television Drama in Botswana." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1461322756.
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Thies-Brandner, Yvonne Verfasser], Margrit [Akademischer Betreuer] Schreier, Klaus [Akademischer Betreuer] Boehnke, and Dagmar [Akademischer Betreuer] [Unz. "Let's Play it Safe! Entertainment-Education in the Digital Age : Developing and Testing a Digital Entertainment-Education Game about HIV/AIDS Protection for Female Adolescents / Yvonne Thies-Brandner. Betreuer: Margrit Schreier. Gutachter: Margrit Schreier ; Klaus Boehnke ; Dagmar Unz." Bremen : IRC-Library, Information Resource Center der Jacobs University Bremen, 2014. http://d-nb.info/108729519X/34.
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Harewood, Terrence O'Neal. "Struggling to Find Black Counternarratives:Multiculturalism,Black Entertainment Television, and the Promise of 'Star Power'." Miami University / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=miami1020349622.
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Schulz, Sandra, and Cornelia Schade. "Entwicklung und Evaluation digitaler Lernspiele: Wissenschaftliche Befunde jenseits des Entertainment." TUDpress, 2020. https://tud.qucosa.de/id/qucosa%3A73917.
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Ziel des Beitrages ist es, eigene wissenschaftliche Befunde aus vier Jahren Forschung zur Konzeption, Entwicklung und Evaluation digitaler Lernspiele1 für die betriebliche Aus- und Weiterbildung im sozialen Dienstleistungssektor vorzustellen. Die Darstellung der Ergebnisse erfolgt anhand von zwei aktuellen Projekten am Medienzentrum der Technischen Universität Dresden. In beiden Projekten wurden bzw. werden Serious Games für Führungskräfte im sozialen Dienstleistungssektor entwickelt, in welchen der Ansatz des spielerischen Lernens (vgl. Mangold, 2004) zur Vermittlung gesundheitsbezogener Themen herangezogen wird. Methodisch werden die Befunde entlang der Prozessschritte des Learning Experience Design (LXD) (vgl. Ahn, 2018) präsentiert.
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Nichols, Kristen M. "Examining the Effects of a Motion Comic Intervention on HIV-Stigma Among a Sample of Adolescent Men Who Have Sex With Men." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/iph_theses/299.
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INTRODUCTION: HIV disproportionately affects African Americans, Latinos, and gay and bisexual men of all racial and ethnicity groups. People living with HIV/AIDS experience stigma related to their disease. HIV/AIDS stigma can have detrimental effects on HIV prevention, testing and treatment. Entertainment-education is a health communication strategy that can be used to influence behavioral and social change in the population.
AIM: The purpose of this study is to evaluate whether a Motion Comic intervention, an EE strategy, can decrease H/A stigma in a sample of MSM adolescents aged 15-24.
METHODS: Participants were recruited from GA, FL, NY and CA using convenience sampling. A sample of MSM adolescents aged 15-24 (n=24) was used for this study. The study design is a one-group pretest-posttest intervention. Participants were shown the Motion Comic episodes. Participants completed pre- and post-viewing surveys to assess HIV/AIDS stigma. A summed variable was used as the outcome for total HIV/AIDS stigma. A paired samples t-test was used to measure a statistically significant difference in HIV/AIDS stigma from pretest to posttest.
RESULTS: There was a statistically significant decrease in HIV stigma from pre-viewing survey (M = 9.87, SD = 3.49) to post-viewing survey (M = 8.65, SD = 2.48), t (22) = 2.01, p < .0285 (one-tailed). The mean decrease in HIV stigma scores was 1.22 with a 95% confidence interval ranging from 0.177 to 2.248. The eta squared statistic (.16) indicated a large effect size.
DISCUSSION: Results from this study show that viewing the Motion Comic may reduce HIV/AIDS stigma related to casual transmission of HIV and values, such as blame, shame and judgment, in MSM adolescents.
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Chaikin, Eric Justin. "An Assesment of Historic and Contemporary Models of Native Representation from Ethno-Entertainment Films to Experiential Education Films." Thesis, Montana State University, 2006. http://etd.lib.montana.edu/etd/2006/chaikin/ChaikinE0806.pdf.
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Ethno-entertainment is a term that makes apparent the merger of entertainment and science in the depiction of the Native presence in film. This approach to filmmaking is assessed and is determined to be defunct. Experiential-education filmmaking is offered as an alternative approach. It is suggested that Native science can inform this approach in a way that allows a contextual understanding of Native language and culture. My video thesis work, K'anecho'xdekdiigh- I'm Not Going to Teach You, is suggested as an example of how the prominence of Native science may promote survivance rather than perpetuate ethno-entertainment's focus on absence.
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Makwambeni, Blessing. "Re-appraising entertainment-education praxis and reception in subaltern spaces: the case of Tsha Tsha in South Africa." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1015380.
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The entertainment education (E-E) strategy has gained currency in development communication scholarship and praxis. However, the theoretical treatment of the strategy has mostly emphasised questions of effectiveness thereby paying minimal attention to substantial resistances encountered at the message reception level. This study investigates the praxis and reception of the E-E television drama Tsha Tsha. It uses the Cultural Studies approach and reception theory to explore the consumption of Tsha Tsha by subaltern black South African youths located within specific socio-historical contexts. Audiences’ negotiated readings were used to critique the assumption that E-E messages are ‘unproblematically’ received by target audiences. Tsha Tsha’s E-E strategy and its theoretical and methodological inputs were also appraised with a view to locating the intervention within the trajectory of E-E and development communication interventions. The emerging insights were critical in understanding whether contemporary E-E interventions have transcended modernisation practice. While the focused synthesis approach, consisting of qualitative content analysis, document analysis and literature review, was used to evaluate Tsha Tsha’s use of the E-E strategy, reception analysis comprising of focus group discussions and follow up in-depth interviews with selected subaltern black South African youths was employed to explore viewers’ social production of meaning from the media text. This process enabled the study to identify the locus of meaning between the two contenting poles: the media text and situated readers. The study’s findings indicate that some contemporary E-E interventions have transended ‘modernisation practice’. Their conceptual and methodological approaches have embraced the central tenets of communication for social change. The results from the reception study also clearly indicated that E-E enterventions face resistances in subaltern discursive spaces. Situated readers’ negotiation of Tsha Tsha showed that viewers are not passive readers of E-E texts. Rather they are engaged in an ongoing process of re-interpreting and resisting the ‘preferred text’. Audiences situated discourses and lived experiences at times provided alternative frameworks through which the ‘dominant meanings’ were re-interpreted and even opposed.
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Kwok, Oi-yan, and 郭靄恩. "Media reporting on psychosis : a study of entertainment television in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206599.
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Background
Mental illness is one of the most stigmatized conditions in our society. Since 1990, Yankelovich [1] revealed that the mass media, including television and broadcast news, are the primary source of information about mental illness. The media are believed to play a major role in contributing to mental illness stigma via the images they portray of characters with mental illness as well as the misinformation communicated, inaccurate use of psychiatric terms, and unfavorable stereotypes of people with mental illness according to Wahl’s study [2]. However, little is known about the influence of Hong Kong media especially the TV broadcast. Therefore, this study is going to investigate Cantonese TV dramas which related on psychosis, which strongly influence the public recognition of the illness.
Objective
The objective of this study is to1)analyze the selected terms ‘ 痴線’ , ‘精神病’ ‘思覺失調’ and ‘精神分裂’ which were related to mental illness that present in the target dramas; 2) to investigate negative images of mental illness in the Cantonese TV dramas; 3)to investigate the relationship between the characters and the terms.
Method
This study investigated the domestic free television program service licensees TVB about the drama series they provide within 2001 to 2012 which broadcasted during 8pm to 10:30pm. The dramas in year 2001, 2002, 2006, 2007, 2011 and 2012 would be chosen. The terms‘ 痴線’ , ‘精神病’ ‘思覺失調’ and ‘精神分裂were selected to be analyzed. All episodes were classified by category and analyzed quantitatively.
Results
the term of痴線still remained the highest than other terms within the same period of these six selected year. In year 2007, the term of ‘思覺失調’ started being used 0.7% but still in a low frequency comparatively to 痴線13.3% and 精神病1.9Similar results were found in the year of 2011 and 2012. There was a decreased in using 痴線, from approximately 30 % to 10% from 2001 to 2012. There was also an obvious decrease in using the term of ‘精神病’ from 10% to 1% from 2001 to 2012. In general, many of the references to mental illness were about a character's actions in a situation rather than a character's nature or mental state. Characters who received these terms were depicted negatively in the majority of occurrences.
Conclusion
The stigma of psychiatric illness is a negative factor in its presentation, detection and treatment. The mass media’s power to impact public perception and the degree to which people are exposed to media representations makes the mass media one of the most significant influences in developed societies. Many studies including this study showed that the media tends to skew reality. People with mental illness were depicted in negative ways and it damaged their self-esteem as a result, they would not going to seek treatment.published_or_final_version
Psychological Medicine
Master
Master of Psychological Medicine
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Terzic, Marilyn. "When education becomes entertainment : the effects of heavy viewing of content light programming on instructional television comprehension and recall." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0021/MQ54252.pdf.
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Weber, Candice J. "The Process of Writing and Performing in a Live Wildlife Show." University of Akron / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=akron1145241110.
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Peirce, L. Meghan. "Botswana's Makgabaneng: An Audience Reception Study of an Edutainment Drama." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1304698745.
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Shiller, Elizabeth A. Shiller. "I Don’t need a Medical Degree, I Watch TV." University of Akron / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=akron1527540526477336.
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Gorabi, Aline, and Goitom Aida. "#BlackLivesMatter : - Kändisars bidrag till spridning av rörelsens budskap genom medverkan på bilder." Thesis, Uppsala universitet, Institutionen för informatik och media, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-325661.
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Research question: 1. How have famous people in images contributed to the spread of #BlackLivesMatter’s message? 2. How can the content in the image be tied to the BlackLivesMatter movement. Aim: The aim of this study is to research how famous people have appeared in images and in a what way they have contributed to spread of #BlackLivesMatter’s message Method and material: A case study will be performed on the collected material from two specific case-events that are affiliated to the movement. The material will be analyzed with a semiotic method with guidelines by Hansen and Machin (2013). All material is collected online and consists pictures that can be connected to BlackLivesMatter on a denotative or connotative level. Main results: This study's result showed that different types of performances and appearances with famous people contributed to spreading BlackLivesMatter’s message. The contribution was visualized through performances, posing at events and music videos, and use of different objects such as clothing, people, hands, and/or posing that created connotative association which could be connected to the BlackLivesMatter movement.
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Kawooya, Tina. "One Sound Bite at a Time: Examining the Discourse of the Representation of People Living with HIV/AIDS on an Entertainment-Education Drama RockPoint 256." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/24002.
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The objective of this thesis is to examine the meaning of the language used in an Entertainment-Education (E-E) radio serial drama RockPoint 256 (RP256) and its representation of People Living with HIV/AIDS (PLHA) and HIV/AIDS. The theoretical framework that is used to guide this study is the Cultural Studies perspective. Using Cultural Studies is instrumental to a study such as this that looks to find the source of meaning in RP256’s discourse (Hall, 1993, 105).
The methodological research design used is discourse analysis that examines the oral and written data of RP256. Discourse analysis “focuses on the way language is used, what it is used for, and the social context in which it is used” (Punch, 1998, 226). There were two types of discourse analyses used. Gee’s (1999) discourse analysis is used to analyse the linguistic nature of the texts at a micro level while, Fairclough’s (1989) discourse analysis is used to observe the overarching meaning of the discourse found in RP256 at the macro level.
The analysis of the data indicates that the representation of PLHA is a product of the societal and cultural markers that are a result of ideological labels given to HIV/AIDS and PLHA. The study concludes that PLHA are ostracised, stigmatized, live in poverty and are mostly women. The societal and cultural markers indicate that HIV/AIDS is still viewed as a plague and as a result PLHA are often silenced, marginalized, and discriminated against in Uganda.
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Stevens, Dawn Helen. "Live interpretation : an asset, or an indulgence? : in the fields of education and entertainment, how valuable is live interpretation as an effective tool of communication?" Thesis, University of Plymouth, 2000. http://hdl.handle.net/10026.1/2313.
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This thesis aims to assess the value of live interpretation as a tool of communication, by treating it as a form of design, and by comparing examples of practice in the field with other contemporary design techniques. Chapter two lists a selection of active practitioners across the field of informal and formal education, and entertainment within the area of Britain's cultural heritage. It provides a taste of the professional industry, and includes information like how many interpreters are employed, what techniques they favour, and what educational programmes they run. Likewise in the voluntary /hobbyist sector, the chapter notes membership numbers, public activities, and training facilities. Chapter three establishes the communication model against which the technique can be assessed. Chapter four concentrates on the practical value of the technique as a tool of communication, assessing its ability to adapt to visitor needs, to establish a communication channel, remain focused, to develop and to cope with visitor orientation. It also questions its practical and mental durability. Chapter five looks at motivation and links the public popularity, both as consumers and practitioners, of live interpretation with the growth of the movement towards 'bottom up' history, which the author phrases as, 'history for the people, about the people, by the people.' One of the main problems governing the quality of practice in the field stems from the uneasy relationship of the two parents of live interpretation: education and entertainment. Both of these areas run as themes throughout the work. Chapter six raises the question of the power invested in interpreters, what it means, where it comes from, and how its subsequent responsibilities are being met. The conclusion asks why should improvements be made, and what sectors are in greatest need of improvement. It includes a suggested agenda for a code of practice for the future.
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Hampton, Kathryn Elizabeth. "El Uso de la Propaganda Pol¿¿tica en las Telenovelas de Una Venezuela en Crisis." Ohio University Honors Tutorial College / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1342408798.
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Sengupta, Ami. "ENACTING AN ALTERNATIVE VISION OF COMMUNICATION FOR SOCIAL CHANGE IN THE PERUVIAN AMAZON." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1178730094.
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Gallo, Josie Eve. "The role of film in maternal health communication in low-income countries : An analysis of ‘Di Kombra Di Krai (Cry of a Mother)’ – a maternal health drama in Sierra Leone." Thesis, Malmö universitet, Malmö högskola, Institutionen för konst, kultur och kommunikation (K3), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39257.
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Maternal mortality rates in low-income countries remain high and almost two thirds of global maternal deaths are in sub-Saharan Africa (WHO, 2019). Communications interventions such as media and entertainment education initiatives could help improve maternal health outcomes. The aim of this research is to explore this area further; focusing on the case study of ‘Di Kombra Di Krai (Cry of a Mother)’, a maternal health drama produced in Sierra Leone in 2020. The research utilises interviews with key stakeholders in the production, and content analysis, to understand why film is an appropriate medium of communication for maternal health, the processes involved, and the benefits to the participants. This research aims to provide further information that will be beneficial for communication for development professionals and organisations on the role of film in maternal health communication in low-income countries.
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Castillo, Judy L. "A Comparative Historical Analysis of Post-war Moral Panics and the Construction of Youth from 1938 to 2010." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3025.
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For the past 50 years, various moral panics have emerged in response to concerns about children and teens. In particular, interest in entertainment appealing to youth has been the focus of social and legislative changes aimed at protecting youth from increased sexual and violent content associated with comic books, music lyrics, Internet content, and film and television.
The intent of this study is to compare the emergence and progression of moral panics related to entertainment appealing to youth, such as comic books, music lyrics, the Internet, and film and television, since 1938 to 2010 to better understand the ways we construct youth in the context of moral panics. Cohen's 1972 model of the progression of moral panics was used to compare reactions to entertainment appealing to youth over a 50-year period of time to determine if they followed similar patterns.
Cohen's 1972 model was also used to examine the various ways youth is constructed during moral panics. The model clearly exemplifies that reactions to the entertainment genres examined in the study do follow Cohen's (1972) pattern. Whereas the comic book and music lyrics were easier to track, technology complicated tracking of responses when examining reactions to Internet and film and television.
Conclusions are drawn that how youth is constructed in the context of moral panics is closely related to how adulthood and parenthood is constructed. When parenting habits come under scrutiny, it appears that youth are viewed with suspicion as delinquents; on the other hand, when outside issues or events are targeted as problematic, youth are viewed as in need of protection. Thus, the construction of youth in the context of moral panics appears to be as focused on parenthood as it is on childhood or adolescence.
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Koide, Emi. "Por um outro cinema - jogo da memória em Chris Marker." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/47/47131/tde-09092011-152805/.
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O presente trabalho é uma reflexão crítica sobre o estatuto da imagem e sua relação com amemória e a história na sociedade contemporânea, em que a influência dos meios de comunicação demassa, da indústria cultural e dos recursos audiovisuais é dominante. Em contraponto a essa produçãoaudiovisual, que produz consenso acerca da memória e da história, impondo uma espécie depadronização das experiências, examinou-se como uma outra produção cinematográfica pode servircomo meio de um aprendizado crítico frente às mudanças da percepção humana com o advento denovas tecnologias, tal como apresentado por Benjamin no ensaio A obra de arte na era dareprodutibilidade técnica. A partir da interpretação do ensaio de Benjamin por Miriam Hansen, tratousede refletir sobre o conceito de mimese desdobrado em jogo e semelhança que propicia aoaparato cinematográfico a possibilidade de emancipação de uma repetição infernal e perversa,regulando uma nova relação entre ser humano e máquina voltada para a criação não destrutiva ecrítica. Através da produção fílmica de Chris Marker, deparou-se com um cinema em que a montageme a organização da sintaxe fílmica podem criar novas constelações de sentido e abrir brechas para umapossível perlaboração da memória, pois a imagem em conjunção com o texto incita a reflexão sobre ahistória e sobre a própria imagem. Na análise de filmes, fotografias e textos de Marker, procurou-secompreender o modo de articulação de imagem e som em seus trabalhos, levando em conta asconsiderações de Benjamin sobre o cinema e sobre a história.!No cinema de Marker, o trabalho é o dejustamente converter o cinema em antídoto contra a dominação, fazendo com que o aparato se voltecontra a ilusão falseadora, denunciando os próprios modos de produção de imagens e da história. Suamontagem se realiza através de uma mimese da memória criativa um agenciamento de imagens esons que cria conjunções dialéticas, que desperta para o que foi esquecido e provoca a reflexão.This thesis is a critical treatment of images and their relationship to memory and incontemporary social history, specifically the influence of the mass media where audiovisual media aredominant in industrial culture. Mainstream audiovisual production creates consensus of memoriesand accepted history by imposing standardization of experience, in contrast this thesis focuses on ananalysis of a different practice within cinematography which, through developing critical reflection,highlights how human perception has changed due to the adoption and influence of new technologies:ideas put forward by Benjamin in his essay The Work of Art in the Age of Its Technical Reproducibility. Miriam Hansens interpretation of mimicry, developed by play and similarity, is astarting point for this thesis. Herein it is proposed that cinema has the ability to free itself from endlessand perverse repetition, establishing between humans and technology a new relationship that is criticaland non-destructive. By investigating the syntax in Chris Marker films, which consider history andimages, this thesis aims at a possible working-through process as to how cinema could enablememory. Benjamins writings about cinema and history are explored by analysing Markers films,photographs and texts; understanding is sought through the manner of his articulation of image andsound. In Markers films, the purpose is to fairly convert the cinema into an antidote againstrepression, by turning his cameras on the illusions and denouncing those same production methodsused to make false images and history. The montage of his images mimics a creative memory, anarrangement of sounds and images that create dialectic connections; his work awakens what had beenforgotten and provokes reflection.
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Heinrich, Anselm Carl Adolf Maximilian. "Entertainment and education : a comparative study of an English and a German provincial theatre : the Städtische Bühnen in Müster and the Theatre Royal in York between 1925 and 1945." Thesis, University of Hull, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411912.
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Rosa, Alexandre Machado. "Programação esportiva na TV Brasil = a influência da ideologia e indústria cultural." [s.n.], 2010. http://repositorio.unicamp.br/jspui/handle/REPOSIP/274730.
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Orientador: Lino Castellani FilhoDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação Física
Made available in DSpace on 2018-08-17T08:40:03Z (GMT). No. of bitstreams: 1 Rosa_AlexandreMachado_M.pdf: 815851 bytes, checksum: 1a963b2e494a4399203e8b33593c6f0d (MD5) Previous issue date: 2010
Resumo: Este trabalho analisa a programação esportiva da TV Brasil desde sua criação em 2007. Ao percorrer os mecanismos ideológicos dominantes, percebemos que a indústria cultural e sua ideologia são aplicadas na forma e no conteúdo da programação esportiva das emissoras abertas comerciais. Há fortes evidências de que este domínio se estende à TV Brasil, apesar de os meandros que permitiram a sua criação implicarem em uma ruptura com o modelo comercial hegemônico. Este pressuposto seria a condição básica para a TV Brasil cumprir seu papel histórico, qual seja: o de construir conteúdos culturais, educativos, de informação, de entretenimento e esporte acessíveis em sinal aberto a toda a população brasileira. Nas raízes do aparecimento da televisão no Brasil, notamos o papel agressivo da iniciativa privada, em 1950. Sob a liderança de Assis Chateaubriand, surgiu o modelo de TV materializada na criação da TV Tupi. Nasceu assim o modelo jurídico hegemônico e o determinismo do mercado de como deve ser a TV no Brasil, dando sequência ao que já havia sido feito na Era do Rádio. O Estado curvou-se durante 60 anos a esta lógica. O entretenimento televisivo se impôs como negócio, absorvendo o esporte e a circulação de informações, chegando a colocar em disputa aberta os interesses das empresas de comunicação, como ocorre entre Globo e Record. Neste devir, a Educação Física perdeu o domínio do esporte que se tornou transversal a todas as áreas do conhecimento, e é um dos maiores fenômenos sociais da humanidade. Na atualidade converteu-se em produto caro na grade das emissoras comerciais. Sua chegada à TV Brasil mistura-se com a falação, a captação e edição de imagens, uma velha receita utilizada pelas TVs. O roteiro reproduzido pelas emissoras comerciais apoia-se no legado deixado por Leni Riefenstahl e aperfeiçoado pelo documentarista Bud Greenspan, responsáveis estéticos pelo primeiro e atuais registros de eventos esportivos. Este trabalho busca, ainda, compreender os detalhes que envolvem as escolhas feitas pela TV Brasil, sempre na perspectiva de alteração desta condição. A experimentação e a ousadia ainda não ocuparam as mentes dos diretores e produtores da programação geral e esportiva da emissora. Arnaldo Mexas, editor de esportes da TV Brasil também concorda com a necessidade de poder ousar mais. A tese está contida nos apontamentos feitos nos documentos dos Grupos de Trabalho, criados no I Fórum das TVs públicas, sobre Programação e Modelo de Negócios, o documento afirma que: "É preciso pensar na formação e na qualificação profissional que faz a TV pública. É preciso formar profissionais com espírito público dentro dessas TVs", e vai além quando aponta que essa política irá impactar a formação crítica dos telespectadores com a mudança de paradigmas que orientam a produção dos conteúdos
Abstract: The paper seeks to analyze the sports programming on TV Brasil since its creation in 2007 through a comparison with the historical and ideological mechanisms that determine the sports programming on commercial stations. The benchmarks takes into consideration the aspects around the advent of television in Brazil, through the private initiative in 1950 until the constitution of the so-called culture industry, a term coined by intellectuals from the Frankfurt School and the emergence of the public TV field centralized by TV Brasil. Under the logic of television entertainment and the deals involving media companies, sports, which is a phenomenon of great social interest, became one of the main products sold in the grid of the commercial broadcasters. But what is its role in the public broadcasting? The details that determine the choices and the sports content that form the current grid of TV Brasil and the identification of possible paths that could change this condition. Experimentation and audacity are the only alternatives to escape the detected common sense that guides the producers of the programming, thesis which receives the consent of the sports editor of TV Brasil, Arnaldo Mexas, and had already been identified by documents from the working groups created at the I Forum of Public TV, which states in item 2 of the working group on Programming and Business Model that "We must consider the training and qualifications that make public television. We need to train professionals in the public spirit of these TVs" and goes further when he points out that this policy will impact the critical formation of the viewers. In addition, it is necessary to involve the area of Physical Education in the understanding and influencing of the concepts presented by the sport on TV Brasil
Mestrado
Educação Fisica e Sociedade
Mestre em Educação Física
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Gibbons, Laura. "Participatory Edutainment in Practice : A Case Study of Wan Smolbag, Vanuatu." Thesis, Malmö universitet, Malmö högskola, Institutionen för konst, kultur och kommunikation (K3), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39015.
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Entertainment-Education (EE), or ‘Edutainment’ as it has come to be known, is a prominent discipline and communicative practice, both in international and community development, and is utilised to address social issues and culturally specific norms, some of which may be taboo or harmful. This research sets out to explore the application of edutainment, in particular Theatre for Development (TfD), through an examination of its practice in a Pacific context; namely, a case study of Wan Smolbag Theatre (WSB), a grassroots NGO based in Vanuatu. Using tangible examples of WSB’s theatre work, the interplay between listening, participation, and dialogue will be examined as they bear on WSB’s diverse operations in Vanuatu. It will also be suggested that edutainment and TfD sits at the intersection of communication, culture and development and in fact, requires all three elements in order to be realised. Through its use of edutainment and TfD, WSB’s core strength lies in its sensitivity and responsiveness to both culture as aesthetic activity and as a way of life, enabling a dialogic, participatory approach that provides a stage for subaltern community voices to identify issues, and importantly, solutions to their own problems. The Pacific Region poses a complex landscape for development research and the same applies in the area of communication for development and social change. Due to its vast geographical area but often small population sizes, Pacific-focused research and data can be difficult to source, both of a qualitative and quantitative nature. This study aims to address one such gap, while also attempting to situate this research in the wider historical context of edutainment.