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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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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
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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.
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Cooper, Kathryn E. "Narratives and the Environment: The Influence of Values and Message Format on Risk Perceptions." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366298843.
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Carciotto, Sergio. "Assessing the role of Development Communication in fostering social change: the case study of Sesotho Media and Development (SM&D)." Thesis, University of Western Cape, 2013. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3147_1391500511.
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A number of programmes have been implemented in the field of development communication, with the specific aim of promoting social change among communities, and a series of studies have illustrated the positive effects of entertainment-education (EE) interventions on individuals variety of fields, including health, agriculture and sustainable development, and make use of a different range of media such as radio, television and theatre. In line with the theory and conceptual framework of the Integrated Model of Communication for Social Change (IMCSC), this research is intended to explore, empirically, how development communication programmes can foster collective action amongst community members. The research is based on a case study of Sesotho Media &
Development (SM&
D), a nongovernmental organisation that has been operating in Lesotho, using media to promote social transformation and individual change. For the past 10 years, SM&
D has been working in Lesotho using a methodology based on facilitated documentary screening with a specific focus on HIV/Aids-related issues, combined with capacity building programmes aimed at training facilitators among support groups, youth groups and prison inmates around the country. Both quantitative and qualitative research methods of enquiry were employed throughout the research. Common research tools used include questionnaires, semi-structured interviews, focus group discussions and observation. In addition, a variety of secondary sources of information, including evaluation reports, funding proposals and journal articles were reviewed. The results of the study reveal that development communication initiatives are able to foster collective forms of action by increasing the level of
efficacy
amongst the audience. Conclusions highlight that participatory development communication with an educational aim allows people to identify problems and to strategise and mobilise resources for collective action.
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Ekdahl, Jonna, and Martinsson Cajsa Mosbakk. "Not applauding the gay topic : Mexican Telenovela, communicating social learning?" Thesis, Linnéuniversitetet, Institutionen för medier och journalistik (MJ), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-52002.
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Social learning is a key element in the methodology used in the Mexican telenovela Ultimo año, and suggest that people can adopt behaviour from watching television. An important aspect of social learning are role models to identify with and/or learn their behaviour, hopefully changing their behaviour. Entertainment Education is a tool to educate through entertainment like TV shows, and are often used to teach about health issues. Mexico legalized same sex marriages in the first state only five years ago. The culture is characterized by the “macho” machisimo culture. Therefore the study aims to treat homosexual youth in Mexico. The study investigates the Mexican gay’s youth reception on the show “Ultimo año”. This show aims to reach behaviour changes concerning issues such as reproductive health, gender based violence, violence and other health related issues. The study finds that the respondents are unable to identify with the characters and events to a large extent in Ultimo año. However, they can recognize some events in the show, as well as some characteristics that are portrayed. Our study shows that homosexuality is poorly represented in the show and the characters are too wealthy to appeal to our respondents. According to our respondents the show does not reflect Mexican youth in the correct way. Respondents thought that homosexuality was portrayed in a negative way, which did not support being gay or “coming out”. The lack of identifying negative feelings of the heteronormative narrative, along with the representation of homosexuality, therefore affecting the respondents in a way the effect would be no participation in social learning. Therefor unable to achieve the behaviour change that the show is aiming towards. The study is based on one focus group and three personal interviews. The theoretical background for this study contains Stuart Halls encoding/decoding model, Albert Banduras theory about social learning, Miguel Sabido´s Methodology and previous research on reception studies by Martina Ladenorf, Thomas Tufte and Sonia Livingstone.
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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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Chagas, Marcos Antonio Macedo das. "Animação Cultural: uma inovação pedagógica na escola pública fluminense dos anos 1980." Universidade do Estado do Rio de Janeiro, 2012. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=5277.
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Esta pesquisa, de cunho bibliográfico, apoiada em entrevistas semi-estruturadas, busca em seu conjunto analisar a trajetória histórica da educação pública no surgimento da modernidade e sua organização no Brasil, em meio a processos conflitivos de liberalismo e democracia que produziram um movimento econômico desigual e combinado, portanto concentrador de riqueza para os de cima contra os de baixo. Tal modelo de sociedade fez predominar entre nós uma escola marcada pela dualidade plena de recursos para os ricos e precarizada para os empobrecidos economicamente. No entanto, o esforço de superação desta mazela educacional apareceria em dois momentos: na consecução da Escola Parque de Anísio Teixeira, nos anos 1950 e na materialidade dos Centros Integrados de Educação Pública (CIEPs), implantados por Darcy Ribeiro em 1983. Prática construída a partir da ideia anisiana de inclusão das massas populares como um direito republicano, até então fragilizado. Ambos os projetos, por interesses contrários de uma elite conservadora, seriam politicamente abandonados. Com vistas a não permitir o apagamento histórico destas conquistas, reforçando-as como ação permanente a favor das classes populares priorizamos, no recorte do objeto de estudo, o programa de Animação Cultural instituído na escola pública fluminense dos anos 1980. Proposta inovadora na educação brasileira, visando reconhecer as experiências culturais das populações que residiam próximas aos CIEPS no estado do Rio de Janeiro como expressões éticas, estéticas e sociais emancipatórias. Tal proposição teve como mérito permitir que os saberes populares passassem a conviver com o conhecimento produzido na escola e vice-versa. Assim, Darcy Ribeiro através do Programa Especial de Educação (I PEE), criaria juntamente com Cecília Fernandez Conde, a figura do Animador Cultural artistas populares, na qualidade de trovadores, poetas, músicos, artistas plásticos etc, moradores das próprias localidades onde estavam instalados os CIEPs, tendo como função a mestria da cultura popular no ambiente escolar. Buscava-se, nesse intento, uma escola que mediasse saber formal e arte criativa como possibilidades de formar alunos e alunas para a totalidade humana, cuja práxis artística e crítica, amalgamassem pensar e fazer, sem qualquer hierarquização entre um e outro.This biographically-oriented research, based on semi-structured interviews, has the general purpose of analyzing the history of public education in modern times and its organization in Brazil, amidst conflicting liberal and democratic processes which produced an unequal and combined economic movement in the country, concentrating richness in the upper classes as opposed to the lower ones. Such model of society led to a school system in Brazil usually characterized by dualitywith plenty of resources for the rich, but precarious for the economically impoverished. Efforts to overcome this educational situation were successful in two moments: when Anísio Teixeiras Escola Parque (Park School) was attained in the 1950s, and when the Centros Integrados de Educação Pública (CIEPs, Public Education Integrated Centers) were implemented by Darcy Ribeiro in 1983. They were based on Anísio Teixeiras idea that the inclusion of the popular classes was a republican right, which thus far had been fragile. Due to the opposing interests of a conservative elite, both projects eventually were politically abandoned. Aiming at not allowing these achievements to be erased from history and highlighting them as a permanent action in favor of the popular classes, our object of study prioritizes the Cultural Entertainment program, introduced in the public school system in the state of Rio de Janeiro in the 1980s. This was an innovative proposal in Brazilian education, which sought to acknowledge the cultural experiences of the populations living near the CIEPs as ethical, aesthetic, and social emancipatory expressions. One of the values of this proposal was to integrate popular knowledge to the knowledge produced in school, and vice versa. In this regard, through the first Special Education Program, Darcy Ribeiro and Cecília Fernandez Conde devised the role of Cultural Entertainer. It was performed by popular artists working as bards, poets, musicians, visual artists, etc. who lived in the same areas where the CIEPs were located and who taught popular culture in the schools. The goal was to create a school that offered both formal knowledge and creative arts as means to prepare students for the whole human dimension, and where the artistic and critical praxis combined thinking and doing without any hierarchy.
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Qasmi, Hosai. "Representations of Gender Relations in Turkish Soap Operas and Afghan Audiences' Reception." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/41594.
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Although efforts have been made by the Afghan government and its international partners to promote the tents of gender equality in Afghan society, biases against women and other marginalized groups persist in the society and media sector, particularly. The current study is a timely research because feminist media studies are an under-researched field in the context of Afghanistan. My research aims to be a contribution to this field and open a path for Afghan feminist media studies. The current study explores the representations of gender relations in transnational television soap operas broadcast on Afghan television stations, audiences’ decoding of the representations, and the role of the media in promoting social change. The selected soap operas for the study are Paiman and Qesay Maa, Turkish television soap operas dubbed in the Dari language. The current study is based on feminist theory and feminist methodology, providing a balance of content and reception analysis. Drawing on feminist media studies and focusing on media representations, the content analysis of transnational soap operas echoed previous studies on representations of gender relations and indicated that gender relations are often portrayed in stereotypical and traditional manners. The content analysis further demonstrated that women are objectified in different ways and are often represented as domestic, passive, selfless beings in men’s service. Moreover, relationships between women are often based on rivalry, hatred, and shaming and often without any particular reason. The study also found that contrary to women, men are often represented at outdoor and professional settings. Additionally, grounded on encoding/decoding model through a feminist lens, the thematic analysis of focus group discussions demonstrated that audiences constantly interact with media text and actively make meaning. Interestingly, FGD findings further indicated that as active viewers, both female and male participants, derive multiple and often diverse meanings from the media text. Although both female and male participants problematize the content of transnational soap operas, their interpretations of representations of gender relations and gender equality are dissimilar. The study concludes that transnational soap operas, and the media in general, can play an important role in promoting social change in Afghanistan, particularly gender parity through the Entertainment-Education strategy. However, an intersectional framework is essential in designing EE programmes for promoting gender equality in a diverse society like Afghanistan.
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Flemings, Kyle J. "The Token Project." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1564607176054052.
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Silva, Ravena Sombra Martins da. "O entretenimento-educativo em televisão. O caso do Amor & Sexo da Rede Globo." Master's thesis, Instituto Superior de Ciências Sociais e Políticas, 2021. http://hdl.handle.net/10400.5/21430.
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Dissertação de Mestrado em Comunicação SocialEste trabalho abordou a televisão no seu processo dinâmico e interativo entre a informação, a formação e o entretenimento, em simultâneo, concretamente sobre como o programa televisivo Amor & Sexo, da Rede Globo, contribuiu, por meio da estratégia de entretenimento-educativo, para elevar o conhecimento dos brasileiros acerca de assuntos considerados tabus, como os sexuais. Como objetivo geral, propomo-nos a compreender como a 10.ª temporada do programa Amor & Sexo, através da estratégia de "entretenimentoeducativo", contribui para um melhor conhecimento sobre sexualidade dos brasileiros. A presente investigação seguiu a metodologia qualitativa e foram realizadas como técnicas a análise do discurso, entrevistas semiestruturadas e grupos focais. O programa aborda, semanalmente, temas relacionados à sexualidade de maneira a atender o tripé da comunicação: formar, informar e entreter, levando-se em consideração o cenário social democrático, no qual, a única regra é falar de maneira aberta sobre a referida temática. Contou-se, ainda, como suporte teórico relacionado a construção social da realidade, atrelado ao campo cognitivo e, consequentemente, da mudança social. Entre as conclusões está o fato de: 1) a televisão atuar como agente pedagógica na desconstrução de tabus, dado o seu alcance à amplas audiências; 2) quanto mais os assuntos considerados tabus são discutidos, mais tornam-se naturais, elevando a consciência dos indivíduos perante a sociedade e 3) a falta de educação sexual nas escolas torna o Amor & Sexo uma fonte oficial e dinâmica para aumentar o conhecimento e construir hábitos e comportamentos saudáveis.
This work approached television in its dynamic and interactive process between information, training and entertainment, simultaneously, concretely about how Rede Globo's Amor & Sexo television program contributed, through the entertainment-education strategy, to raise the knowledge of Brazilians about subjects considered taboo, such as sexual. As a general objective, we propose to understand how the 10th season of the Amor & Sexo program, through the "entertainment-education" strategy, contributes to a better understanding of Brazilians' sexuality. The present investigation followed the qualitative methodology and discourse analysis, semi-structured interviews and focus groups were performed as techniques. The program addresses, weekly, themes related to sexuality in order to attend the tripod of communication: training, informing and entertaining, taking into account the democratic social scenario, in which, the only rule is to speak openly about the referred theme. It was also counted as theoretical support related to the social construction of reality, linked to the cognitive field and, consequently, to social change. Among the conclusions is the fact that: 1) television acts as a pedagogical agent in the deconstruction of taboos, given its reach to wide audiences; 2) the more the subjects considered taboo are discussed, the more they become natural, raising the awareness of individuals before society and 3) the lack of sexual education in schools makes Amor & Sexo an official and dynamic source to increase knowledge and build healthy habits and behaviors.
N/A
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Batista, Marcelo Henrique Euzebio. "Um modelo para geração de perfis de usuários baseado em técnicas de psicometria." Universidade do Vale do Rio dos Sinos, 2009. http://www.repositorio.jesuita.org.br/handle/UNISINOS/5048.
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Este trabalho propõe um modelo para geração de perfis de usuários baseado em Psicometria, propiciando a junção entre áreas distintas, como Psicologia e Computação. O PPG – Psychometric Profile Generator, assim denominado, consiste em um modelo computacional para geração de perfis de usuários, prospectando o nível de habilidade ou comportamento dos avaliados através do modelo matemático TRI – Teoria de Resposta ao Item. O PPG fornece aos sistemas externos de educação, entretenimento e recrutamento e seleção o nível de habilidade ou comportamento não tendo nenhum contato com os usuários desses sistemas. Sendo assim o principal foco do PPG é fornecer um perfil na forma de um nível de habilidade e ou comportamento, valendo-se de conhecimentos de áreas distintas, como os modelos matemáticos da Psicometria e técnicas de Inferências Estatísticas.
This work paper proposes a model for generation of profiles of users based on Psychometrics, providing the junction between different areas, such as psychology and computing. The PPG - Psychometric Profile Generator, so called, consists of a computational model for generation of profiles of users, prospective the level of skill or assessed by the behavior of model mathematical IRT - Item Response of Theory. The PPG provides external systems of education, entertainment and recruitment and selection of the level skill or behavior are not having any contact with users of such systems. Thus the main PPG's focus is to provide a profile as a level of or ability and behavior, are worth knowledge in different fields, such as models Psychometrics and the mathematical techniques of inferences Statistics.
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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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Pethel, Mary Ellen. "Athens of the South: College Life in Nashville, A New South City, 1897-1917." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/history_diss/20.
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The Progressive Era affected the South in different ways from other regions of the United States. Because Southern society was more entrenched in patriarchy and traditional social strictures, Nashville provides an excellent lens in which to assess the vision of a New South city. Known as “Athens of the South,” Nashville legitimized this title with the emergence of several colleges and universities of regional and national prominence in the 1880s and 1890s. In the first two decades of the twentieth century, Nashville’s universities solidified their status as reputable institutions, with Vanderbilt and Fisk Universities garnering national prominence. Within Nashville, local colleges, including Ward Belmont College, David Lipscomb University, Peabody College, Roger Williams University, and Meharry Medical College shaped and were shaped by the growing city. Higher education and urbanization created a dialectic that produced a new generation and a new monied class of young adults who thought and acted differently from their parents. Moreover, women became more active participants in public spheres because of opportunities provided by higher education. In most cases, Nashville’s women continued to use their husband’s prominence to earn greater success. In regard to race, the city’s African American colleges helped to produce men and women who formed the backbone of the rising black middle class and elite in the South. Nashville endured great change, formally beginning with the 1897 Tennessee Centennial Exposition, whereby the city’s trajectory followed a more modern approach, albeit southern style. Higher education played a large role in the direction of the city, both literally and figuratively. Shifts in attitude toward race, gender, and leisure combined to create a new youth culture. Young women and men socialized on and off campus through a variety of new forms of recreation. The experience of “college life” was more than attending classes but rather a fluid phase beginning with youthfulness and ending with adulthood. Social interaction increasingly became a major component of college life; the city of Nashville simply provided the stage. By U.S. entrance into World War I, Nashville had legitimized its position as a Southern urban center of entertainment and higher education.
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Pant, Saumya. "Enacting Empowerment in Private and Public Spaces: The Role of “Taru” in Facilitating Social Change Among Young Village Women in India." Ohio : Ohio University, 2007. http://www.ohiolink.edu/etd/view.cgi?ohiou1178310514.
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