Relevant bibliographies by topics / Films in education

Contents

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

Academic literature on the topic 'Films in education'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Films in education"

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Giveans, David L. "Parenting films." Day Care & Early Education 15, no. 2 (December 1987): 40–41. http://dx.doi.org/10.1007/bf02361552.

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Li, Kaiyi. "Education, Entertainment, and Indoctrination." Journal of Educational Media, Memory, and Society 12, no. 1 (March 1, 2020): 24–42. http://dx.doi.org/10.3167/jemms.2020.120102.

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This article demonstrates how educational film in interwar China served the dual purpose of mass recreation and political indoctrination. It places educational film in China in the context of Chinese tradition and the predominance of utilitarian scholarship. On the one hand, China has a long history of using mass-recreational tools in order to influence and control society. On the other hand, foreign educational films available in the early twentieth century were not attractive to Chinese audiences. Hence, the boundary between recreational and educational film at the time was ambivalent and the combination of recreation, education, and propaganda was reflected both in the phenomenon of showing educational films and in the contents of the films themselves.
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Ayhan, Ayşe, Yasemin Çekiç, and Gülsüm Ançel. "Psychiatric nursing education: films and reflections." Anatolian Journal of Psychiatry 19 (2018): 1. http://dx.doi.org/10.5455/apd.285233.

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Miller, Susan A. "FILMS/VIDEOS for Adults: Inservice Education." Childhood Education 68, no. 3 (March 1992): 186–87. http://dx.doi.org/10.1080/00094056.1992.10522576.

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W. Tausch, Michael. "Phototactive Thin Films in Science Education." World Journal of Chemical Education 6, no. 1 (January 30, 2018): 14–17. http://dx.doi.org/10.12691/wjce-6-1-3.

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Arslan, Suna. "Analysis of Education-Themed Films in the Context of Teacher Education Programs." Journal of Education and Training 4, no. 2 (August 10, 2017): 84. http://dx.doi.org/10.5296/jet.v4i2.10916.

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The study aims to answer the question: “Is it possible to benefit from education-themed films in teacher training policy?” For this purpose, students of the Faculty of Education were placed in film viewing/interpreting groups and were asked to determine the meanings conveyed in the following films: “Hababam Sınıfı,” “Sınav,” “Elephant,” and “Dead Poets Society.” The findings obtained through content analysis were themed. Results showed that catchy/effective scenes and cues were grouped under the following main themes: Education, family, society, and adolescence. The most intensely-perceived main theme was the messages on the education system. The fact that education took first place and that this was followed by adolescence, society, and family-themed messages shows that the education phenomenon should be discussed with respect to these concepts.
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ILIE, ANA-SIMONA, and IOANA MAGDAȘ. "The Use of the Educational Film in Primary Education in Romania." Romanian Review of Geographical Education 10, no. 1 (February 1, 2021): 5–19. http://dx.doi.org/10.23741/rrge120211.

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In the introduction, t he paper makes a brief presentation of the topics related to the use of films in the education system, which are included in the works in the field of education sciences. As a result of the study of articles avai lable on the Internet, 38 studies have been identified, aut hored by researchers. These contain some results regarding the use of film for educational purposes. 16 articles refer to the use of films in the education system, at different levels, and 15 articles refer to the use of films in primary education. Seven articles published in the period 2013-2020 presented detailed research on the use of films in primary education. The literature analysis is systematized on four directions: factors that influence the use of edu cational films in primary education; selection of educational films for their use in primary education; improving educational films for their use in primary education; the modality of using the educational films in primary education and the results obtaine d as a result of their use.
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Ellsworth, Elizabeth. "Educational Films against Critical Pedagogy." Journal of Education 169, no. 3 (October 1987): 32–47. http://dx.doi.org/10.1177/002205748716900304.

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Teachers committed to practicing critical pedagogy often must do so in spite of the curriculum materials available to them. This paper analyzes the conventions of form and style that typify traditional educational film. The argument is made that while teachers and students are active producers and negotiators of meaning, the aesthetic conventions of most educational films negate this classroom reality. The paper analyzes a sample of films produced between 1940 and 1960 to determine the norms that were set in place during the time when the dominant style of educational films became fully established. It then compares these norms to the forms and styles of two contemporary educational films that deal with social issues. It suggests that while some conventions have changed across time, they continue to be employed in ways that actively work against critical thinking and liberatory education.
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Stanford, Beverly Hardcastle. "Films/Videos: Responses to Today's Education Challenges." Childhood Education 70, no. 3 (March 1994): 186–87. http://dx.doi.org/10.1080/00094056.1994.10521028.

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Starnes, Bobby Ann. "On Nerds, Science Education, and Horror Films." Phi Delta Kappan 87, no. 8 (April 2006): 634–35. http://dx.doi.org/10.1177/003172170608700827.

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Dissertations / Theses on the topic "Films in education"

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Ferreira, Isabel Maria Cardoso. "School films & education: cultural and artistic investigations." Master's thesis, Universidade de Aveiro, 2012. http://hdl.handle.net/10773/10299.

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Mestrado em Línguas, Literaturas e Culturas
Esta dissertação visa questionar as representações da escola através da cultura fílmica anglófona produzida entre 1960 e 2006. Os filmes selecionados são o ponto de partida para uma reflexão sobre educação, pedagogia e cultura através das lentes críticas de alguns cineastas britânicos e americanos. Deste modo, os filmes apresentados foram desconstruídos e analisados através de um hipotético diálogo entre a ficção e a realidade e o meta-diálogo ficção-ficção, tendo como estratégia o contraste e a comparação dos textos fílmicos de épocas díspares, contudo transtemporais e transculturais. Sem deixarmos de valorizar o contexto histórico-cultural de cada texto fílmico em particular, tentámos extrair deste as lições mais universais quanto ao fenómeno educativo, estabelecendo através do cinema uma ligação pedagógica e cultural entre as lições do passado, do presente e as possíveis num futuro. Desta feita, este trabalho pretende valorizar o contributo dos filmes sobre a escola para o debate educativo e pedagógico, enquanto documentos culturais que registam idiossincrasias e estereótipos.
This dissertation questions the Anglophone film school representations portrayed in cinema since 1960 until 2006. The set of films chosen aim to open the debate around education, pedagogy and culture via the fictional realities captured by the lenses of a few British and American filmmakers. The films studied were deconstructed and analyzed through an hypothetical dialogue between fiction and reality and the meta-dialogue fiction-fiction, relying on the strategy of contrast and comparison of different transtemporal and transcultural epochs. Despite not overlooking the particular historical and cultural hic et nunc of the filmic products, I’ve tried to extract the most universal lessons as far as the educational phenomenon is concerned, using cinema to establish bridges among the lessons of the past, the lessons of the present and the lessons of the future-to-be. Hence, this dissertation wishes to value the role of the school film subgenre within the educational and pedagogic debate, considering it valuable cultural documentation about school idiosyncrasies and stereotypes.
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Hess, Jeffrey Todd. "Reel Deans : The Portrayal of Higher-Education Administrators in American Films." UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/396.

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Leadership theory routinely focuses on the relationships of leaders within the context of the work environment; however, culture and, specifically, films are a pervasive influence on both individuals and work environments. The literature review revealed that the relationships between higher-education faculty and administrators are strained. A conceptual framework known as the dark side phenomenon identified three dynamics affecting the work between faculty and administration: working relationships, supervisory roles, and the cultural impact. This lead to the research question: How are higher-education administrators portrayed as characters in popular American films? Data collection began with the selection of American films to study and involved four criteria: release of the film in the United States, inclusion of higher education in the film, a high level of viewership, and the substantial portrayal of a higher-education administrator within the film. The theoretical framework for data collection included Kenneth Burke’s (1969) pentadic analysis and parts of George Gerbner’s (1998) cultivation analysis. The data analysis identified that leadership behaviors are portrayed negatively in all but a few instances. Five major themes of negative leadership were identified: serving oneself, expelling undesirables, promoting prestige, finding money, and adhering to rules. Recommendations for leaders in higher education to mitigate the influence of negative film portrayals and suggestions for improving the quality of leadership were offered. Suggestions for further study include how film portrayal of higher-education administrators affects audience members, how the gender of administrators is portrayed in films, and how an institution’s name is used in films. The study concludes by discussing the power of films, the need for media literacy, and the acknowledgement that the dark side of higher-education leadership can be mitigated by thoughtful, positive leadership behaviors.
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Wu, Chih-Ping. "Thermal-mechanical behavior of thin films and laminates /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487590702992451.

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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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Krishna, Arvind. "Viscoelastic stress analysis of thin polyimide films in electronic packaging applications /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487864485228336.

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Boon, Tim. "Films and the contestation of public health in interwar Britain." Thesis, University of London, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266238.

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Hope, Claire. "Cold War Educational Propaganda and Instructional Films, 1945-1965." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2416.

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This thesis will examine the response of educators to the use of the American public school system for ideological management during the early Cold War period. Through an assessment of instructional films, this work will show that the objectives of educational propaganda fell into three main categories: to promote Americanism as the national ideology, to deter students from communism or communist sympathy, and to link the potential for nuclear warfare to ideological lassitude. It will be argued that although the majority of educators accepted these goals, as films became increasingly extreme in their presentations, a critical minority revealed discontent with the use of the school for the purposes of indoctrination. By the mid-1960s, a number of factors would result in the dismantling of the Cold War consensus and a reinvigoration of the critical perspective in education.
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Butler, Faith J. "Hollywood films, reflective practice, and social change in teacher education : a Bahamian illustration." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=36880.

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This qualitative inquiry explores the use of Hollywood films depicting teachers (teacher-films) as an approach to reflective practice and social change with 60 undergraduate students in a teacher education programme in the Bahamas. In order to facilitate critical reflection on the preservice teachers' perceptions of teaching, on themselves as teachers, and on their teaching experience, a module comprised of five teacher-films (To Sir With Love, Blackboard Jungle, Stand and Deliver, The Prime of Miss Jean Brodie, and SARAFINA!) is designed and employed. The depictions of teaching are deconstructed as a means of introducing the complexity of teaching as well as unveiling the relevance of issues such as class, race, gender, and the politics of power and position to the life of a teacher. Central to the study is exploring how prospective teachers "read" these films and what insights prospective teachers gain from the films.
The study generates four main data sources: (1) transcriptions of audio-taped group discussions with the preservice teachers, (2) the preservice teachers' written responses to questionnaires relating to the teacher-films, (3) reflective journals kept by the preservice teachers, and (4) the preservice teachers' written responses to the entire teacher-film module. The analysis of the data is presented in two parts. First, the preservice teachers' overall response to the teacher-film module is detailed. Next, their close reading of teaching and learning as portrayed in two of the films, The Prime of Miss Jean Brodie and SARAFINA!, is discussed. A number of themes that emerge within the data such as the role, influence, and power of teachers are explored.
This inquiry has revealed how teacher-films can be utilized within teacher education to prompt neophyte teachers to examine their identity as teachers, to scrutinize their perceptions and assumptions, as well as to stimulate questions with regard to the perplexities of teaching. Film pedagogy also has potential to heighten awareness of vital issues of teaching such as race, class, and gender, to provoke self-study, and prompt social change. In addition, educators and researchers can learn much by examining preservice teachers' responses to popular screen images of teachers as well as other popular culture images of teachers. This information can be used to design teacher education curricula that more adequately prepare neophyte teachers for the challenges of teaching.
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Moss, Bradley David. "Positioning, Spectatorship, and Teen Films: Giving Students the Power for Effective Media Education." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3108.pdf.

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MacDonald, Jonathan Richard. "Reel Guidance: Midcentury Classroom Films and Adolescent Adjustment." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/77952.

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This thesis examines the cultural and political messages found in "social guidance" films, a genre of films produced for pedagogical purposes in the United States following the Second World War. Educational film producers relied on social science consultants for legitimacy and employed plots that addressed ordinary challenges of daily living encountered by teenagers. Shown in high school classrooms nationwide in the postwar years, these films advertised to young people the usefulness of a psychological understanding of personality adjustment. These films reflected the influence of ideas from both the progressive education movement inspired by John Dewey and the theories of mental hygiene from prewar psychologists. By viewing these films, students encountered advice about improving their individual productivity and they received guidance for developing skills needed in social settings. By parsing the cultural and intellectual messages embedded in these films and relating them to interwar and postwar developments, this thesis shows one way that social experts mobilized to shape the socialization of adolescents. Social guidance films intended to employ the specialized knowledge of the social sciences to promote the production of healthy and successful personalities. More importantly, this thesis shows how social guidance films, in addressing ordinary teenage concerns, also addressed the political needs of American society at the dawn of the Cold War. The practical advice presented in these films showed adolescents how to tread the line between the preservation of individuality and commitment to the group—the essential problem faced by post war political theorists. Educators looked to the confluence of school, psychology, and film to guide the socialization of youths for their future roles as citizens of a democratic society. This thesis argues that the messages of psychological adjustment in social guidance films provided one means of promoting democratic values to counter the postwar threat of totalitarianism.
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Books on the topic "Films in education"

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Pratt, Dallas. Animal films for humane education. New York, N.Y: Argus Archives, 1986.

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Institute, Irish Film. Educational: New films 1985. Dublin: Irish Film Institute, 1985.

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Films for learning, thinking, and doing. Englewood, Colo: Libraries Unlimited, 1992.

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The Library Film Party: Activities with Children's Classic Films. Santa Barbara, California: Libraries Unlimited, 2011.

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Academic films for the classroom: A history. Jefferson, NC: McFarland & Co., 2010.

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Biran, Misbach Y. Snapshots of Indonesian film history and non-theatrical films in Indonesia. Jakarta, Indonesia: National Film Council, Dept. of Information, Republic of Indonesia, 1986.

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Björklund, Elisabet. The most delicate subject: A history of sex education films in Sweden. Lund, Sweden: Lund University, 2012.

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Carl, Allison, ed. Communication in film III: Teaching communication courses using feature films. 3rd ed. Australia: Wadsworth/Thomson Learning, 2002.

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Hollywood films about schools: Where race, politics, and education intersect. New York: Palgrave Macmillan, 2006.

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Schmidt, Ulf. Medical films, ethics, and euthanasia in Nazi Germany: The history of medical research and teaching films of the Reich Office for Educational Films-- Reich Institute for Films in Science and Education, 1933-1945. Husum: Matthiesen, 2002.

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Book chapters on the topic "Films in education"

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Moss, Robert F. "A Film-maker’s Education." In The Films of Carol Reed, 88–106. London: Palgrave Macmillan UK, 1987. http://dx.doi.org/10.1007/978-1-349-07501-0_3.

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Meager, Nigel. "Experiential Empiricism and Children’s Films." In Observational Filmmaking for Education, 39–72. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-90626-3_2.

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Lin, Kuen-Yi. "Use of Films in Technology Education." In Springer International Handbooks of Education, 913–23. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-44687-5_64.

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Ghanoui, Saniya Lee. "From Home to School: Menstrual Education Films of the 1950s." In The Palgrave Handbook of Critical Menstruation Studies, 931–43. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-0614-7_67.

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Abstract In this essay, Ghanoui examines two menstrual education films of the 1950s widely used in the United States: Molly Grows Up (1953) and As Boys Grow (1957). Ghanoui discusses how the films portrayed the menstrual cycle and how educational literature received the films. She argues that the films became popular because they eased the teaching responsibilities of school instructors without taking away their authority—the films supplemented traditional menstrual education in schools while teachers maintained jurisdiction in their classrooms.
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Reynolds, William M. "The Hell of Lies, Denial, and Distraction: Critical Environmental Pedagogy Through Popular Dystopic Films." In Towards Critical Environmental Education, 129–44. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50609-4_9.

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Odo, L. O. "The Effect of Concentration and Heat Treatment on Optical Properties of Zinc Sulphide and Aluminum Doped Zinc Sulphide Thin Solid Films." In Sustainable Education and Development, 345–53. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68836-3_30.

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Kainbayev, Nursultan, Mantas Sriubas, Zivile Rutkuniene, Kristina Bockute, Saltanat Bolegenova, and Giedrius Laukaitis. "Formation and Investigation of Doped Cerium Oxide Thin Films Formed Using E-Beam Deposition Technique." In Recent Advances in Technology Research and Education, 28–34. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99834-3_4.

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Kaevand, Toomas, Jaan Kalda, Andres Öpik, and Ülo Lille. "On the Percolation Behavior of the Thin Films of the PEDT/PSS Complex: a Mesoscale Simulation Study." In Technological Developments in Education and Automation, 103–7. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-3656-8_20.

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Kavaliunas, Vytautas, Audrone Sestakauskaite, Mantas Sriubas, and Giedrius Laukaitis. "Influence of Deposition Parameters on the Structure of TiO2 Thin Films Prepared by Reactive Magnetron Sputtering Technique." In Recent Advances in Technology Research and Education, 49–57. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99834-3_7.

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Niemiec, Ryan M. "International Cinema: An Abundant Mental Health Resource of Films for Education, Communication, and Transformation." In The Cinematic Mirror for Psychology and Life Coaching, 123–53. New York, NY: Springer New York, 2009. http://dx.doi.org/10.1007/978-1-4419-1114-8_7.

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Conference papers on the topic "Films in education"

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Bubniak, Fabiana, Saionara Santos, Bruno Velloso, Laíse Moraes, and Douglas Kaminski. "DEAF FILM CLUB: AESTHETICS EXPRESSION AND SUBJECTIVITY IN DEAF FILMS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0594.

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He, J., and Y. Deng. "On the Inter-Textuality Theory of Novels and Films." In 2015 International Conference on Social Science, Education Management and Sports Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.111.

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Maya Setianingrum, Vinda, Tsuroyya, and Puspita Sari Sukardani. "Local Films as an Effort to Optimize Character Education." In Proceedings of the Social Sciences, Humanities and Education Conference (SoSHEC 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/soshec-19.2019.23.

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Holladay, Seth, and Parris Egbert. "Hybridizing education of both video games and animated films." In SA '18: SIGGRAPH Asia 2018. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3283254.3283272.

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Gorovykh, I. A., and N. B. Rybin. "RESISTANCE SWITCH EFFECT IN THIN AL2O3 FILMS." In Modern Technologies in Science and Education MTSE-2020. Ryazan State Radio Engineering University, 2020. http://dx.doi.org/10.21667/978-5-6044782-0-2-121-123.

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Pfennig, Anja. "Lessons learnt – The role of peer-to-peer lecture films in a first year material science laboratory course." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.10953.

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At HTW Berlin material science is taught to first year students in combination with laboratory exercises on materials testing. Still, basic knowledge upon theory is necessary to work practically during lab sessions. Therefore homework reading is assigned and additionally lecture films guide students through the laboratory routine prior to class. Initially inspired by students these lecture films were conducted during a one term student semester project according to the peer-to-peer approach supervised by lecturers and film experts. Since establishing the lecture films in summer semester 2015 time consuming explanations were redundant and the students were prepared better gaining more knowledge during practical work than those who did not have access to the films. After watching the introductory films download activities increased and online lectures were prepared carefully. However, the initial increase in final test results is not valid taken into account all grades from 2015 up to now. Still, even if the academic output is not better with our without the implementation of lecture films, the better handling of laboratory equipment and the more smoothly running lab courses account for at least a part time success.
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Wang, Miaomiao. "“Combining Education With Entertainment” and “Truth, Goodness and Beauty” in Animated Films: Enlightenment from Pixar Animated Films." In 4th International Conference on Art Studies: Science, Experience, Education (ICASSEE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200907.091.

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Liu, Wei. "Translation of Films under Newmark's Translation Theory." In 2015 International Conference on Economy, Management and Education Technology. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icemet-15.2015.102.

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Topasna, Daniela M., and Gregory A. Topasna. "Design and fabrication of self-assembled thin films." In Education and Training in Optics and Photonics: ETOP 2015. SPIE, 2015. http://dx.doi.org/10.1117/12.2223095.

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Dulamă, Maria Eliza. "Role Of Didactic Films Made By Master’ Students In Developing Didactic Competence." In Education, Reflection, Development, Seventh Edition. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.06.73.

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Reports on the topic "Films in education"

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Babicheva, Irina. EDUCATIONAL FILM "INTERESTING STATISTICS". Science and Innovation Center Publishing House, November 2020. http://dx.doi.org/10.12731/interesting_statistics.

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Учебно-познавательный фильм «Занимательная статистика» создан с целью ознакомления студентов с основными этапами проведения первичной обработки статистических данных в дистанционном режиме обучения. Фильм подходит для использования в приложениях для SCORM-пакетов. Фильм имеет: модульную структуру (5 частей); комплексность (включает теоретический и практический материал по проведению первичной обработки статистических данных); высокую степень визуализации ( содержит фото, видеофрагменты, анимацию, голосовое сопровождение ). В водной части фильма происходит знакомство с главными героями фильма – наставником Викторией и ее слушателями Ксенией и Татьяной. Девушки рассказывают о своем ВУЗе. Для создания у слушателей эмоционально-комфортной обстановки для дальнейшего обучения в фильме приводятся изречения о статистике известных ученых, артистов, афоризмы. Во второй части фильма «Базовые понятия математической статистики» студентам напоминается из теории вероятностей нормальный закон распределения, кривая Гаусса, занимающая центральное место в дальнейших исследованиях. С помощью видео показывается, как работает доска Гальтона и комментируется за кадром ее назначение. Для определения базовых понятий используются диалоги комикса «Занимательная статистика». В третьей части «Сбор статистических данных» показывается, как проходила эта процедура в стенах СИБИТ. Показываются замеры роста, веса, пульса, давления у студентов института. В четвертой части студентки переходят к обработке статистических данных, собранных студентами СИБИТа. Приводится видео-инструкция по использованию среды Excel для обработки статистических данных. В заключении демонстрируется «работа» кривой Гаусса на практическом примере. Студентами СИБИТа рассказывается история о проделках булочвника с обвешиванием покупателей и как его обман разоблачил математик Карл, показав учеченную кривую Гаусса. Учебно-познавательный фильм апробирован в Сибирском институте бизнеса и информационных технологий при дистанционном обучении студентов очного и заочного отделений.
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2

Hollenbeck, Kevin, and William Anderson. Workplace Education Programs in Small- and Medium-Sized Michigan Firms. W.E. Upjohn Institute, August 1992. http://dx.doi.org/10.17848/wp92-13.

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3

Reia-Baptista, V., A. Burn, M. Reid, and M. Cannon. Screening Literacy: Reflecting on Models of Film Education in Europe. Revista Latina de Comunicación Social, RLCS, June 2014. http://dx.doi.org/10.4185/rlcs-2014-1015en.

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Granados Beltrán, Carlo, and Cristine Khan. Deconstructing and Critiquing Interculturality through Film within a Bilingual Education Program in Bogotá, Colombia. Institución Universitaria Colombo Americana ÚNICA, 2018. http://dx.doi.org/10.26817/paper.02.

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5

Metcalf, Kimberly A., and Michelle L. Zbylut. Army Excellence in Leadership (AXL): Educating Army Leaders with the Tripwire Film. Fort Belvoir, VA: Defense Technical Information Center, March 2007. http://dx.doi.org/10.21236/ada465830.

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6

McCall, Jamie. Assessing the Evidence: Promoting Economic Development in Rural North Carolina with Education, Workforce Development, Infrastructure, Healthcare, and Leadership. Carolina Small Business Development Fund, March 2021. http://dx.doi.org/10.46712/rural.economic.development.

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Like many other states, North Carolina’s population dynamics have shown a definitive shift toward greater urbanization. Some of the population increase in urban areas is in-migration from outside the state. However, net population loss in many of North Carolina’s rural areas has been on the rise for years. Population outflows of this magnitude can bring an array of unique challenges for rural small firms. Chronic rural issues like unfavorable geography, endemic poverty, and poor infrastructure for business can pose serious economic development challenges. According to some scholars, level of rurality or geographical isolation is the primary variable in explaining why economic development outcomes vary across the United States. We assess the literature to determine what role small business development and complimentary strategies have in rural economic growth.
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Zbylut, Michelle L., and Jason N. Ward. Think Like a Commander - Excellence in Leadership: Educating Army Leaders With the Power Hungry Film. Fort Belvoir, VA: Defense Technical Information Center, April 2004. http://dx.doi.org/10.21236/ada422791.

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Petrocelli, Heather. Portland's "Refugee from Occupied Hollywood": Andries Deinum, his Center for the Moving Image, and Film Education in the United States. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.608.

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9

Lazonick, William, Philip Moss, and Joshua Weitz. The Unmaking of the Black Blue-Collar Middle Class. Institute for New Economic Thinking Working Paper Series, May 2021. http://dx.doi.org/10.36687/inetwp159.

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In the decade after the Civil Rights Act of 1964, African Americans made historic gains in accessing employment opportunities in racially integrated workplaces in U.S. business firms and government agencies. In the previous working papers in this series, we have shown that in the 1960s and 1970s, Blacks without college degrees were gaining access to the American middle class by moving into well-paid unionized jobs in capital-intensive mass production industries. At that time, major U.S. companies paid these blue-collar workers middle-class wages, offered stable employment, and provided employees with health and retirement benefits. Of particular importance to Blacks was the opening up to them of unionized semiskilled operative and skilled craft jobs, for which in a number of industries, and particularly those in the automobile and electronic manufacturing sectors, there was strong demand. In addition, by the end of the 1970s, buoyed by affirmative action and the growth of public-service employment, Blacks were experiencing upward mobility through employment in government agencies at local, state, and federal levels as well as in civil-society organizations, largely funded by government, to operate social and community development programs aimed at urban areas where Blacks lived. By the end of the 1970s, there was an emergent blue-collar Black middle class in the United States. Most of these workers had no more than high-school educations but had sufficient earnings and benefits to provide their families with economic security, including realistic expectations that their children would have the opportunity to move up the economic ladder to join the ranks of the college-educated white-collar middle class. That is what had happened for whites in the post-World War II decades, and given the momentum provided by the dominant position of the United States in global manufacturing and the nation’s equal employment opportunity legislation, there was every reason to believe that Blacks would experience intergenerational upward mobility along a similar education-and-employment career path. That did not happen. Overall, the 1980s and 1990s were decades of economic growth in the United States. For the emerging blue-collar Black middle class, however, the experience was of job loss, economic insecurity, and downward mobility. As the twentieth century ended and the twenty-first century began, moreover, it became apparent that this downward spiral was not confined to Blacks. Whites with only high-school educations also saw their blue-collar employment opportunities disappear, accompanied by lower wages, fewer benefits, and less security for those who continued to find employment in these jobs. The distress experienced by white Americans with the decline of the blue-collar middle class follows the downward trajectory that has adversely affected the socioeconomic positions of the much more vulnerable blue-collar Black middle class from the early 1980s. In this paper, we document when, how, and why the unmaking of the blue-collar Black middle class occurred and intergenerational upward mobility of Blacks to the college-educated middle class was stifled. We focus on blue-collar layoffs and manufacturing-plant closings in an important sector for Black employment, the automobile industry from the early 1980s. We then document the adverse impact on Blacks that has occurred in government-sector employment in a financialized economy in which the dominant ideology is that concentration of income among the richest households promotes productive investment, with government spending only impeding that objective. Reduction of taxes primarily on the wealthy and the corporate sector, the ascendancy of political and economic beliefs that celebrate the efficiency and dynamism of “free market” business enterprise, and the denigration of the idea that government can solve social problems all combined to shrink government budgets, diminish regulatory enforcement, and scuttle initiatives that previously provided greater opportunity for African Americans in the government and civil-society sectors.
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Papua New Guinea - Financial Education - Films - Storage. Reserve Bank of Australia, March 2021. http://dx.doi.org/10.47688/rba_archives_2006/04127.

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