Academic literature on the topic 'Humanities through the arts (Television program)'

Mirame!/Look at Me! is a substance abuse prevention program for low-income Mexican American youth 9 to 13 years of age. The theory-driven curriculum, developed for mass distribution via a satellite television network, features social models who demonstrate cognitive-behavioral skills and display conservative norms regarding substance abuse. An 18-session curriculum contains 5-minute videos that are assigned to be followed by discussion and social reinforcement from a teacher or volunteer. This case study reports the program development process and experiences in the initial dissemination of the program through national networks for schools and cable television subscribers.

HGTV (Home and Garden Television) is an American cable channel devoted to property TV, with programs that combine lifestyle and reality, demonstrating the rewards of home investments. Despite the focus on domestic property and the well-styled home, the programs are generally considered bland, and the cumulative impact of the network’s simple, formulaic programs is considered relaxing and even comforting. But some HGTV programs prominently feature domestic conflict as part of their repetitive narrative formula, disturbing the domestic ideals that the network promotes. While pat endings for individual episodes restore domestic harmony and unity through new (or renewed) domestic space, domestic disputes serve as a persistent reminder of everyday domestic discontent. This emerges in the shows with narratives that highlight conflict – House Hunters, House Hunters International and Love It or List It. But the implications resonate further in the context of the broader esthetic-textual dynamics of HGTV. Repetition within episodes, between episodes of any given show, among many different shows, and in the programming schedule makes the ‘happy endings’ as transitory as the domestic disputes that dominate individual episodes. HGTV programs are lifestyle–reality hybrids that promote quality lifestyle through reality-styled drama. The same textual strategies that demonstrate quality lifestyle also open the door to a lingering sense of domestic unease.

AbstractIn an Arab region entangled in global political, economic, social, and technological transformations, it seems natural to see traditionally paternalistic state broadcasting systems going through transitions. It has been noted that in Arab countries where social and political reforms are highly visible, radio and television services have been most cognizant of the need to adapt to surrounding change. Yet, in the long run, if government broadcasters are perceived to evolve along a path most compatible with envisioned democratization trends, it is public service rather than commercial broadcasting that holds the promise for that democratic vision. State broadcasters share significant features with their public service counterparts when it comes to service universality, funding, social and cultural empowerment, and public interest orientations. It is true that state broad casters in Arab countries with a progressive democratic history have demonstrated a propensity to be more inclusive and pluralistic in addressing national political and cultural issues. But all in all, their institutional affiliation with the state has been highly inhibitive for the pursuit of independence in news and current affairs, documentaries, and religious and cultural content. To bring themselves into closer alignment with the PSB model, state broadcasters need to harness ongoing social and political reforms to address four central issues arising out of their relation ship with government: editorial independence, institutional autonomy, non-state broadcast competition, and program enhancement. The writer notes that those issues have been occasionally addressed in the contexts of new audio-visual laws, broadcast restructurings, state-commercial broadcasting co-existence, and professional and technological development. The writer concludes that only an institution of genuine democratic political, social, and economic reforms in the region would secure state broadcasters' transition into the PSB model.

AbstractMass media have been accused of cultivating anti-immigrant sentiments in Western societies. Most studies on this topic, however, have not made a distinction between the types of television program (information vs. entertainment) or television station (public vs. commercial). Adopting a comparative approach, we use data from the six waves of the European Social Survey (ESS, 2002–2012, n = 162,987) to assess the relationship between individual and aggregate level patterns of television consumption and anti-immigrant sentiments in European societies. Individual television viewing time is positively associated with anti-immigrant sentiments, while frequent exposure to news and information programs is associated with lower levels of anti-immigrant sentiments. At the aggregate level we observe a positive effect of the total viewing time in society on anti-immigrant sentiments. In the conclusion we offer some suggestions on how this effect could be explained.

If histories of television recognize it all, the relationship between punk subculture and the mass cultural medium of television is often rendered as a story of misreprentation, conflict, or mutual avoidance. Such studies overlook a rich history of punks throughout North America who produced numerous programs for cable television, especially the non-commercial forum of public access, in the late 1970s and early 1980s. Conceiving of TV as a kind of social technology, some punks actively and critically engaged in producing subculture both on and through the medium. This article looks at the case of New Wave Theatre (Theta/KSCI 1979–1983), a Los Angeles–based cable program that featured punk and new-wave bands, performance art, and interviews. It argues that through distinctive performance tactics and production practices, New Wave Theatre developed a form of “subcultural television” rooted in queer “antisociality.”

In 1940, there were only 400 television sets in the Soviet Union. By 1950, there were 10,000; a decade later, some 4.8 million. Then in the five years between 1965 and 1970, the availability of television sets more than doubled, and by 1976, Soviet industry was producing 7 million sets annually. In 1960, only 5 percent of the Soviet population could watch television, but by 1986 that figure had risen to 93 percent, and television signals could be received in more than 86 percent of the territory of the U.S.S.R. Nearly all the households that are unable to receive television are in sparsely settled rural areas, mainly Siberia.Although television is a relative newcomer to the Soviet media system, it has exerted an enormous effect on leisure time use. It has also reoriented patterns of information acquisition. Of the events in the world abroad covered by the Soviet media 86 percent are known to people through television, 77 percent through the newspaper, and 62 percent from radio.

Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2008.
Includes bibliographical references (p. 93-95).
This thesis explores how the merging of ubiquitous consumer electronics and the sociable web improve the user experience of these devices, increase the functionality of both, and help distribute content in a more sociable way. The project will consist of one well fleshed out principal application: a digital video recorder (manufactured by Motorola, running OCAP) connected to the Facebook social network. By connecting these two technologies, the user can now automatically watch the shows her friends like and are willing to report to the social network; in return, the user transmits her viewing data back to the social network.
Mariana Cristina Baca Del Rosario.
S.M.

Rapid re-housing of the homeless into permanent supportive housing has proven to be cost effective. The improved quality of life and stability reduces stress on the formerly homeless and therefore increases their viability as self-sufficient individuals. Hillsborough County (which encompasses Tampa, Florida) reported 9,532 homeless persons on any given night in the year 2007. Currently, there is not enough housing to meet the needs of every individual. While existing housing facilities contribute a great deal to this community, their locations in dilapidated urban conditions are not the most conducive environments for homeless persons to succeed. The stigma associated with the homeless also dissuades the general public from interacting with them as equals. The researcher has designed a model which utilizes a historic site, an innovative program, and a flexible design as equal components in the facilitation of transitioning the homeless into self-sufficient individuals. The site is a vacant Tampa Cigar Factory which embodies a history of community building that metaphorically represents the rebuilding of homeless individuals within a greater community. The program consists of a combination of leasable commercial space, supportive retail, permanent supportive housing, and ample communal space that provides for self-sufficiency at an organizational level, onsite employment opportunities, and social interaction. The intervention with the factory is a flexible design that combines utilitarian and communal space to encourage maximum activity, and provides 18 unique units which residents can identify with as their own. A connective tissue contained within the secure confines of the heavy brick walls manifests the transition that the homeless must face, but in a secure, stable, and positive environment. The result is a gestalt which is comprised of many schematic design concepts aimed at empowering the homeless individual to succeed while simultaneously reducing the general public's fear of the homeless. The concepts from this thesis could be applied in any city to help decrease homelessness. The design of many of these spaces, both interior and exterior can be employed in neighborhood planning for any population. This thesis represents the beginning of a new model for permanent supportive housing.

This chapter explores the role of arts and humanities in promoting interprofessional learning and patient-centered collaborative practice. This chapter addresses the importance of collaborative competencies in postgraduate training and healthcare practice as situated within the principles of relational-centered care. Case studies of learning activities which can be adapted for use in postgraduate medical education and specific consideration for interprofessional facilitation provide a practical guide on how to incorporate the arts into postgraduate education. Additionally, components of a certificate program for learners focusing on the development of collaborative competencies through engagement in the arts and humanities are discussed.

Innovative since its inception, the ACS Honors Humanities program has a long history of more than 40 years as an interdisciplinary team-taught course that examines essential questions through literature, visual and performing arts, philosophy and history. This innovative approach has continued to motivate successive teaching teams to modify and enhance a program that challenges students academically, utilizing the best possible resources and taking advantage of new technology. The program consists of two year-long, completely integrated i2Flex ACS Athens Honors diploma courses and three i2Flex 20-week enrichment courses accessible to students anywhere. This chapter presents two case studies which explain the transformation of the Honors Humanities course from Face to Face to i2Flex. The authors describe and present examples of how they redesigned the courses. They present data on student feedback and findings regarding the benefits and challenges of adopting the i2Flex methodology for this program. This chapter is intended as a reference for teachers, teachers in training and professionals who train teachers.

The purpose of this chapter is to document the transformation of a blended, high school Humanities course to a virtual course that maintains a strong academic focus and preserves the core values of a human-centered education. The authors share the process of redesigning the course content, learning activities, and assessment, using specific examples from their experience and their research. The authors evaluate their experience by presenting the challenges and benefits of this undertaking. Ultimately, the goal of the authors is to assure that the Humanities Program at the American Community Schools Athens will continue to adapt to the digital world, making wise use of educational technology to provide our students with a broad, humanistic, liberal arts education that will serve them well in any field of endeavor.

Scientific modeling applied to the study of a mineral structure at the unit level provides a fertile ground from which to extract significant representations. 3D graphics visualization is equal part mathematics, geometry, and design. The geometric structure of 52 minerals was investigated in a specific modeling program to find if meaningful visualization pertaining to the field of art can be extracted from a mathematical and scientific resource. Working with the lines, spheres, and polygons that define crystal at the nanoscale provided the author with an exceptional environment from which to extract coherent visualizations sustainable in the art environment. The results were tested in various interactive platforms and opened a larger debate on cross-pollination between science, humanities, and the arts. Additionally, the experiment provided new ground of investigation for unexpected connections between mathematics, earth sciences, and local cultures.

The H. J. Andrews Experimental Forest Long-Term Ecological Research (LTER) program has nurtured a large, highly interdisciplinary community that has been a wonderful seedbed for emergence of ideas from our group, and for my own growth as a scientist, educator, collaborator, and communicator. Collaborations for me as an individual and within the Andrews forest group have grown over the decades: research–land management since the 1950s, ecology–earth sciences since the early 1970s, biophysical sciences–social sciences since the early 1990s, and humanities–arts–sciences over the past dozen years. As a US Forest Service scientist in seamless collaboration with academic and land manager colleagues, the stable yet dynamic community that the LTER program fosters has served as a great platform for connecting science lessons with society through many means, ranging from development of regional conservation strategies and landscape management plans to storytelling. This is a practice of citizenship by individual scientists and by a science-based team. The sustained learning that the LTER program has underwritten gives scientists a foundation for communicating findings from science and discussing their implications with the public, and the forest itself is a great stage for these conversations. I have had a career of immersion in the International Biological Program (IBP) and in the LTER program since its inception. After completing graduate studies in geology in 1972, I had the good fortune to join the early stages of IBP in the Coniferous Forest Biome Project at the H. J. Andrews Experimental Forest (AND) in the Cascade Range of Oregon. Our team of forest and stream ecologists, and a few earth scientists, had the decade of the 1970s to coalesce, mature, and craft stories of the ecosystems of the Pacific Northwest. The Andrews forest was a wonderful place to do that. It has a complex, ancient forest with nearly 100-m tall trees and fast, cold, clear, mountain streams whose beauty and chill takes your breath away. The year 1980 was pivotal for the group in three ways. First, Jerry Franklin led a synthesis of our team’s knowledge of old-growth forests, which set the stage for major transformation in public perception and policy toward federal forests a decade later and, incidentally, changed our lives.

This case identifies the common challenges associated with teaching and developing online courses in higher education and proposes solutions to address these challenges. The solutions employ emerging technologies that facilitate (1) intellectual engagement through progressive inquiry, (2) collaboration among students, (3) continuous feedback, and (4) learning that takes place both within and outside of “class time.” The technologies discussed in the case advance these four learning principles and include online labor markets, collaborative annotation programs, interactive textbooks, and assessments that provide immediate grading and feedback. The examples used throughout the case are largely drawn from courses that were taught as part of a Master of Arts in Government Program. Although the courses focus primarily on the study of governance, politics and research methods, the technologies described would be useful in a wide range of academic courses, including those in the humanities, social sciences, natural sciences, and information sciences.

“University A” is a small, private liberal arts school with a religious affiliation. Located in a large city, it draws locally and from its particular religious group. With an enrollment under 3,000, it carries a Carnegie Classification of Baccalaureate II and has its own board of trustees. The school has pushed the use of new technology in instruction. For instance, it was one of the first schools in its area to install a fiber optic network across campus. Programs such as business feature the active use of technology to enhance learning. For example, in an international business course, students develop links with fellow students in other countries. However, University A differs from other schools that have embraced new information and communication technology; it has rejected some uses as not appropriate to the mission of the school. For instance, University A will not use videoconferencing to send instruction to remote sites. Why? School leaders feel that a significant part of a student’s experience at University A comes from faculty providing role models, and that role modeling cannot be done through a television monitor. “University B” is a regional public university located in a small town in a heavily rural portion of its state. The nearest small city is an hour’s drive away, and it draws students regionally, mostly from nearby counties. With an enrollment under 10,000, the school carries a Carnegie Classification of Master’s I. For years, University B has used its Continuing Education program in aggressively serving the region, beginning with such means as “circuit rider” faculty who traveled to remote sites to teach classes and broadcast television instruction through local public television. The school has continued its aggressive outreach with new technology. In the 1990s, University B quickly moved into videoconferencing (compressed video) to phase out at least some of the circuit rider faculty. At the same time, the school has expanded the off-campus sites to which it sends instruction. Lastly, University B has augmented its MBA program by bringing in a health care administration concentration from another university via videoconferencing, and it has been considering the future servicing of majors in declining programs such as geography by outsourcing instruction. Officers at the two universities described above were among those at several schools who participated in a series of case studies (Rayburn, 1997). The two schools use distance learning technology (DLT) in very different ways, but they do share at least one common trait: they have clear pictures of how to use available technology. Put another way, they have identifiable strategies for using technology that conform to the missions of the schools. The point of this chapter is to identify and describe strategies for using distance learning technology (DLT) at higher education institutions. Research suggests three major strategies, the “Guest Lecturer” strategy, the “Automated Correspondence Course” strategy, and the “Large Lecture Hall” strategy. All three strategies have antecedents in the recent history of higher education, and each has its own implications for the future. The next section looks at literature and field research on the strategic use of DLT.

The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.