This document contains summaries of multiple articles about mass media and technology:
1) The first article discusses college students' views on illegally downloading music online, with many feeling it is not truly immoral though illegal, while the music industry sees it as rampant piracy.
2) The second article examines the effects of television on children, with some arguing it can stunt development, though others note parental influence is more important.
3) The third story describes a father creating a virtual world for his disabled daughter using multimedia, allowing her to experience things she cannot in real life.
4) The final poem envisions a future where nature and technology coexist harmoniously, with machines taking over human labor.
Equity Aids the Vigilant: The Supreme Court’s Montanile Decision And Its Less...Paul Hastings
After the U.S. Supreme Court’s opinion in Board of Trustees of the National Elevator Industry Health Benefit Plan holding that ERISA prohibits suits by benefits plans where the beneficiary spent the settlement money on nontraceable items, attorneys from Paul Hastings LLP suggest that plans enhance their monitoring efforts, review the adequacy of their subrogation clauses and act promptly when seeking reimbursement from plan participants.
Tele[re]visionBy Jenny Price ’96 Society gives parents p.docxmattinsonjanel
Tele[re]vision
By Jenny Price ’96
Society gives parents plenty of reasons to feel guilty about the time their children spend in front of the television.
Nicknames for the medium – boob tube or idiot box, for example – do little to help alleviate their worries.
For years, researchers have shown the negative effects of TV violence and, more recently, they have found links between childhood obesity and too much viewing. President Obama implored parents to “turn off the TV” during a campaign ad pitching his education policy. Still, the average child in the United States spends nearly four hours watching television each day, even though pediatricians recommend no more than two hours of educational programming for kids two years and older.
TV viewing is a given in the average household, but in many cases, parents have no idea what programs their children are watching or whether they understand them at all.
“What we seldom get – and need – is solid, research-based advice about when to turn the TV on,” noted Lisa Guernsey, an author and journalist who covers media effects on children, in a column she wrote for the Washington Post.
Researchers, including UW-Madison faculty and an alumnus who is behind some groundbreaking work in the field, are working to fill that void, showing that some TV can actually be good for kids.
Their efforts have improved educational programming for children, pinpointing what engages their developing brains and how they learn as they watch. Now the researchers are exploring whether children are really getting the lessons from programs that adults think they are, and how exposure to television might affect children as young as babies and toddlers.
Spoonful of Sugar
Well-crafted shows for children can teach them the alphabet, math, and basic science concepts, as well as manners and social skills. But what really makes for good television when it comes to younger viewers? That’s a key question Marie-Louise Mares MA’90, PhD’94, a UW-Madison associate professor of communication arts, is trying to answer.
Much of the educational programming aimed at children falls into the category of “prosocial” – meaning that it’s intended to teach lessons, such as healthy eating habits, self-esteem, or how to treat others. The classic example of a prosocial program is Mister Rogers’ Neighborhood. Mares has shown that a prosocial program’s positive influence can be just as strong as a violent program’s negative influence.
But good messages can get lost.
“Children’s interpretations of what a show is about are very different from what an adult thinks,” Mares says. “Some kids take away the completely wrong message.”
Mares began studying children’s comprehension of prosocial messages after watching the movie Mary Poppins with a four-year-old fan. Although the child predicted each scene before it appeared on screen, she had difficulty doing what Mares calls “making sense of the story.” The girl did not know why the character Bert, pla ...
Media & Learning What Parents Should Know!By Yongping YeHomAbramMartino96
Media & Learning: What Parents Should Know!
By Yongping Ye
Home
Topics
Activities
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Development
Home
Topics
Activities
Help
Development
Why does it matter?
We live in the digital age
The environment has deep impact on children’s behaviors and development.
Good or bad? It depends on how we use media.
Science behind
Learning from TV and other media:
Require repetition
Familiar characters
Socially relevant and contingent feedback (looks at and talk to the child)
Here is a video represents above three contents in a show.
Children under 2.5 or 3 years old learn better from a real-world than from an equivalent media. They develop the ability of dual representation (need to represent TV as something they learn from) around 3 years old.
Learning two “5”
Children follow 5 steps to learn new things
Sensory register: receives input from the environment and registers it for processing
Information processing: Approach that describes how people learn using a computer analogy
Short-term memory: Holds information temporarily
Long-term memory: Stores information processed from short term memory for later retrieval
Learning response: Recognize and recall information from short- and long-term memory.
5 capabilities that contribute to social learning
Symbolization: can think about social behavior in words and images
Forethought: anticipate consequences of our own and others’ actions
Self-regulation: adopt standards of acceptable behavior for us (aspirational, social, moral)
Self-reflection: analyze our thoughts and actions
Vicarious learning: learn by watching others be rewarded and punished
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Development
Parenting instructions:
Media is a new environment for children. Parents should guide them to adapt to the environment.
Consider media as an optional tool for learning. Parents’ companion is necessary for children’s development. It always better to learn from real-world than from the screen.
Don’t use it as an emotional pacifier. Parents should not use TV or other media to calm down their children. They need to learn to control their emotion.
Set limits and encourage playtime. Kids are kids. They will make mistakes using media. Parents’ surveillance is indispensable.
Be a good role model. Except for limiting children’s on-screen playtime, parents should control their time on using media each day.
Here is a video explaining how TV affect young children’s brain development
Ball & Bogatz (1970) – research on Sesame Street
Children could learn basic information
Literacy skills
Preschool readiness skills
Other studies showed learning from a single episode or clip
Better learning with repetition.
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Development
Play with your child!
For ages 5-8 children, play Animal Crossing.
Through the game, you can create a home with your child. It is good way to interact with cute animal villagers and enjoy life in the game.
For ages 8-12 children, play Lego
You can introduce children to a franchise you alr ...
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How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
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Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
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Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
2. GROUP MEMBERS
Jashmina Pradhananga
Kriti Manandhar
Priya Singh
Rupesh Shah
Sristi Siddhi Bajracharya
Vineet Goel
3. CONTENTS
Students Shall Not Download. Yeah, Sure
−Kate Zernike
Don’t Touch That Dial
−Madeline Drexler
Conceptual Fruit
−Thaisa Frank
All Watched Over by Machines of Loving Grace
−Richard Brautigan
Humor
5. CONTENTS
About the author
Students’ point of view on downloading music
College plans on the issue
Views about downloading music
Music industry point of view
6. ABOUT THE AUTHOR
Kate Zernike
Correspondent for the New York Times
Previously a reporter for The Boston Globe
7. STUDENTS’ POINT OF VIEW ON
DOWNLOADING MUSIC
Illegal but not immoral
Taken internet for granted
Broadband encourage downloading
Blurred lines between right and wrong
Lot worse issues to focus on
Cool to have them
A dollar a song not worth it
Form of advertising
8. COLLEGE PLANS ON THE ISSUE:
Online tutorial to students
A new program to pay for the rights to music
Educate students on what is ok
9. VIEWS ABOUT DOWNLOADING MUSIC
Agree
(Percentages)
Disagree
(Percentages)
Not sure
(Percentages)
Downloading and then selling music is
piracy and should be prohibited;
downloading for personal use is an
innocent act and should not be
prohibited
75 14 11
If the price of CDs were a lot lower, there
would be a lot less downloading off
music of the internet
70 21 9
Musicians and the recording companies
should get the full financial benefit of
their work
64 17 19
Downloading music off the internet is no
different from buying a used CD or
recording music borrowed from a friend.
54 31 15
10. MUSIC INDUSTRY POINT OF VIEW
Steady rise in internet plagiarism from 1993 to 2003
Common analogy unable to sway students
College students biggest downloaders of internet
music
Music record industry mainly after sharers not
downloaders
13. CONTENTS
Author introduction
Significance of the title
Right or wrong???
General assumptions
Research on television
Violence on television
Daniel Anderson’s viewpoint
Advice to parents
Conclusion
14. AUTHOR INTRODUCTION
Madeline Drexler
Science and Medical journalist
Worked in many national publications in the United
States
Article appeared in the Boston Globe, a large daily
newspaper in 1991
15. SIGNIFICANCE OF THE TITLE
Dial refers the control on a radio or television set
used for tuning
Simply means don’t touch the remote
16. RIGHT OR WRONG???
Television acts as a narcotic on children
Mesmerize them
Stunt their ability to think
Displace wholesome activities as book reading and
family discussion
17. GENERAL ASSUMPTIONS
Tend to blame TV
TV impairs a child’s ability to think and to interpret
the world
Displaces reading as a form of entertainment
Watching TV lowers IQ scores and hinders school
performance
18. RESEARCH ON TELEVISION
Dangerous to children
Hypnotizes them
Curbs intellectual development
Takes place of loftier pastimes
19. VIOLENCE ON TELEVISION In %
Programs with Violence 61
Violent Programs
Long term negative consequences of violence 16
Perpetrators as bad characters who go unpunished 45
Perpetrators as attractive characters 40
Violent Scenes
No remorse, criticisms, or penalty for violence 71
Blood and gore 14
Humor 42
Violent Interactions
No physical harm or pain to victim 51
Unrealistically low levels of harm 34
Lethal violence 54
20. DANIEL ANDERSON’S VIEWPOINT
A psychologist at the University of Massachusetts
at Amherst
Important to distinguish television’s impact on
children from family and cultural influence
Overlook own roles in shaping children’s minds
Muse upon the meaning of what they see
Time spent on watching TV not related to reading
ability
21. CONTINUED…
Influence of family on children’s reading ability
No link between television exposure and lower IQ
People of lower IQ tend to be lifelong television
devotees
Appreciates high school courses on how to
“decode” TV
Social impact rather than cognitive impact
22. ADVICE TO PARENTS
Children are not just passively mesmerized by TV
Think of alternatives to television
Find why they watch too much TV
23. CONCLUSION
Source of enlightenment or a descent into
mindlessness
Depends on the choices of lucre-driven executives
26. CONTENT
Author introduction
Significance of the title
Characters of the story
Greta’s character
The story
Conclusion
27. AUTHOR INTRODUCTION
Thaisa Frank
Teaches at University of San Francisco
Practices psychotherapy
Extracted from story collection Sleeping in Velvet
(1997)
28. SIGNIFICANCE OF THE TITLE
Fruit refers to the multimedia
Concept of virtual world
29. CHARACTERS IN THE STORY
Four characters
– Greta (Daughter)
– Father
– Mother
– Joel (Son)
30. GRETA’S CHARACTER
Girl of 16
Couldn’t perform activities as normally as others
Often repeated whatever she heard
Went to special school
31. THE STORY
Father wanted to share about a new site
Only Greta showed interest
Took her to show where she could make up streets
and bowls of fruit
Asked what she wanted
Created a street called “Greta’s Street”, a house
called “Greta’s House”
32. CONTINUED…
Placed bowls in every room
Peaches everywhere
Eleven windows covered with white curtains
Clicked bowls – word peaches appeared
Greta expected real peaches to appear
Father said - the words remind what they stand for
33. CONTINUED…
Didn’t cry but closed her eyes
Created a kitchen, a dining room, a living room, a
bedroom, a room for cat
But no bathroom – not a real house
Smiled the next time when the word peaches
appeared
The house could have anything
34. CONTINUED…
But Greta will never have a house of her own
Would live in a group house with people like her
Father hopes the house to be large and as Greta
wanted
35. CONCLUSION
Multimedia and internet helps to create a virtual
world
Helps people to get satisfaction to some extent
39. AUTHOR’S INTRODUCTION
Richard Brautigan (1933-1984)
Popular U.S. poet and novelist
Extracted from The Pill Versus the Springhill Mine
Disaster (1968)
40. ABOUT THE POEM
Deals with computers
Written at the time when electronic technology was
in its early stages
Use of refrain
41. THE POEM
I like to think (and
the sooner the better)
of a cybernetic meadow
where mammals and computers
live together in mutually
programming harmony
like pure water
touching clear sky
42. CONTINUED…
I like to think
(right now, please!)
of a cybernetic forest
filled with pines and electronics
where deer stroll peacefully
past computers
as if they were flowers
with spinning blossoms.
43. CONTINUED…
I like to think
(it has to be!)
of a cybernetic ecology
where we are free of our labors
and joined back to nature,
returned to our mammal
brothers and sisters,
and all watched over
by machines of loving grace.
44. CONCLUSION
Balance between technology and nature
Dream of a paradise free of labor
Machines can take place of man in future