Semantic Social Mashup approach for Designing Citizen DiplomacyAmit Sheth
Amit Sheth, "Semantic Social Mashup approach for Designing Citizen Diplomacy," position paper/talk at NSF Workshop on Designing Citizen Diplomacy, Irvine, CA, January 27-28, 2011.
Semantic Social Mashup approach for Designing Citizen DiplomacyAmit Sheth
Amit Sheth, "Semantic Social Mashup approach for Designing Citizen Diplomacy," position paper/talk at NSF Workshop on Designing Citizen Diplomacy, Irvine, CA, January 27-28, 2011.
Global Media, Cultural Change and the Transformation of the Local: The Contri...leticiaczanella
Slides. Chapter "Global Media, Cultural Change and the Transformation of the Local: The Contribution of Cultural Studies to a Sociology of Hybrid Formation" (Rainer Winter). In: Global America. The Cultural Consequences of Globalization (Beck; Sznaider; Winter).
Dott.ssa. Carro Zanella
Globalization (or globalization) describes the process by which regional economies, societies, and cultures have become integrated through a global network of political ideas through communication, transportation, and trade.
The term also refers to the transnational circulation of ideas, languages and popular culture.
Globalization…refers to the growing interconnectedness of different parts of the world, a process which gives rise to complex forms of interaction and interdependency
Global Media, Cultural Change and the Transformation of the Local: The Contri...leticiaczanella
Slides. Chapter "Global Media, Cultural Change and the Transformation of the Local: The Contribution of Cultural Studies to a Sociology of Hybrid Formation" (Rainer Winter). In: Global America. The Cultural Consequences of Globalization (Beck; Sznaider; Winter).
Dott.ssa. Carro Zanella
Globalization (or globalization) describes the process by which regional economies, societies, and cultures have become integrated through a global network of political ideas through communication, transportation, and trade.
The term also refers to the transnational circulation of ideas, languages and popular culture.
Globalization…refers to the growing interconnectedness of different parts of the world, a process which gives rise to complex forms of interaction and interdependency
Media Education in the Era of Algorithmic Personalization: Facing Polarizati...Renee Hobbs
Keynote address at the INTERNATIONAL CONFERENCE AND TRAINNING
ON DIGITAL AND MEDIA EDUCATION
PRELIMINARY PROGRAM
Cluj-Napoca, Romania, October 25-28, 2023
Media and Development in Society: Continuity and Challengesiosrjce
IOSR Journal of Humanities and Social Science is a double blind peer reviewed International Journal edited by International Organization of Scientific Research (IOSR).The Journal provides a common forum where all aspects of humanities and social sciences are presented. IOSR-JHSS publishes original papers, review papers, conceptual framework, analytical and simulation models, case studies, empirical research, technical notes etc.
Discourses and narratives on intercultural learning of the youth sector of th...Ruxandra Pandea
Presentation of Gavan Titley, Maynooth University, in the Consultative meeting on intercultural learning and education approached and practices of the European Youth Centres, Council of Europe, EYCB, 4-6 December 2018
Intercultural research in the area of communication was initiated in the
early 20th century. Over the last few decades, researchers have built a solid theoretical basis in this field. Nowadays, intercultural analyses include a rich collection of
texts on cross-cultural differences, the specificity of the phenomenon in the area of
verbal and non-verbal communication and also the role of the media. There is no
doubt that in an era of dynamic transformations of media use by people all over the
world, the sub-discipline of intercultural communication is facing another challenge
– that of including social media and network communication processes into new
empirical theories and research. The article answers the question of the status of
communication research in the field of the intercultural contexts of the new media.
Additionally, the directions of future development of these studies and conclusions
are discussed
Media Literacy, Artificial Intelligence and American ValuesRenee Hobbs
Delivered at the Holland Symposium at Angelo State University, February 15, 2024.
Digital tools are used to create a tsunami of entertainment, information, and persuasion that floods into our daily lives because media messages influence knowledge, attitudes, beliefs and behaviors. Some people are overwhelmed and others are exhilarated by the rise of generative AI, which is quickly becoming normative for both creators and consumers alike. At the same time, mistrust and distrust are rising because it’s so easy to use digital media tools to activate strong emotions, simplify information, and attack opponents. Thanks to algorithmic personalization, new forms of propaganda are being created and shared on social media. Tailored to our deepest hopes, fears, and dreams, these messages can, at times, seem irresistible.
But the practice of media literacy education offers a humanistic response to the changing nature of knowledge caused by the rise of big data and its reshaping of the arts, business, the sciences, education, and the humanities. Learn how educators can help learners to ask critical questions that enable people to recognize the subtle forms of manipulation embedded in all forms of symbolic expression. Gain an understanding of the business models and technological affordances of AI, machine learning, and big data in order to distinguish between harmful and beneficial AI tools, texts, and technologies. Learn why creative and critical thinking, when it is combined with intellectual humility and empathy, help people develop the identity of a lifelong learner. When media literacy is embedded in education at all levels, people can find common ground, restore trust, and deepen respect for the shared human values of care and compassion.
BIOGRAPHY
Renee Hobbs is one of the world’s leading experts on media literacy education. She is Founder of the Media Education Lab, a global online community. Hobbs’s book, Mind Over Media: Propaganda Education for a Digital Age won the 2021 Prose Award for Excellence in Social Sciences from the American Association of Publishers. She began her career by offering the first teacher education program in media literacy education at Harvard Graduate School of Education. She has since inspired a generation of students, teachers, and citizens on four continents who have helped develop a global media literacy movement. As a full professor at the University of Rhode Island, Hobbs has published 12 books and more than 200 scholarly and professional articles. Her engaging talks clearly demonstrate how media literacy can be implemented in home, school, workplace, and community settings. Audiences enjoy Hobbs’ passion and energy and the skillful way she engages people from all walks of life in ways that activate critical thinking about contemporary popular culture and media messages, especially the new types of persuasive genres on social media that may escape people’s scrutiny.
Educational Strategies for the Prevention of Violent ExtremismRenee Hobbs
Professor Renee Hobbs identifies five instructional strategies for addressing the prevention of violent extremism based on the practice of digital and media literacy education.
‘I don’t want to live their lives!’ The dynamics of Vietnamese digital mediaUniversity of Sydney
Vietnam demonstrates advanced levels of digital media use. Online content creators have adapted to thrive within a media ecology against non-authentic media by evolving towards experience translators. Through interviews with Vietnamese creative industry experts, online content creators and young users, this article articulates how Vietnamese digital media is similar to outside models but has its own distinctiveness, rewarding its users by providing a generally positive space for online communication. Through a de-Westernised lens, it is possible to observe Vietnamese digital media is broadly progressive, inclusive, and at an arms-length from hate speech, misinformation and vitriol content. Vietnam’s focus on positivity and support for communities over individuals has provided a burgeoning digital media market for a variety of industries. Vietnamese digital media demonstrates a pushback against commercially oriented individuals that use their platformed affordances for capital gain, in preference for content from what can be described as online experience intermediators.
Conference presentation on videos lectures. The paper considers the use of recording lectures and describes a case study in which lectures were recorded for a module. The mean scores and rates of attendance were compared with the same module in previous years. it was found that for the main population the assessment scores did not change,. however the scores for students whose first language was not English did improve. Attenndance was unaffected.
Keynote presentationgiven at the Trail and Error: Journalism and Media Education TWG European Communications Research Association Conference, University of Minho, Braga, Portugal
A lecture on how to do a literature review. Covers what a literature is, journal hierachies, H index, I index, types of lit review - narrative, meta and systematic, search startegies, forest, filtering literature, using databases to search and making a search string
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
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?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Instructions for Submissions thorugh G- Classroom.pptx
Towards a cosmopolitan media and information literacy
1. Towards a Cosmopolitan Media and
Information Literacy:
A UK initiative
Marcus Leaning
Professor of Digital Media Education
University of Winchester
UK
Presented at 7th Media and Information Literacy and Intercultural Dialogue Conference,
Kingston, Jamaica, 25th October 2017
2. Defining Media
Literacy
History of
Media
Literacy
Defining
Media Literacy
Current techniques continue the critical approach
but involve students participating in creative yet
critical examination of texts. This allows students
to develop the critical analytic side as well as
develop employment related skills.
Later practice developed more ideological analysis and taught students to
decode the media and identify how messages had political values implicit
within them. Students were trained in semiotics and discourse analysis and
later media production techniques to demystify the mechanisms used to
embed meaning.
Early media literacy programmes identified the
media as alien and to be guarded against so as to
preserve extant culture. Media education
considered to be a form of inoculation against the
media. This approach still informs many media
education courses today.
Multiple definitions;
Potter (2010)
identifies 20
different definitions.
Division between
those that identify
specific skills, which
have changed over
time in response to
the emergence of
new technologies
and social practices
and those which
identify the
necessity of
criticality: ML as a
political, social
and cultural practice
(Sholle and
Denski, 1994).
Very much based
upon
3. History of
Information
Literacy
Apolitical
Information
Literacy
Information
literacy seen as
apolitical and an
inherent ‘good’.
Initially
economically
beneficial with
later versions
being understood
as empowering of
individuals. It
draws upon a
scientific
background and is
therefore
regarded linked to
the sciences
rather than the
arts and
humanities.
Information literacy has
been gradually evolving
since Zurkowski’s 1974
report which introduced
the term.
4
SCONUL 1989 Seven
Pillars, adds ‘create’ to
the mix.
1
2
3
A.L.A. 1989 5 step model
know when needed,
identifying info needed,
finding, evaluating and
organising.
5
Penetration of
computers into home
and work life and
lifelong learning agenda
drives greater need for
info lit.
Prague meeting and
WSIS events lead to
new declarations.IL
has four aspects:
seeking, evaluating,
using and creating.
6
Mid to late 2000s
and 2010s
conceptual
convergence with
ML. UNESCOs 2011
MIL curriculum.
4. Media
Literacy
Information
Literacy
Inherently political, the reason for doing
media literacy is to preserve, promote or
bring about a vision of life. Strong on
developing critical skills of interpretation
and their use in production. Historically
concerned with mass media and ignored
interpersonal communication and as a
consequence has a weakness in engaging
with digital media and the interactive
aspects, often uses the same techniques
for digital media as for mass
communications and miss aspects.
Needs greater understanding of digitality.
Inherently a-political, the reason for
doing information literacy is to
empower either for economic or
individual reasons. Focus is upon
personal use of information and
consequently little or no ‘social
critique’ or progressive intent.
Criticality only evident at very high
levels, lower level evaluation is about
validity of information.
Needs greater understanding of
criticality.
5. Add to this…
To meet these issues MIL needs reorienting and to develop an
underpinning that affords a progressive criticality to deal with
the issues of living in an information-rich and increasingly
politically problematic world.
It is asserted that we should turn to cosmopolitanism for
such.
BREXIT
UK leaving the EU with seemingly no plan. Complex
reasons, alignment of independence minded, with
anti-Europe, anti-immigration and right of centre
political factions – high level of financial support
from ‘questionable sources’. Much owed to political
campaigning and the alignment of 7 of the 9 major
newspapers for BREXIT. ‘Real ‘Fake news’’ less than
initially thought in Brexit and less than US.
Most shared story during was from national (but
right wing) press.
6. Cosmopolitanism
Cynic School of
Greek philosophy-
Diogenes –
‘citizen of the
world’
1
‘there is neither Jew nor
Greek, there is neither
bond nor free, there is
neither male nor
female: for all are one in
Christ Jesus’
3
2
‘The
cosmopolitans
carry the
designation
citizens of the
world in the most
authentic and
eminent sense.
They regard all
peoples of the
earth as just so
many branches of
a single family,
and the universe
a state,
in which they [the
cosmopolitans]
are citizens,
together with
innumerable
other rational
beings, in
order to promote
the perfection of
the whole.’
Instead we should recognise
that difference exists
between people, afford such
differences equal value and
respect and seek to learn
from the differences
in human lives (Appiah,
2010).
Involves the rejection
national outlook and ethnic
and religious
fundamentalism and other
forms of essentialism (Beck,
2006).
Halpin (2002) sees cosmopolitanism as
a ‘utopian device’ through which we
can think about our actions and which
we can use to plan
future action.
MIL should articulate and be
oriented towards delivering critical
cosmopolitanism.
5
Diogenes St Paul Christoph Wieland
Critical cosmopolitanism has an
inherent recognition of difference
(Delanty, 2006, 2009) and offers a
form of social critique that can be
used to address 21st century
political challenges.
4
7. R
e
f
e
r
e
n
c
e
s
Appiah, K. A. (2010). Cosmopolitanism: Ethics in a world of strangers (issues
of our time). New York: W. W. Norton.
Beck, U. (2006). Cosmopolitan vision. Cambridge: Polity.
Delanty, G. (2006). The cosmopolitan imagination: Critical cosmopolitanism
and social theory. The British journal of sociology, 57(1), 2547.
Delanty, G. (2009). The cosmopolitan imagination: The renewal of critical
social theory. Cambridge, UK and New York: Cambridge University Press.
Halpin, D. (2002). Hope and education: The role of the utopian imagination.
London: Taylor &
Francis.
Potter, W. J. (2010). The state of media literacy. Journal of Broadcasting &
Electronic Media, 54(4), 675696.
Sholle, D., & Denski, S. (1994). Media education and the (re)production of
culture. Westport: Bergin & Garvey.