Bibliography: Social Media (page 112 of 144)

Fuentes, Efrain Garza; Rose, Raymond M. (1995). Being Prepared: The School Emergency Response Plan Handbook. This handbook was designed to help educators develop a proactive school-preparedness plan for dealing with a variety of crises, ranging from natural disasters to accidents to acts of violence. The School Emergency Response Plan (SERP) is not a violence-prevention program; rather, it is part of an overall effort to ensure a safe learning environment for all students. Data for the handbook were gathered from school observations and an administrator focus group. The planning process creates a vehicle for community collaboration that includes public-service and emergency-response entities, business, the media, social services, transportation systems, community leaders, and others. The seven steps in the planning process include: (1) identify key players and their roles; (2) conduct a school inventory of resources and limitations; (3) design the SERP; (4) apprise local institutions of the SERP; (5) clarify roles and responsibilities with community-service agencies and public-safety departments; (6) conduct and evaluate a crisis exercise; and (7) update the plan. One figure, one table, 6 worksheets, and lists of possible school-emergency situations and responses are included.   [More]  Descriptors: Agency Cooperation, Community Coordination, Cooperative Planning, Elementary Secondary Education

Bialeschki, M. Deborah; Henderson, Karla A. (1986). Recreation and the Returning Female Student. This study evaluated the leisure attitudes and recreation participation patterns of a sample of returning female college students. Interviews were conducted with 36 full-time women students who had returned to graduate school after a five-year lapse in their formal training. The women placed a high value on the cognitive and affective aspects of their recreational activities. However, the score concerning their behavioral attitudes were lower, indicating that incongruity existed between what the women thought and felt about recreation and what they did in regard to their actual activities. The greatest barriers to recreation were related to limited time, work and school being the highest priorities; and too much daily stress. The returning students said they participated less in mass media, social, outdoor, sport, and hobby activities when they returned to school. The study suggested implications for those who may be programming for women who are returning to school. With the growing number of returning students, traditional student activity and sports programs may not be the best methods for supplementing the recreational needs of this group of students.   [More]  Descriptors: Females, Graduate Students, Higher Education, Leisure Time

Bourgoin, Edward (1978). Foreign Languages and Your Career. Divided into two major parts, this book is intended to indicate careers in which people need foreign languages in their work and to provide suggestions and sources of further information for those who already have foreign language skills and those who are planning to acquire them. Part 1 discusses careers in which a foreign language is needed as a complement to other skills. The author covers the following fields: business, industry, and commerce; government and international organizations; education; library science; physical and social sciences; law; media; travel and tourism; and services. Part 2 deals with foreign language as primary skill and includes teaching, interpreting, and translating. The following lists are appended: related publications; agencies and organizations concerned with overseas teaching and research; sources of information on bilingual education and teaching of English to speakers of other languages; directors of education in U.S. territories and possessions; organizations utilizing health workers and social services volunteers abroad; professional associations of translators and interpreters; and schools and colleges offering courses in interpretation and translation. Descriptors: Career Opportunities, Career Planning, Careers, Communicative Competence (Languages)

Robinson, Mary (1974). Career Education Social Studies: Units for Career Exploration in Sixth, Seventh or Eighth Grade. The guide, designed for sixth, seventh, or eighth grade teachers and students presents five social studies instructional units for career exploration related to the occupational clusters transportation, communication, manufacturing, health, and business and office occupations. The units deal specifically with: land transportation as a social problem, communication media, locating a manufacturing facility, the public health official, and a career in management. Each unit is based on behavioral objectives which are stated as terminal objectives, dealing with the subject matter to be covered, and as specific objectives, dealing with the student performance necessary to reach the terminal objective. The other components of each unit are: list of suggested activities for instructor and student, reference list, information sheets outlining the content of the unit and a brief description of jobs related to the unit, assignment sheets providing specific written activities and creative projects, answers to assignment sheets, a unit test, and answers to the test. Some units also contain transparency masters or student hand-out sheets. Instructions for using the guide and forms and guidelines for field trips, interviews, and resource people are included.   [More]  Descriptors: Administration, Career Education, Career Exploration, Course Content

Kalamazoo Public Schools, MI. (1976). Recommendations for Eliminating Discrimination in the Instructional Program [And] Guidelines for the Evaluation of Print and Non-print Materials. This guide for affirmative action practices is designed to eliminate discrimination and inappropriate stereotyping in the curriculum practices of the Kalamazoo Public Schools. It sets forth related goals, implementation plans, and evaluation procedures for each aspect of the instructional program. Specific instructional performance objectives are compiled for art education, career education, elementary instruction (reading and social studies), instructional media, music education, physical education, secondary instruction, special education, and student services. The guide is arranged by educational area. Information accompanying each objective includes the person responsible for implementation, completion date if any, and how accomplishment will be measured. For example, one objective of music education is eliminating the type of sex stereotyping which suggests "Boys play brass instruments, girls play woodwind instruments." The music coordinator is responsible for implementation of the ongoing objective. The objective is evaluated by the principal and the music coordinator who periodically review the progress. Guidelines for the evaluation of print and nonprint materials; for a positive, nonstereotyped portrayal of human roles in media center materials; and for evaluating minority group materials are included.   [More]  Descriptors: Affirmative Action, Art Education, Career Education, Educational Media

Hasenfus, Clement J. (1974). Education 321. Social Studies–Student Teaching: An Individualized Performance-Based Model. Revised Edition. This individualized course guide for students of secondary social studies education consists primarily of modules of which some must be mastered or attempted and some are optional. Also included are prerequisites for the course and a number of experiences which are designed to develop insight into the teaching role. This is the last of three volumes on performance-based teacher education for students in the secondary social studies practicum and student teaching programs at Rhode Island College. The required modules include the teaching component, which consists of a series of activities pertaining to the teaching-learning act, and the support component, which consists of administrative, pupil personnel, social services, and media segments. Each module contains a rationale, objectives, pre-assessment, required and optional activities, post-assessment, and a guide sheet which lists a number of significant aspects of performance. Following the modules are behavior guides which are adapted from Daniel L. Merritt's "Performance Objectives for Student Teaching" and are guides to effective teacher behaviors. Following the behavior guides are 58 terminal objectives for student teaching. Report forms for validation and observation of student teachers conclude the guide.   [More]  Descriptors: Behavioral Objectives, Competency Based Teacher Education, Course Content, Individualized Instruction

Tims, Albert R., Jr. (1983). Development of Public Affairs Media Use. To examine the relationship between parent and child news media use within specific age groups and to evaluate the stability of this use over time, 501 parent child pairs were interviewed by telephone in the winter and again in the fall of 1980 on their political views, social values, and media use. Findings on exposure to five types of media–newspapers, magazines, network television news, late evening local news, and television news specials–showed that (1) newspaper exposure increased substantially between the ages of 10 and 17, with consistency of exposure growing to a level roughly on par with that of adults by age 13 and with intergenerational exposure rates greatest during adolescence; (2) exposure to either magazine articles or network television news did not generally increase with age, exposure stability did not increase systematically, and intergenerational similarity was neither particularly large nor age related; (3) the frequency and stability of exposure to local late evening television news and intergenerational stability in this type of viewing all increased with age; and (4) the frequency of exposure to television news specials did not increase in a consistent or substantial rate although systematic increases in stability and intergenerational similarity were evident. (Seven tables on media exposure rate are appended.)   [More]  Descriptors: Age Differences, Behavior Patterns, Children, Comparative Analysis

Ogles, Robert M. (1988). Media-Cultivated Perceptions of Criminal Victimization. Many television viewers construct their social reality from media content as well as from sensory and interpersonally communicated information. One aspect of this media-influenced social reality is television viewers' estimates of crime in society, or their fear of criminal victimization. Several media-effects studies have demonstrated the cultivation of perceptions of criminal victimization. Gerbner's cultivation hypothesis states that television content, unlike print and film media, is stereotypical and incongruent with the observable world. For Gerbner, the discrepancy between television content and "real world" content results in two separate realities, and the reality which guides an individual's orientation to the world depends on the amount of television viewed.  Individuals who repeatedly see characters like themselves depicted as victims in violent encounters are said to be more apprehensive about their chances of becoming victims. Two of Gerbner's reformulations of the cultivation hypothesis–mainstreaming and resonance–investigate contributory conditions in which cultivation effects are likely to occur. Other studies of the cultivation effect consider the aspects of age, total viewing time versus the amount of violence viewed, the relationship between television viewing and anxiety, and the conceptual difference between fear of victimization and the probability of being victimized. (Seventy-one references are appended.) Descriptors: Anxiety, Audience Analysis, Crime, Fear

Sharma, Satish (1979). Modernism and Planned Development: A Study of Two Punjabi Villages in India. Two rural villages with similar characteristics were selected in Punjab (northern India) in order to study attitudes towards planned socio-economic development programs. All household heads (married males) in Bhagpura (123) and Khaira Bet (116) were interviewed; other data were derived separately. Program acceptance (modernism) in both villages correlated very highly with the respondants' psycho-social modernism, mass-media participation, and extra-community contacts. Khaira Bet (more remote in terms of road links and transportation facilities) reflected more conservatism in all areas, particularly formal and family education, civic/political participation, level of living, village leadership status, landowner status, and occupational status. An unanticipated finding was that caste was not a significant predictor of program approval. Age reflected a predictable conservatism and had a negative correlation of -.72 in both villages. Since exposure to mass media and extra-community activities was significant in acceptance of socio-economic development programs, development and extension agencies should find support for rural development programs among villagers who have already been exposed to external ideas and behavioral patterns; agencies should also design extra-community social contacts, formal education, and mass-media and civic/political participation of villagers in order to aid development efforts.   [More]  Descriptors: Academic Achievement, Age Differences, Attitude Change, Caste

Hunter, Alex; Mertz, Gale (1979). Safeguard: Teachers Anti-Crime Packet. This guide contains resources which can be used to teach elementary and secondary students about the criminal justice system in Boulder, Colorado. The resources can be used or adapted to teach about the justice system of other cities. The guide contains many different kinds of resources. Narrative background information on Boulder County government is provided. A glossary of criminal justice terms is included for teacher reference. Flow charts provide students with information on what could happen to them if they commit a crime or are caught shoplifting, stealing, running away, or in possession of drugs. Various role-play ideas are included: for example, students are asked to try to convince their friend not to steal from stores. One section of the guide contains activities dealing with crime prevention awareness that can be integrated into science, math, art and media, social studies, and writing courses. Students visit a crime lab, convert crime statistics into graphs, create a rebus to tell a short story about a crime problem, lead a classroom discussion on crime, and write a story for the school newspaper. By participating in a two hour jury game, students learn to appreciate the importance of a fair and impartial jury. Other resources include crossword puzzles, a juvenile court skit, a questionnaire to survey attitudes toward police, and ideas for bulletin boards. Descriptors: Class Activities, Crime, Criminal Law, Elementary Secondary Education

North Carolina State Dept. of Public Education, Raleigh. (1987). Our Town Integrated Studies: A Resource. This integrated state curriculum guide was developed by North Carolina fourth grade teachers, principals, and supervisors during a workshop which explored methods of integrating curriculum objectives from multiple instructional areas by using the community as both a resource and a subject of study and by introducing the concept of webbing, an open-ended planning process designed to emphasize relationships between ideas and subjects. A sample unit, "Melon Mania," illustrates how focusing on watermelons can be used to teach art, science, social studies, language, media skills, mathematics, healthful living, and communication skills. Seven units provide integrated curriculum suggestions for teaching about a community's animals, arts and recreation opportunities, government, transportation, geography, agriculture, and business and industry. Most of the units contain: (1) a goals and objectives web; (2) an activities web; (3) suggested integrated activities; and (4) selected resource materials. Appendices include information about: (1) integrating nutrition education in the fourth grade; (2) a fourth grade integrated learning center; (3) the I-search paper concept; (4) how to conduct an interview; (5) the field trip experience; (6) simulation games; and (7) debate participation regulations. Charts and diagrams are included.   [More]  Descriptors: Community, Community Study, Grade 4, Holistic Approach

Sturm, Alzemiro E.; Riedl, Mario (1972). Socioeconomic Status of Farmers and Economic Development in Two Communities of Southern Brazil. This paper is concerned with the problem of social inequalities and economic development in rural communities. Two ethnically different communities were chosen in the most southern state of Brazil: Garibaldi, of descendants from Italian immigrants, and Candelaria, of descendants from German immigrants. The data were gathered through application of a questionnaire to stratified random samples, representing 4.2% of the farm owners in Candelaria and 7% in Garibaldi. The central assumption of the study was that the larger farm owners occupy the highest socioeconomic positions in the agrarian society and, therefore, have the best opportunities for economic development as indicated by correlates such as income (economic variable), education and mass media (social variables) and alienation (psychological variable). The study findings show that the economic and social development of rural communities, irrespective of ethnic origins, appears to depend on structural variables, such as the land tenure system. In terms of strategies for development, it is suggested that the inequalities that seem to exist in land ownership be corrected. Tables provide the study data, and a bibliography is included.   [More]  Descriptors: Bibliographies, Comparative Analysis, Data Analysis, Economic Development

United Nations Educational, Scientific, and Cultural Organization, Paris (France). (1970). Mass Media in Society: The Need of Research. Reports and Papers on Mass Communication, Number 59. More and better research should be undertaken, nationally and internationally, on the effect of mass media upon society. Prior to such research, there needs to be an awareness of the realities of society today and of broadcasting structure. There should also be an understanding of the research that has already been done and of the gaps in that research. Also, an assessment should be made of the kind of organization and funding most likely to produce independent and useful research. Future research efforts might be devoted to educational media, to communication satellites, to media in transitional societies, to violence and aggression, to the social contributions of media, to the producer and broadcaster, to what is regarded as news, and to the professional training of broadcasters and researchers. A cautionary comment upon research is that the methodology tends to determine the results. Developing countries need to undertake their own research programs on the social effect of mass communications. In the increased research effort recommended, there should be cooperation at the national and international levels. The role of UNESCO (United Nations Educational, Scientific and Cultural Organization) is viewed as one of leadership, encouragement, and liaison. Descriptors: Aggression, Broadcast Industry, Communications, Communications Satellites

Lorac, Carol (1993). In Search of an Audio Visual Composing Process. Rules for the development and application of audiovisual material are constantly being redesigned whether one is concerned with technological aspects, economic and policy structures, social impact, or media practice. This paper outlines the work being done by the International Media Literacy Project at the Royal University of London. The project is involved in the fundamental activities of audiovisual composition, but it also investigates ways in which the scope of various media is expanding, like new techniques of image manipulation. It has also been useful for participants to examine the relationship between communicative purposes and the evolution of audiovisual composition and professional media practices. Another job of the International Media Literacy Project has been to explore whether any international compositional forms are developing, and whether they are due to indigenous language, culture, and art. Much of this project research involves global collaborative research comparing how audiovisual composition occurs in different cultural and language settings. This work could provide a framework for devising appropriate strategies for meeting the information needs of the future.   [More]  Descriptors: Audiovisual Aids, Broadcast Industry, Case Studies, Comparative Analysis

Anderson, Susan E.; Harris, Judith B. (1995). Educators' Use of Electronic Networks: An E-Mail Survey of Account-Holders on a Statewide Telecomputing System. This study investigated educators' use of TENET, a statewide educational telecomputing network in Texas. It also documented the development and testing of a lengthy theory-based questionnaire and verified the efficacy of a method for administering surveys via electronic mail. The 70-item survey was sent to a random sample of 300 TENET users with a response rate of 66%, and was designed to measure variables which have been identified as important to understanding use of computer-mediated communication systems: personal attributes (demographic characteristics and computer experience); environmental characteristics (access, cost, training and time, and social context; perceived media characteristics (ease of use, social presence, utility and relative advantage); patterns of use (amount and type of use); and gratifications obtained (cognitive, diversion, and interpersonal utility). The response rate was 66%. The majority of respondents were highly experienced and educated public school teachers, support staff, and administrators who were experienced computer users with easy access to equipment needed to connect to TENET. Participants logged on to TENET an average of 4-6 times per week. Electronic mail was the most often used network function. Most respondents felt TENET was useful. The network served professional, as well as social and diversionary functions. Social integration with a community of TENET users was a consistent and strong predictor of both usage and satisfaction variables. Ten tables illustrate findings. (Contains 32 references.)   [More]  Descriptors: Administrators, Computer Mediated Communication, Computer Networks, Computer Uses in Education

Leave a Reply

Your email address will not be published. Required fields are marked *