Drawn from Scientific American, this full-color collection of articles enhances coverage of important topics within the course. The selections have been hand picked by Ron Comer, who provides a preview and discussion questions for each article.
Drawn from Scientific American, this full-color collection of articles enhances coverage of important topics within the course.
This document consists of three sources which compile research on the influence of media sex and violence on children's development. The first is a collection of articles on children and the media; the remaining two are bibliographies of research--one on pornography and sex in the media, the other on video and computer games. The articles in the collection are: (1) "The Monster Massacre or What Is a Violent Electronic Game?" (Christofferson); (2) "Video Game Violence and Aggression: A Review of Research" (Griffiths); (3) "Killing Time? A Canadian Meditation on Video Game Culture" (Kline); (4) "Video Games and Violence: Controversy and Research in Japan" (Sakamoto); (5) "Computer Games and Aggression: Research in Australia and New Zealand" (Durking and Low); (6) "Competitive Aggression in Australian Adolescent Males during Videogame Play" (Ask, Augoustinos, and Winefield); (7) "Boys, Girls, and Violent Video Games: The Views of Dutch Children" (Nikken); (8) "New Media and Young People in Sweden" (Petrov); (9) "It Isn't Real: Children, Computer Games, Violence, and Reality" (Sorensen and Jessen); (10) "Perceptions of Video Games among Spanish Children and Parents" (Casas); (11) "Violent Elements in Computer Games: An Analysis of Games Published in Denmark" (Schierbeck and Carstens); (12) "Classifications of Interactive Electronic Media" (Christofferson); (13) "Effects of Sexual Content in the Media on Children and Adolescents" (Wartella and others); (14) "Sexual Messages on Entertainment TV in the U.S.A." (Kunkel and others); (15) "Does Pornography Influence Sexual Activities?" (Forsberg); (16) "What Is the Internet? Basic Technology from the User's Perspective" (Evjen and Bjornebekk); (17) "Sex on the Internet: Issues, Concerns, and Implications" (Griffiths); (18) "Violent Pornography on the Internet: A Study of Accessibility and Prevalence" (Bjornebekk and Evjen); (19) "Paedophile Information Networks in Cyberspace" (O'Connell); (20) "Child Sex Iconography: Iconic Narratives of Child Sex Myths" (O'Connell); (21) "Child Abuse on the Internet" (Arnaldo); (22) "The Audience's Perception of Media Violence: Review of Research in the UK" (Hargrave); (23) "Violence on Chilean Television and Audience Perception" (Silva and Souza); (24) "Censorship and the Third-Person Effect: A Study of Perception of Television Influence in Singapore" (Gunther and Ang); (25) "Attitudes to Television Content in Australia" (Cupitt); (26) "A Study on Canadian Family Discourse about Media Practices in the Home" (Caron and Caronia); (27) "The Internet and the Family: The View of U.S. Parents" (Turow with Nir); (28) "U.S. Adults and Kids on New Media Technology"; (29) "Kids Discuss Safety on the Internet" (Childrens Express); (30) "Opinions in Australia, Germany, and the U.S. on Control of Misuse on the Internet" (Waltermann and Machill); and (31) "The Protection of Minors in the Public Opinion: An Austrian Perspective" (Geretschlaeger). Each article contains references. (HTH)
... generations, reflecting the current corporate repositioning around the digital
channels of communication distribution. ... active and dynamic merchandisers of
entertainment products to the young with promotional budgets exceeding those
of the toy or movie industries. ... at the point of convergence of the twentieth
century's two most important communication technologies — the computer and
television.
Humans, especially children, are naturally curious. Yet, people often balk at the thought of learning science--the "eyes glazed over" syndrome. Teachers may find teaching science a major challenge in an era when science ranges from the hardly imaginable quark to the distant, blazing quasar. Inquiry and the National Science Education Standards is the book that educators have been waiting for--a practical guide to teaching inquiry and teaching through inquiry, as recommended by the National Science Education Standards. This will be an important resource for educators who must help school boards, parents, and teachers understand "why we can't teach the way we used to." "Inquiry" refers to the diverse ways in which scientists study the natural world and in which students grasp science knowledge and the methods by which that knowledge is produced. This book explains and illustrates how inquiry helps students learn science content, master how to do science, and understand the nature of science. This book explores the dimensions of teaching and learning science as inquiry for K-12 students across a range of science topics. Detailed examples help clarify when teachers should use the inquiry-based approach and how much structure, guidance, and coaching they should provide. The book dispels myths that may have discouraged educators from the inquiry-based approach and illuminates the subtle interplay between concepts, processes, and science as it is experienced in the classroom. Inquiry and the National Science Education Standards shows how to bring the standards to life, with features such as classroom vignettes exploring different kinds of inquiries for elementary, middle, and high school and Frequently Asked Questions for teachers, responding to common concerns such as obtaining teaching supplies. Turning to assessment, the committee discusses why assessment is important, looks at existing schemes and formats, and addresses how to involve students in assessing their own learning achievements. In addition, this book discusses administrative assistance, communication with parents, appropriate teacher evaluation, and other avenues to promoting and supporting this new teaching paradigm.
In addition, this book discusses administrative assistance, communication with parents, appropriate teacher evaluation, and other avenues to promoting and supporting this new teaching paradigm.
