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2022 opened with World War C, the first major cyber world war. Wanting to capitalize on history in the making, Information Systems faculty are integrating real time events to increase student engagement, comprehension, and application of IS concepts. This paper outlines a successful midterm evaluation pivot that leverages current events. We discuss two different actions taken and objectives, outcomes, and implications for teaching and educational research. We find that incorporating extreme current events motivates students towards self-learning and creative knowledge outlets, which in turn stimulate greater comprehension, application, and retention across the entire class.

With the development of technology, the circulation of information around the world has accelerated. Journalism has now entered social media and mobile phones and has started to accompany people everywhere. The role of the media in education helps to learn, develop and keep alive a culture, and then transfer it to new generations. Media messages prepared for educational purposes aim to educate the individual and society on certain issues. The media is integrative with publications that raise awareness of the country, state and nation, make people popular, protect and protect national values. Thanks to the developing technology, politicians benefit from the educational role of the media by using new media tools as well as traditional media. In this study, the concepts of communication and media are explained in detail. In the continuation of the study, it was tried to reveal what needs to be done about the realization of a successful corporate perception management by mentioning the importance of corporate perception management in public administration by making use of the developing technology. Using content analysis, the interviews of the President of the Turkish Republic of Northern Cyprus, Ersin Tatar, in the TRNC and universities in Turkey in October 2023 were examined.

Defense industry is one of the sectors that boosts technological advancement and act as a trigger. In this industry, where personnel training plays a vital role, supporting military training with technology provides a great advantage on the battlefield. When we look at the problems that need to be solved, it is seen that the soldier's devotion to duty, his sense of absolute obedience and the soldier's need to be free from emotional depression. Recently, the masses have undergone intense migration movements due to the climate crisis, epidemics, hunger and wars. In this context, it seems that local people in the migrated region have a feeling of fear and hatred towards the newcomers. Mass media are the primary factors that cause this perception, called xenophobia. In this study, how perception management can be done through mass media and what the consequences may be will be discussed from a dystopian perspective and using the semiotic analysis method. As an example, through the images and dialogues in the "Men Against Fire" episode of the Black Mirror series, it will be examined how the soldier's motivation to become conditioned to the task during the training process is provided with technological support, and how effective the media can be in the context of perception management. As a result of the research, the outrage that xenophobic thought will cause in society, the dangers that arise in case of loss of control, and the role of the media in this process will be revealed and solution suggestions will be offered.

The use of language in digital discourse for marketing has rapidly developed through mass media. This paper elucidates how advertisers employ various pragmatic strategies to persuade the recipient to act (behavior) by purchasing specific products. This study utilized different theoretical and conceptual frameworks (Theory of Reasoned Action and Aristotle's Models of Persuasion) to address the shortcomings of the social cognitive approach in studying persuasion, to investigate how language of advertisements can influence the recipient's thinking of a product from a psychological perspective. Guided by the principles of TRA, the present study argues that persuasion in advertisements is structured by three dimensions: attraction (through language features and appeals), evaluation (through beliefs, attitudes, and intention), and behavior (social acceptance or reluctance). This study revealed eight persuasion techniques employed by advertisers including demonstrating distinction, honoring commitment, expressing authority, hyperbolizing, glorification, providing proofs, expressing solidarity, and proving success. Showing distinction and Honoring commitment were the most frequently used strategies. Additionally, the study found that strategies of persuasion involved ethical, logical, and emotional appeals for their large effect on the recipient as they contribute to the recipient's positive evaluations. Appealing to reasoning (logic) is the most common one in slogans.

A political discourse would comprise terminology related to economic development, social welfare, national identity, international relations, and security. The purpose of this study was to determine the function of political discourse and study its role as a mass media that shapes public opinion, and to prove through discourse that political terminology plays a key role in shaping the country's image. Through a qualitative analysis of speeches, official documents, media coverage, and public statements, a dialectical approach was adopted to enhance understanding of the role of language in shaping perceptions of nations in the contemporary global context. The data mainly comprised secondary data, speeches of political leaders, official documents and media reports. Political archives, media reports and newspaper editorials also supplemented the data about Kazakhstan and its historical evolution. The research findings identified patterns, trends, and differences in the portrayal of a country's image and the strategies used to promote or defend it. It also found the nuanced interplay between political terminology, discourse, and the construction of a country's image. The findings would contribute to a deeper understanding of the role of language in shaping perceptions of nations in the contemporary global context.

Student translators at the College of Language Sciences take a Media and Political Translation course in which they translate the latest news stories, media and political texts and terminology. This study proposes a model for integrating Gaza-Israeli war terminology and texts in translation instruction to familiarize the students with terminology such as names of weapons (grenades, mortar, drones, missiles, Merkava, Cornet anti-armor, mortar shells), toponyms(Khan Younis, Maghazi, Sderot, Ashkelon), crossings (Rafah, Erez), Jihadist groups and brigades (Islamic Jihad, Golani), military actions (incursion, bombing, shelling, genocide, displacement) war metaphors (target bank, carpet bombing, scorched earth, fire belt, Philadelphia Axis, Hannibal's plan), (UNRWA, Gaza hospitals, starvation, humanitarian aid) and others. English and Arabic texts can be collected from mainstream media as RT, BBC, CNN, Al-Jazeera and Al-Ghad. A class blog can be created for posting translations, corrections, discussions, and feedback. The students can practice full, summary, and conceptual translation and avoid word-for-word translation. They can watch news stories about the Gaza-Israel war, write a summary translation of it and receive comments and feedback. Beginners can translate short news excerpts (few lines). Students make sure their translations are cohesive, make sense and are easy to read. Students should use Google Translate and artificial intelligence (AI) with caution and should read the same news story in both English and Arabic to get used to the terminology and their equivalents. The instructor serves as a facilitator. Further instructional guidelines and recommendations are given.

Chinese Yao Nationality Folk Songs are a distinctive cultural treasure thriving within the Guangxi Zhuang Autonomous Region, intimately intertwined with the lives and traditions of the Yao people. The objective of this study is to investigate the role of education and literacy in the development and transmission of Chinese Yao Nationality folk songs in the Guangxi Zhuang Autonomous Region. The research site, Jinxiu Yao Autonomous County, serves as a culturally significant backdrop, chosen for its accessibility and cultural relevance to the research objectives. To gain comprehensive insights into this complex topic, three key informants with specialized knowledge and cultural insights were meticulously selected. An array of research tools, including observation forms, interview forms, and questionnaires, were employed to gather data and analyze various aspects of Yao Nationality folk songs. The results reveal the multifaceted phases of development these songs have undergone, from their sacred origins to their role in communal celebrations and emotional expression. The transmission of these songs is showcased through a blend of oral traditions and written records, with a contemporary integration of media and technology. This research suggests the need for a balanced approach to preserving cultural heritage while embracing modernity.

This literature review examines the significance of Critical Media Literacy (CML) in higher education. The rapid digitalization and globalization have intensified media dissemination, raising critical issues about information authenticity and its societal impacts. CML empowers individuals to critically analyze media, discern between reliable and unreliable sources, recognize biases, and understand the broader socio-political implications of media messages. The study leverages Stuart Hall's Encoding and Decoding Theory to dissect how media messages are constructed, disseminated, and interpreted, emphasizing the need for critical engagement in the post-truth era. The review highlights the detrimental effects of fake news and disinformation on democracy and trust in institutions, stressing the importance of integrating CML into higher education curricula to foster informed and engaged citizens. The paper also discusses the methodological limitations in current research and the necessity for comprehensive teacher training and systemic changes in educational institutions. Ultimately, this study underscores the transformative potential of CML in developing critical thinking, promoting democratic engagement, combating media manipulation and misinformation, and advocating for its inclusion in education policies and practices to prepare students for the complexities of the digital media landscape. [Note: The page range (14-34) shown on the PDF is incorrect. The correct page range is 14-35.]

As a fundamental communication tool, media has undergone transformative changes throughout history. This has a lot to do with education. Each era has been characterized by its own unique media paradigms, from the invention of the printing press in the 15th century to the emergence of radio and television in the 20th century. These paradigms not only define how information is disseminated but also shape the social and political landscapes of their respective periods. In the modern age, the emergence of digital technology and the internet has brought about a new media paradigm that deeply influences every aspect of human interaction and the fabric of society. Today, new media, characterized by its interactivity, decentralization, and unprecedented access, dominates our daily lives. The significance of new media, which affects individual behaviors and global politics, economy, and cultures, cannot be underestimated. This process is also of great importance in terms of education. In particular, media literacy education will enable the individual to personally prepare for or otherwise intervene in the positive or negative aspects of their interaction with the media. From connecting distant communities to altering the dynamics of political campaigns, the impact of new media is ubiquitous. However, along with these advantages, new challenges have also emerged. One of the most concerning aspects of this shift in media is the potential for its exploitation by malicious groups, particularly evident in the rise of "terror agencies" utilizing new media platforms. These organizations adeptly employ new media tools for propaganda, recruitment, and operations, forming a symbiotic relationship that poses significant threats to global security. This article explores how new media paradigms enable the existence of terrorist organizations, the place of education in this regard, and what this complex relationship means for our interconnected world.

New communication technologies express the transformation of traditional communication technologies in parallel with technological development. New media tools, such as propaganda tools in political elections, have become widespread in recent years. The use of social media in political elections has gained significant importance in recent years. Social media platforms provide an environment where political campaigns, candidates and voters can interact, and information sharing occurs quickly and widely. Candidates and political parties use social media platforms to deliver campaign messages, announce their policies, and communicate with voters. Through visual and written content, videos, live broadcasts and posts, candidates directly interact with voters and mobilize their supporters. Social media is an effective tool for spreading political propaganda and reaching large audiences with political information. Candidates and their supporters share various social media content to influence voters, defend their policies and persuade voters. Social media platforms gauge voters' opinions and preferences through surveys and feedback. Candidates and political parties seek feedback on social media to identify voters' expectations and concerns, shape their campaigns accordingly, and improve their policies. TRNC 2020 Presidential Elections is an essential topic for political science and international relations thesis studies. These elections provide a rich source for examining the political atmosphere of the Turkish Republic of Northern Cyprus, the election process, competition between candidates, election results, and political transformations. By discussing the use of social media in the 2020 TRNC Presidential elections, this research examined how the candidates used social media channels and what the reflections were by revealing the political communication languages of the propaganda and the differences it created in social perception. Qualitative research methods and scanning models will be used in the research. The candidates' use of social media in the 2020 TRNC Presidential elections was examined with their propaganda languages and statistics obtained in new media.

As a lot of juvenile Muslims tend to be less engaged with their religion and the history of mosques in their community, this study was conducted to develop a series of digital content in the metaverse combined with participatory communication and learning with religious leader to enhance students' perception of community Mosque (Darun Naim, Thung Kru District, Thailand). The objectives of this research were to survey needs, to develop and assess the quality of the aforementioned series of digital content, to evaluate students' perception, and to measure students' satisfaction. Materials of this study included questionnaires and forms to survey needs, assess the quality of the digital content and media presentation, evaluate subjects perception, and measure their satisfaction. A total of 30 subjects who were students from Al-Bidayah Religious School, Thung Khru District, Bangkok and had been members of Young Muslim Association Ban Khru for at least 1 year were selected through purposive sampling. After questionnaire-based data collection, mean and standard deviation were used as a statistical tool for data analysis. The results of this study showed that the outcome of needs assessment was at a high level. The overall quality of the content and media presentation was at a good and very good level, respectively. The findings of the assessment of students' perception and satisfaction were at the highest level. In summary, the developed digital content in the metaverse combined with participatory communication and learning with religious leader was of high quality and can be implemented.

As media evolves, a corresponding evolution is needed in visual communication education. This research explores an adaptation of curricula developed for the 21st century. The program introduces desirable difficulties, emphasizing reframing challenges and aligning coursework with future media careers. Through 5 years assessing a communication design program, four key findings emerged: getting students beyond their comfort zones, integrating iterative evaluation processes, cultivating a growth-centric environment, and emphasizing connections to careers. The communication design program's iterative nature reinforces industry responsiveness, suggesting structured yet experimental approaches foster student growth and confidence in meeting evolving challenges in media education.

Behaviour change communication (BCC) remains a central component of the interventions used in the fight against malaria in Ghana. However, there is limited evidence of its effectiveness. This study evaluated the effects of BCC strategies on knowledge (symptoms, causes and prevention) and overall knowledge of malaria among Ghanaian women aged 15-49 years. The propensity score matching (PSM) approach and logistic regression were used to analyse data from the 2016 edition of the Malaria Indicator Survey (MIS). Women who participated in community-level education or heard/saw media messages on malaria, or both, had significantly more knowledge of the disease than women who lacked access to any of these mediums of communication. The effect of these strategies on women's overall knowledge of malaria is about 2% to 4% and is higher on their knowledge of the symptoms (3% to 6%) and prevention (2% to 4%) than the causes (2%). The combined effects of both mediums of communication are relatively higher than the effect of either of them as a single medium of communication. Further analysis showed that improved knowledge of the disease is associated with higher preventive measures taken by women for themselves and for their children. The results are more significant in rural and poor households than in urban and non-poor households. These findings underscore the need for the Ministry of Health and its partner institutions to adopt an innovative approach which combines the two strategies in intensively educating Ghanaians, and women in particular, on the symptoms and prevention of malaria, giving due cognisance to households' socioeconomic status and geographical location.

The topic of this academic review is settler slogans that mandate colonial school policy in North America. Also discussed is Indigenous futurity as a strategy for transforming education and countering the educational harm that comes from weaponized language. Beginning in 1887, the US federal government authorized colonial schooling, using the dangerous educational cliché "Kill the Indian in him, and save the man." The purpose of this article was to illuminate this weaponizing rhetoric in education, which served as a guiding principle for imposing Indigenous assimilation that manifested as federal policy in the Americas. Research questions were, How did the kill-and-save slogan shape US and Canadian education and policy? How can the concept of Indigenous futurity improve Indigenous education? Colonial settler efforts to control tribal nations with weaponizing rhetoric leveled at education policy, public perception, and compulsory boarding/residential schools are exposed. Peer-reviewed studies were read, with analysis of 51 sources, many authored by Indigenous academics. Resultant cultural genocide, systemic discrimination, and educational disparity are described. Indigenous resistance to settler ideologies, policies, and settlements, as well as assertions of tribal rights, freedom, and sovereignty, reflect patterns in the material analyzed. Modern-day empowerment of society's most vulnerable ethnic group requires a deep rethinking of schooling processes. Debunking settler futurity, the lesser-known Indigenous view of futurity looks to sustaining Indigenous communities and calls on society for amends.

Programmatic advertising has come to dominate the landscape of digital media planning. To prepare ad majors for their future careers in the industry, it is essential to teach students programmatic buying and provide them with hands-on experience. In this article, the authors present their approach of integrating teaching programmatic buying into a media planning course. A key feature of their educational package is a custom digital media buying tool developed by the authors. They hope this article will benefit other college educators in this field and spark further discussions on best teaching practices of programmatic buying and digital media planning.

The use of digital media among student community has increased their level of distraction during classroom teaching. Capturing their attention in classrooms, has become a cumbersome task for teaching faculty. Therefore, most of the academic institutions have resorted to the use of activity-based learning for science and engineering students that were originally used for teaching school students. This paper presents a comparative study on the effectiveness of different teaching learning methods applied to three groups of engineering students in Computer Science and Bio-Technology, evaluated by conducting tests and feedbacks. Also, a comparative study was performed to assess the effectiveness of conventional and modern evaluation tools. The results show that the subject understanding level of the students increased by 67-76% when any of the activity-based learning method was used. The study confirms the potential use of activity-based method for teaching learning and ICT tools for performance evaluation, for engineering students.

In France, many social representations refer to gifted children who describe them as hypersensitive, curious, and creative. Although sometimes inaccurate, these representations can be conveyed in media intended for children and contribute to an erroneous transmission of characteristics of children with particularities. The objective of this study was to identify the social representations of gifted characters in French children's literature. For this, we used a coding grid to analyze a corpus of 23 French books. The grid was designed based in the emotional and creative characteristics and their associated behaviors. Results showed that the representations of the gifted characters in the books studied were stereotypical, particularly in terms of their emotional characteristics. Applications and perspectives for future studies are discussed.

Instructors from K-16 incorporate current events and contemporary media in their courses in a variety of ways and with different educational objectives. Here, I present strategies for selecting and framing current events in high school and undergraduate biology courses and an example assignment, all explicitly tied to science practice skills and utilizing coursework to advance students' science literacy and participation in the discourse. In this way, current events activities become a core part of the course experience, rather than an "extra" investment of planning and course time requiring trade-offs of instructional time devoted to other topics.

A substantial amount of media comparison research has been conducted in the last decade to investigate whether students learn Science, Technology, Engineering, and Mathematics (STEM) content better in immersive virtual reality (IVR) or more traditional learning environments. However, a thorough review of the design and implementation of conventional and IVR conditions in media comparison studies has not been conducted to examine the extent to which specific affordances of IVR can be pinpointed as the causal factor in enhancing learning. The present review filled this gap in the literature by examining the degree to which conventional and IVR conditions have been controlled on instructional methods and content within the K-12 and higher education STEM literature base. Thirty-eight published journal articles, conference proceedings, and dissertations related to IVR comparison studies in STEM education between the years 2013 and 2022 were coded according to 15 categories. These categories allowed for the extraction of information on the instructional methods and content characteristics of the conventional and IVR conditions to determine the degree of control within each experimental comparison. Results indicated only 26% of all comparisons examined between an IVR and conventional condition were fully controlled on five key control criteria. Moreover, 40% of the comparisons had at least one confound related to instructional method and content. When looking at the outcomes of the studies, it was difficult to gather a clear picture of the benefits or pitfalls of IVR when much of the literature was confounded and/or lacked sufficient information to determine if the conditions were controlled on key variables. Implications and recommendations for future IVR comparison research are discussed.

Education reform in the United States has unwisely focused attention on standards and accountability to the state as determined by standardized testing (Berliner & Biddle, 1995; Mehta, 2013). Stemming from the emphasis on standards-based accountability are the ideas of rapid school "turnaround" and the state's role in this process (Peck & Reitzug, 2014; VanGronigen & Meyers, 2019). The current study employed critical policy discourse analysis to examine the media's portrayal of the 2019 determination to continue or terminate state control of the Little Rock School District. The analysis highlights two argumentative frames--one that emphasized neoliberal values in support of continued state control of the district and another that focused on systemic racism as the basis for advocating for local control of the district. These frames, along with their implications for future actions within the educational policy making process, guide the discussion. Our findings suggest sustained community and media participation is needed to bring attention to education policy issues while underscoring the importance of taking a critical stance to assess media coverage.

This study looks at how migrants' accents are portrayed, labelled, and constructed in media discourse, investigating media coverage of migrants' accents in the Australian press from 2007 to 2017, a period highlighted by changes in Australian citizenship policies and public discourse. While language has been extensively discussed in policy discourse, there has been a notable dearth of research on the coexistence of dialects and accents within official languages as portrayed in media platforms. Using a corpus-assisted critical discourse analysis of 2,657,016 words from Australian newspaper articles, the study applies raciolinguistic ideologies to show how the press justifies and legitimizes migrant accent-related issues. The results suggest that speakers of Inner Circle English variants are positioned differently from non-white/Outer and Expanding Circle speakers. Speakers of the Inner Circle were far more likely than other speakers to have their accents described as 'broad' or 'thick', and they were more likely to have the national variation they spoke specifically named. Others, in contrast, regularly described racialized speakers as simply having a 'foreign' accent, and many of them frequently claimed trying to 'change' their accent or 'fake' an Australian accent in an effort to gain access to employment and broader social acceptance. These results emphasize the subtle and not-so-subtle ways that non-white migrant speakers are positioned as incompetent speakers and demonstrate how raciolinguistic ideologies, linguistic racism, and accent laboring concerns are widespread in Australian society. These findings highlight the significance of corpus approaches for studying language related issues and provide insight into accent biases produced by the media in Australian society.

Journalism is a highly technology-dependent profession, and students, educators, and professionals must develop specific digital skills. This study uses the theory of disruptive innovation to examine how journalism educators adapt their programs in response to changing media environments. A survey of accredited journalism and mass communication programs identified three key challenges: the need for long-term investment, the ability to predict future change and demand, and difficulty in hiring faculty expertise. When asked which technologies will affect journalism curricula in the next 3 to 5 years, artificial intelligence (AI) topped the list, followed by drone journalism, virtual reality, and augmented reality.

Online program design is important for cross-cultural learning and cultural awareness and responsiveness. Because of the importance of these areas in journalism and similar fields, this research studies an intercultural "bridge" project with journalism and media-related students at a southwest U.S. university and four universities in Yemen. The paper presents an analysis of the students' experience of the cultural exchange on the platform, Slack, of journalism, and other types of media. Data demonstrated the impact of learning about each culture, and interculturally, through students' and instructors' perspectives versus news coverage provided by mainstream media. Intercultural bridge building and relationship development through collective activities and journalistic work also offered promise. The study also revealed impediments to seamless cultural exchanges and learning, and barriers to effective intercultural communication.

Journalistic well-being is garnering increasing attention from scholars globally. Nevertheless, minimal research has explored how colleges and universities are teaching about such topics, especially as they pertain to hostility toward the press, which is on the rise. Utilizing a survey of journalism instructors at ACEJMC-accredited U.S.-based universities, this study explores the state of education on the topics of abuse and safety toward journalists. Data indicate that instructors rarely teach about hostility in the classroom, although most feel efficacious to do so. Moreover, findings indicate an instructor is more likely to teach about hostility toward the press the more they see it as an issue and have encountered it personally as a journalist--particularly women faculty. Implications for these findings are discussed for journalism schools and their curriculum.

The use of professional internships has long been a defining feature of journalism and mass communication programs, but the practice is also increasingly controversial for the financial burdens it places on marginalized students. This study examined accreditation reports for 120 institutions to gain a better understanding of current practices. Findings showed that almost all universities offer internships for credit, and about two fifths of the programs require them. Most programs use internship data to assess student learning outcomes.

More and more experts from the social sciences are appearing in the media to provide expert opinions on media coverage of events and social issues. However, with regard to the conditions under which media content is produced, a growing number of voices have been pointing to the fact that quasi-experts with a media interest tend to speak more in the media than scientifically trained scholars. This article conducts an analysis of media outputs to examine whether this criticism is relevant to the field of education in the Czech media landscape, and the analysis shows that in almost half of cases the so-called "education experts" commenting on education in the media were quasi-experts -- people to whom the authority and status to speak on education is attributed by the media -- rather than scholarly experts. The analysis results in a classification of experts on education speaking in the Czech media -- they usually choose similar rhetoric and accentuate only selected educational topics.

Inclusion of students with marginalization tendencies has been one of the demands in the field of education over the last decades, but it remains unrealized. At the same time, our daily lives appear to have changed rapidly because of extensive use of digital media. This fact may have both positive and negative consequences. So, we were inspired to investigate the relationship between teenagers who may be marginalized and the use of digital media, as well as the degree to which they promote or prevent inclusion, by the foregoing considerations. We chose mixed methodological approach as the most appropriate. Specifically, sequential exploratory strategy was used to collect the data, while grounded theory was used for their analysis. The quantitative part sample consists of 600 Secondary Education students. Accordingly, the sample of the qualitative part of the research was 138 Secondary Education students. The survey was conducted over a period of three months (from October 2019 to December 2019). By completing the research project, we concluded that the use of digital media and especially the engagement of adolescent students who show marginalizing tendencies with social media, digital games and distance education leads to their inclusion.

This study examines the crucial role of electronic word-of-mouth (EWOM) in mediating the impact of marketing mix strategies on international students' study destination decisions. The theoretical framework proposed in this research integrates consumer behavior theories to enhance our understanding of the relationship between marketing mix strategies and international students' enrollment choices. Building upon previous research that underscores the importance of marketing mix strategies in shaping consumer choices, this study focuses specifically on the context of international students deciding to study in Jordan. To achieve its objectives, a questionnaire was administered to a sample of 2000 international students who recently enrolled in both public and private universities in Jordan, with a response rate of 61%. Through rigorous empirical analysis, this study provides compelling evidence that the quality of the product/program, price, place, and promotion significantly influence the decision-making process of international students. Moreover, the study reveals that EWOM plays a critical mediating role in this relationship, underscoring the significance of online reviews, ratings, and recommendations in shaping consumer perceptions and choices. These findings underscore the need for marketers to proactively monitor and manage online reviews and harness the power of EWOM as a potent marketing tool to positively impact consumer decision-making.

Gender stereotyping and perception of gender roles have been a pervasive issue in media discourse. Studies have shown that language plays a crucial role in shaping our perceptions and understanding of gender. Systemic functional linguistics (SFL) is a linguistic framework that analyzes the functional and social aspects of language use. This study aimed to investigate the relationship between SFL and gender stereotyping as well as the impact of SFL on gender stereotyping and perception of gender roles in international media discourse. Additionally, the study investigated whether language proficiency moderated the relationship between SFL and gender stereotyping. The study recruited 287 participants from colleges in Beijing and Shanghai cities of China. Participants were selected based on their language proficiency in English and Mandarin. Data were collected through a self-administered online questionnaire. The results indicated that SFL had a significant positive effect on both gender stereotyping and perception of gender roles in international media discourse. Furthermore, language proficiency was found to moderate the relationship between SFL and gender stereotyping, such that the effect of SFL on gender stereotyping was stronger for individuals with higher language proficiency. However, the mediating effect of perception of gender roles on the relationship between SFL and gender stereotyping was not significant. This study provided insights into the potential impact of SFL on gender stereotyping in international media discourse. It highlights the importance of language proficiency in shaping the perception and understanding of gender in media discourse. The study also provided directions for future research, such as investigating the role of other linguistic frameworks on gender stereotyping and exploring the impact of media literacy on gender perceptions.

Engineering and pop-culturist instructors team-teach a first-year experience course exploring science through the lenses of history, literature, film, television, and sequential art. Authors present science fiction discourses as unique for synthesizing fields in the humanities and STEM, and they present curricular and co-curricular design strategies for harnessing its potential in the honors classroom. Course objectives and outcomes are presented, with authors noting specific challenges in implementation and emendation. Adaptability and compatibility figure prominently in the successful delivery of the course. A review of literature relating to interdisciplinary education and team-teaching in honors is included.

Media literacy is an essential area of discussion with its digital competencies and skills, the online opportunities it provides, and the risks it carries. The mobilization of today's media tools, the ability to connect to the network through smartphones regardless of time and place, and easy accessibility have brought new media tools to the centre of our lives. The speed and change in new communication technologies present new opportunities and risks, especially for children and young people. Today, the new media environment and tools have a social role in determining, transforming, shaping and giving new forms to social relations. Communication relationships, online behaviours and attitudes realized by technology are the subjects of many studies. Being constantly networked or connected is essential in young people's social identity construction and carries many risks. The individual who needs to be media literate in the face of traditional media has to be much more conscious and educated in the face of multi-media channels and productions that are renewed and changed with today's digital developments. In this context, structural changes and transformations in information and communication technologies have made it necessary to discuss new media literacy and new literacy skills, online opportunities and risks. As a result of the conceptual discussion, it has been revealed that individuals who have the digital competencies and skills of the 21st century, who can use online opportunities at the maximum level, who are aware of online risks and can minimize them, should be trained with new media literacy education.

With the development of computer and internet technologies, new media has become indispensable to daily life in the digital age. The concept of public opinion, which is at the centre of many research topics in the field of communication, has also interacted with new media in this context. Thus, new media tools have begun to be seen as critical elements in the processes of public opinion formation. This study aims to investigate how new media affects public opinion formation processes in the Turkish Republic and to contribute to the relevant literature. The most important result of the study is that in the postmodern age, new media is one of the dominant elements that direct the thoughts and attitudes of individuals in the public opinion formation processes. Another critical finding in the study is that the use of new media in the Turkic Republics increases yearly. In this context, digital diplomacy has begun to be used more intensively among member countries. Finally, in the current conjuncture, new media has a strategic importance in disseminating propaganda materials, and young people in the Turkish Republic are the segment of society that uses new media most actively in public opinion formation processes.

This article examines and discusses the musical and artistic characteristics of Shaanxi folk songs, as well as how they can be more effectively disseminated in today's rapidly changing social environment. This also provides some beneficial information for the dissemination and development of Shaanxi folk songs, allowing them to be disseminated and passed on more effectively. The study's objectives were to analyze the musical characteristics of northern Shaanxi Province's folk songs and to propose guidelines for the dissemination of folk song literacy in northern Shaanxi Province, China. The study investigates and analyzes how to better disseminate Shaanxi folk songs from various perspectives, including educational dissemination, media dissemination, and official institution dissemination, using qualitative research methods. The results of this study show that the folk songs of northern Shaanxi have a strong local flavor and a simple style that people appreciate. They have a distinct musical charm and range from small two-stanza styles to large multi-stanza styles. Guidelines for the dissemination of folk songs in northern Shaanxi Province, China, have been developed in order to introduce the world to the excellent folk songs of northern Shaanxi in a new language form as well as to various contemporary cultural activities and school education.

In this study, I discuss the potential implementation of José Ricardo Morales' relevant dramatic literature (scripts) as an additional pedagogical learning tool for teaching the topics of media manipulation and propaganda in Chilean secondary schools. Moreover, this process encourages students to critically examine and discuss specific past and present-day local conflicts. From a qualitative approach, I analyze several learning objectives from the Chilean national curriculum frameworks that best suit the aforementioned topics developed and problematized in Morales' plays. As complementary, I discuss the previous results with eight randomly chosen secondary teachers and their students about using Morales' plays to teach particular topics in Chilean history. The results reveal that incorporating two of Morales' plays as a reading and writing activity can be helpful for secondary teachers to teach their students the topics of media manipulation and propaganda in authoritarian regimes from a contextualized perspective.

Suicide had traditionally been silenced in the media until the beginning of the 21st century, when the World Health Organization (WHO) changed its recommendation not to report on it in order to disseminate this serious social problem and contribute to its prevention. Work has been done to define how and with what limits the media should report, but there are no codes dealing with social networks, which require specific treatment given their great capacity for influence. This research analyses the information on suicide published on social networks by the Spanish media with the greatest interaction on Twitter and the feedback from audiences, during the first six months of 2022, applying the different ethical codes and consulting the seven state organizations specialized in suicide. This work aims to examine the connection and interaction between the selected media and their audience in social networks, participation, the type of content created by the media and the exchange produced with their audiences. In the results, it is observed that the interaction of the audience regarding the different approaches of the media on Twitter on suicide is associated with the idea of sharing, commenting or bookmarking those messages related to prevention.

This paper presents an up-to-date overview of how students in Compulsory Secondary Education (ESO) in Spanish public schools, aged between 11 and 16, approach the media, how they inform themselves, the degree of journalistic discrimination they have, and how they deal with the news in times of an infodemic and disinformation. In addition, it explores the opinion of teachers on the media deficits they perceive in their students. The main research technique used in this study was a descriptive, cross-sectional survey of 1,651 ESO students from all over Spain with a confidence level of <95% and a ±3% sampling error. In order to delve deeper into some of the main aspects pointed out by students, 77 in-depth interviews were conducted with teachers from all over Spain. The main results highlight that high school students are mainly informed through social networks, television, and their family or friendship groups; that they have difficulties in discriminating between information and opinion; and that, although they consider themselves capable of differentiating between news and hoaxes, more than half are unable to distinguish between fake and real news. According to the teachers in some of these schools, media consumption among students is non-critical, fuelled by the compulsive consumption of audiovisual and digital media.

Students who complete this assignment will participate in a five-day phone fast. They will not use their phones for five full days, and they will keep a journal about their experiences. Students will reflect on how their mobile phone usage impacts their social relationships, media consumption, and social media use. Each day, students complete a journal entry to keep a record of their fast. Following the fast, students share their experiences with classmates. Courses: Basic Course, Introduction to Communication, Interpersonal Communication, Media Courses (e.g. Social/Digital Media, Mass Communication, etc.). Objective: Raising awareness of one's relationship with mobile phones, media consumption, social relationships, and social media.

Philosophers and moral educators have examined the potential for "narrative media" (e.g., novels or films) to influence the development of "practical wisdom" (the forms of perception and reasoning necessary for virtuous living). Interest in studying this relationship using social scientific methodology is growing. One social science discipline with relevant insights that have not yet been explored is "media psychology," a subdiscipline in communication that empirically studies the effects of narrative media. Drawing on media psychology research, this paper proposes a model of one process by which narratives can help us develop practical wisdom. Developing certain functions of practical wisdom involves increasing our sensitivity to types of "morally relevant features" (MRFs) that we normally miss (i.e., increasing the accessibility of those features). The proposed model explains how, under the right conditions, narratives can influence the "accessibility" of a given type of MRF. Implications for operationalizing narrative effects on practical wisdom are discussed.

Our research team explored a political campaign that targeted the Magic City Acceptance Academy (MCAA) as the 'first transgender public school in the South'. Located near Birmingham, Alabama, MCAA opened in fall 2021 as one of the first LGBTQ + affirming charter schools in the United States. In spring 2022, gubernatorial candidate Tim James launched a series of negative TV and radio ads that defamed MCAA, ostensibly to generate votes from the ultra-conservate right wing of the Republican party. Our team conducted an embedded case study of the Tim James campaign as part of a multifaceted phenomenological case study of MCAA. We drew data from media coverage, key informant interviews, and a student focus group. Study findings revealed three themes: concerns for student safety, community support, and unanticipated benefits. Findings further suggested that Tim James' overt heterosexist actions inherently endorsed binary framings of sexuality and gender, which served his political interests and sought to normalize and privilege cisnormativity and heterosexuality while marginalizing and excluding the needs of LGBTQ + students. The hate speech comprising James' TV and radio ads reflects anti-LGBTQ + ideology and may serve as a preview of future campaigns that seek to demonize the LGBTQ + community for political gain.

People are inundated with popular press reports about medical research concerning what is healthy, get advice from doctors, and hear personal anecdotes. How do people integrate conflicting anecdotal and statistical information when making medical decisions? In four experiments (N = 4126), we tested how people use conflicting information to judge the efficacy of artificial and real medical treatments. Participants read an anecdote from someone in a clinical trial, or who had undergone a medical treatment previously, for whom the medical treatment was ineffective. We found that reading anecdotes for either artificial or real medical treatments shifted participants' beliefs about the efficacy of a medical treatment. We observed this result even when the anecdote was uninformative, was paired with an icon array, or when participants were provided with thorough medical decision aids about reproductive health procedures. Our findings highlight the pervasive effect of anecdotes on medical decision making.

Misinformation often continues to influence people's reasoning even after it has been corrected. Therefore, an important aim of applied cognition research is to identify effective measures to counter misinformation. One frequently recommended but hitherto insufficiently tested strategy is source discreditation, that is, attacking the credibility of a misinformation source. In two experiments, we tested whether immediate source discreditation could reduce people's subsequent reliance on fictional event-related misinformation. In Experiment 1, the discreditation targeted a person source of misinformation, pointing to a conflict of interest. This intervention was compared with a commonly employed message-focused correction and a combination of correction and discreditation. The discreditation alone was effective, but less effective than a correction, with the combination of both most effective. Experiment 2 compared discreditations that targeted a person versus a media source of misinformation, pointing either to a conflict of interest or a poor track record of communication. Discreditations were effective for both types of sources, although track-record discreditations were less effective when the misinformation source was a media outlet compared to a person. Results demonstrate that continued influence of misinformation is shaped by social as well as cognitive factors and that source discreditation is a broadly applicable misinformation countermeasure.

Purpose: Our study focuses on providing empirical evidence regarding the optimization of podcasting in asynchronous learning. This action research aimed to innovate the delivery of asynchronous classes using differentiated podcasts. Design/methodology/approach: We utilized action research as the research design for the study. Participating in action research entails developing practical knowledge to improve educational practices through specific methods and critical perspectives (Sáez Bondía and Cortés Gracia, 2022). According to Burns (2007), action research involves deliberate interventions usually prompted by identified issues, mysteries or inquiries that individuals in the social setting seek to improve or change. Implementing changes to enhance individuals' actions and understanding within their context is the focus of action research (Kemmis, 2010). The study's approach is ideal for examining new practices and gaining enhanced theoretical insights (Altrichter et al., 2002). Engaging in action research helps enhance understanding and empowers us to impact and enhance practices through continuous reflection, exploration and action. Through this iterative process, we can continuously enhance our comprehension and make substantial strides toward fostering positive transformation. Findings: The study findings showed an apparent rise in student regulation and engagement and remarkable enhancements in learning outcomes, as demonstrated by differences in pre-test and final exam scores. These results highlight the actual effect of specialized podcasts on self-paced inducing students' self-efficacy in learning. Our research provides valuable insights on effectively incorporating podcasts into education, offering innovations and improvement of practice among educators and institutions adapting to the ever-changing landscape of the educational environment while catering to the diverse needs of the learners. This research is pioneering research catering to the various learning styles of asynchronous learning environments. Research limitations/implications: Although our current sample offered valuable insights, upcoming studies could gain from more extensive and more diverse participant groups to strengthen the reliability of our results and guarantee broader applicability across various demographics and contexts. Moreover, the length of our intervention may have been relatively brief, which could have limited our ability to evaluate the long-term impact of customized podcasts on learning results. Continued investigation into the long-term effects of these interventions could provide valuable insights into their effectiveness over time and help shape the creation of more lasting educational approaches. Practical implications: Innovation in asynchronous learning differentiated teaching attuned to the diverse learning styles of the students. Social implications: The study promotes equitable education, which eventually promotes learning outcomes of the students. Originality/value: We created differentiated podcasts tailored to the learning styles of the students. This research is pioneering research catering to the various learning styles of asynchronous learning environments.

Demand exists for a workforce with graduate degrees in agricultural and environmental sciences. However, research on effective graduate student recruitment into colleges of agricultural and environmental sciences (CAES) is limited. Prospective graduate students consider distinctive factors when selecting an institution, necessitating further examination of their communication channel use. Media richness theory posits communication media are on a continuum of leanness to richness, and agricultural communicators can select the proper medium for an audience based on the message and its richness. The purpose of this study was to explore the effects of media richness during the recruitment of prospective graduate students. Nineteen graduate students representing 10 departments within a CAES participated in semi-structured interviews. Qualitative inductive coding revealed three prominent communication channel themes: online, indirect, and direct. Findings indicated participants began their journey using indirect and online channels with less personalization and moved into richer media with the capacity for immediate feedback as their interest increased. Participants expressed disappointment at online channels with outdated information because they felt impersonal. Participants preferred phone or zoom calls as rich media to understand institutional culture, valuing personalization and immediate feedback from current students.

The pandemic has forced Indian dance communities to pivot to online mediums. I investigate pandemic-induced shifts in two ways. I theorize through "Chhapaka" (a sling-shot movement involving oppositions of footwork and torso articulations) of my dancing Odissi (an eastern Indian traditional form) body, providing an embodied metaphor of transformations occurring in Indian dance through online media. I also investigate how "Darshan" (seeing), a concept important to traditional Indian dance, becomes an example of discursive shifts occurring in Indian dance. I overview digital content--choreography accompanied by verbal sharing of processes, life-styles, and concerns by Odissi practitioners--alongside my web-based pedagogical approaches instituted in higher education. I argue that the field of Indian esthetics, having been forced to grapple with loss of opportunity as well as inherent inequities, could potentially experience a discursive shift in identity. Further, I maintain that building online communities of practice expands dance studies in academia.