scholarly journals THE RELATIONSHIP BETWEEN AGGRESSION IN PRESCHOOLERS AND THEIR PREFERENCES IN TELEVISION PROGRAMS

2021 ◽  
Vol 7 (5(45)) ◽  
pp. 9-12
Author(s):  
Olesya Alekseevna Bondarchuk
Keyword(s):  
Violent Behavior ◽  
Team Sports ◽  
Media Violence ◽  
State University ◽  
Television Programs ◽  
Iowa State University ◽  
June July ◽  
Scientific Facts ◽  
Effects Of Media

Дубинин Александр свящ.. "Ребенок в мире TV и компьютеров", "Даниловский благовестник", М., 1997. Психологическая диагностика детского развития (руководство пользователя и карточный инструментарий). Под ред. Р.И. Суннатовой. - Москва - Ташкент: ИТД «СМИ - Азия» - Издательство журнала «San`at», 2008 Смирнова Е.О. Психология ребенка/ Е.О. Смирнова.- М.: Школа-Пресс,2007.-384с. Bondarchuk O.A. The dependence of the projection structure on some types of team sports / O.A. Bondarchuk //GLOBUS.-2021.-№ 4(61). - р. 13-15. ID:46133501 Brad J. Bushman and Craig A. Anderson, Iowa State University. Media Violence and the American Public. Scientific Facts Versus Media Misinformation. June/July 2001 American Psychologist ,477-489 Cantor Joanne, Ph.D. The Psychological Effects of Media Violence on Children and Adolescents. The Colloquium on Television and Violence in Society, Centre d'Études sur le Media, HEC Montréal, Montréal, Canada, April 19, 2002. Rowell L. Huesmann and Laramie D. Taylor. The role of media violence in violent behavior. Annu. Rev. Public Health 2006. 27:393-415

scholarly journals The effects of media violence on aggression: Focus on the role of anger evoked by provocation.

2001 ◽  
Vol 72 (1) ◽  
pp. 1-9 ◽  
Author(s):  
Shintaro Yukawa ◽  
Kimihisa Endo ◽  
Fujio Yoshida
Keyword(s):  
Media Violence ◽  
Effects Of Media

scholarly journals THE ROLE OF MEDIA VIOLENCE IN VIOLENT BEHAVIOR

2006 ◽  
Vol 27 (1) ◽  
pp. 393-415 ◽  
Author(s):  
L. Rowell Huesmann ◽  
Laramie D. Taylor
Keyword(s):  
Violent Behavior ◽  
Media Violence

scholarly journals The role of childrens television programs on aggrresive behavior of kurdsh children

2020 ◽  
Vol 7 (2) ◽  
pp. 552-581
Author(s):  
Jwan Bahaaddin Ali ◽  
Salam Nasraddin Mohammed
Keyword(s):  
Content Analysis ◽  
Internal Consistency ◽  
Violent Behavior ◽  
Psychological Problems ◽  
Face Validity ◽  
Symbolic Violence ◽  
Television Programs ◽  
Animated Films ◽  
Verbal Violence

The aim of this research is to identify the television programs that children watch in general during interviews with a group of (504) children. After analyzing the content of those programs that were widely viewed according to some categories such as (the tools used for aggression), (verbal violence), (Practical violence) and (symbolic violence). Then the programs were arranged according to the number of repeated the violence in them. For all this, a questionnaire was prepared to analyze the content of the programs. After doing face validity and Internal consistency to the measure, the researcher analyzed the content of (50) programs from the animated films and the total time was (830) minutes or (13) hour and (50) minutes.According to all categories of content analysis measure, the results showed that children's programs generaly includes violent scenes and (Spiderman, Tom and jerry and Ben 10) got the first rank in that they contain stylized scenes, and this makes them the most influential cartoon movie on children to learn from them violent behavior and to make social and psychological problems. At the end, the researcher has presented some suggestion and recommendations.

Outreach Opportunities Using the Instructional SEM at Iowa State University

1996 ◽  
Vol 54 ◽  
pp. 412-413
Author(s):  
L. S. Chumbley ◽  
M. Meyer ◽  
K. Fredrickson ◽  
F.C. Laabs
Keyword(s):  
Materials Science ◽  
State University ◽  
Digital Cameras ◽  
Audio Signals ◽  
Iowa State University ◽  
Cornell University ◽  
Sem Image ◽  
Local Schools ◽  
Materials Science And Engineering ◽  
Video And Audio

The development of a scanning electron microscope (SEM) suitable for instructional purposes has created a large number of outreach opportunities for the Materials Science and Engineering (MSE) Department at Iowa State University. Several collaborative efforts are presently underway with local schools and the Department of Curriculum and Instruction (C&I) at ISU to bring SEM technology into the classroom in a near live-time, interactive manner. The SEM laboratory is shown in Figure 1.Interactions between the laboratory and the classroom use inexpensive digital cameras and shareware called CU-SeeMe, Figure 2. Developed by Cornell University and available over the internet, CUSeeMe provides inexpensive video conferencing capabilities. The software allows video and audio signals from Quikcam™ cameras to be sent and received between computers. A reflector site has been established in the MSE department that allows eight different computers to be interconnected simultaneously. This arrangement allows us to demonstrate SEM principles in the classroom. An Apple Macintosh has been configured to allow the SEM image to be seen using CU-SeeMe.

The Instructional SEM Laboratory at Iowa State University

1996 ◽  
Vol 54 ◽  
pp. 396-397
Author(s):  
L. S. Chumbley ◽  
M. Meyer ◽  
K. Fredrickson ◽  
F.C. Laabs
Keyword(s):  
Materials Science ◽  
Computer Network ◽  
Energy Dispersive Spectrometer ◽  
Computer Control ◽  
State University ◽  
Iowa State University ◽  
Internet Server ◽  
Schematic Layout ◽  
Hands On ◽  
Improve Instruction

The Materials Science Department at Iowa State University has developed a laboratory designed to improve instruction in the use of the scanning electron microscope (SEM). The laboratory makes use of a computer network and a series of remote workstations in a classroom setting to provide students with increased hands-on access to the SEM. The laboratory has also been equipped such that distance learning via the internet can be achieved.A view of the laboratory is shown in Figure 1. The laboratory consists of a JEOL 6100 SEM, a Macintosh Quadra computer that acts as a server for the network and controls the energy dispersive spectrometer (EDS), four Macintosh computers that act as remote workstations, and a fifth Macintosh that acts as an internet server. A schematic layout of the classroom is shown in Figure 2. The workstations are connected directly to the SEM to allow joystick and computer control of the microscope. An ethernet connection between the Quadra and the workstations allows students seated there to operate the EDS. Control of the microscope and joystick is passed between the workstations by a switch-box assembly that resides at the microscope console. When the switch-box assembly is activated a direct serial line is established between the specified workstation and the microscope via the SEM’s RS-232.

Formation of financial literacy in training of informatics teachers on the basis of the 1С:Enterprise system

2020 ◽  
Vol 1 (1) ◽  
pp. 11-18
Author(s):  
M. A. Rodionov ◽  
I. V. Akimova
Keyword(s):  
Financial Literacy ◽  
Basic Knowledge ◽  
State University ◽  
Science And Literature ◽  
Successful Development ◽  
Mathematics History ◽  
School Subjects ◽  
Personal Finances ◽  
The Right

In the submitted study the problem of the formation of financial literacy of students at informatics lessons and relevant training of future informatics teachers is considered. Financial literacy is understood as a set of basic knowledge in the field of finance, banking, insurance, as well as budgeting for personal finances that allow a person to choose the right financial product or service, soberly assess and take risks that may arise during the use of these products, correctly accumulate savings and identify doubtful (fraudulent) investment schemes. The authors conclude that successful development of meaningful lines of the course of financial literacy requires integration of a few school subjects, such as mathematics, history, informatics, social science and literature. The role of modern informatics teacher in the formation of financial literacy of students is great. Therefore, in the training of a future informatics teacher, it should be paid the attention to issues related to the study of elements of financial literacy in informatics lessons. In order to solve the problem, the authors propose to use the special course “Basics of work in 1С:Enterprise”, which is implemented at Penza State University. The article contains a program of the course and the methodological recommendations for its implementation.

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