Showing 1 - 6 of 6 Items

Date: 2017-05-01

Creator: Walter Chacon

Access: Open access

Date: 2020-12-01

Creator: Charles Dorn

Access: Open access

In 1975, the United Nations, under the auspices of its Educational, Scientific and Cultural Organization (UNESCO) and Environment Program (UNEP), established the International Environmental Education Program (IEEP). For two decades, IEEP aimed to accomplish goals ascribed to it by UNESCO member states and fostered communication across the international community through Connect, the UNESCO-UNEP environmental education newsletter. After reviewing UNESCO’s early involvement with the environment, this study examines IEEP’s development, beginning with its conceptual grounding in the 1968 UNESCO Biosphere Conference. It examines the 1972 United Nations Conference on the Human Environment held in Stockholm, moves on to the UNESCO-UNEP 1975 Belgrade Workshop, and continues with the world’s first intergovernmental conference dedicated to environmental education held in Tbilisi in 1977. The paper then uses Connect to trace changes in the form and content of environmental education. Across two decades, environmental education shifted from providing instruction about nature protection and natural resource conservation to fostering an environmental ethic through a problems-based, interdisciplinary study of the ecology of the total environment to adopting the concept of sustainable development. IEEP ultimately met with mixed success. Yet it was the primary United Nations program assigned the task of creating and implementing environmental education globally and thus offers a particularly useful lens through which to analyze changes in the international community’s understanding of the concept of the environment over time.

Date: 2021-01-01

Creator: Allison Cooper, Fernando Nascimento, David Francis

Access: Open access

This article presents a case study of Kinolab, a digital platform for the analysis of narrative film language. It describes the need for a scholarly database of clips focusing on film language for cinema and media studies faculty and students, highlighting recent technological and legal advances that have created a favorable environment for this kind of digital humanities work. Discussion of the project is situated within the broader context of contemporary developments in moving image annotation and a discussion of the unique challenges posed by computationally-driven moving image analysis. The article also argues for a universally accepted data model for film language to facilitate the academic crowdsourcing of film clips and the sharing of research and resources across the Semantic Web.

Date: 2005-11-01

Creator: Charles Dorn

Access: Open access

As with many U.S. colleges and universities during World War II, Stanford University responded to the demands of mobilization by increasing its commitment to technical training and adopting a defense research agenda. In a striking departure from this national trend, however, Stanford also established its School of Humanities in 1942. By examining such seemingly disparate pursuits, this study reveals the complexity of the challenges that confronted institutions of higher education throughout the war era. Stanford University's simultaneous embrace of these programs illuminates broad concerns regarding the role of higher education in fostering civic-mindedness in a society denned by rapid technological advance and the perception of an ever-increasing threat to national security. © 2005 by The University of Chicago. All rights reserved.

Date: 2005-06-01

Creator: Charles Dorn

Access: Open access

Following World War II, a group of American educators was assigned the task of evaluating the U.S. military government's program for reconstructing Germany's educational system. Although issuing a generally positive report, this education mission identified a number of persistent tensions that ultimately undermined America's efforts to rehabilitate and reform German schooling. As with the American occupation of Germany during the postwar era, current U.S. foreign policy directives include establishing educational institutions in the "broader Middle East" as a primary mechanism for inculcating democratic values and ideals. Determining America's success with these efforts, especially in ideologically conservative nations, poses a significant challenge to evaluators. Through an analysis of the 1946 Report of the United States Education Mission to Germany, this article presents a historical case study of the stumbling blocks, failings, and successes of one attempt to evaluate efforts in infusing democratic values into educational institutions in a fallen totalitarian state. © 2005 American Evaluation Association.

Date: 2022-01-01

Creator: Charles Dorn

Access: Open access

Alongside Walt Disney’s animated movies, television programming, and theme parks, scholars have examined The Walt Disney Studios’ True-Life Adventures series of live-action nature documentary films for their impact on popular culture. Historians, however, have mostly overlooked the significance of the True-Life Adventures for student learning about the natural world. Amending this historiographical shortcoming, this essay examines Disney’s innovative approach to wildlife filmmaking, describes viewers’ reactions to the True-Life Adventures’ educational qualities, and investigates the Studios’ efforts to use the films to enter the education market. The study breaks new ground by analyzing seldom accessed documents preserved in theWalt Disney Archives both to reveal how students, teachers, and college and university faculty responded to the films and to examine the extension of the nature documentaries through related media.