Les jeux et les hommes

collective dans un monde incertain

This paper is based on the idea that TV genres are built and interpreted according to three worlds which are interpretants in a peircian sense: the real world, the fictitious world and the ludic world. In accordance with a pragmatic approach, we claim that the statute of the commercials varies according to strategies of the emitter and the believing of the viewer in advertisement: it may be linked to the three worlds. It is what it is shown from the analysis of the first and the second season of Loft Story, of Nice People and of the commercials that are inserted in these programmes. The relationship between the programmes and the commercials helps to define what reality and game mean for television. If the programme authenticates commercials in certain occurrences, inversely, commercials give meaning to the programmes, suggesting to viewers reading grids or some interpretations of programmes. An analysis of the commercials convinces that commercials aim less to build the under fifties women as housewives than to tease their femininity and to play with their desire or with their fantasy.

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https://doc.rero.ch/record/17525/files/Jost_Fran_ois_-_Monde_de_la_t_l_vision_et_monde_de_la_publicit_20100317.pdf

Monde de la télévision et monde de la publicité

The current primary and secondary physical education curriculum in Japan aims to guide students toward achieving the ideal of lifelong participation in sport and leading an active lifestyle. In games teaching it is thus important to make learning enjoyable and meaningful. The influence of tactical approaches such as Teaching Games for Understanding (TGfU), Game Sense and Play Practice on the games curriculum in Japan has made a significant contribution toward achieving this aim by moving away from the outdated skill drill approach and bringing games learning to life for Japanese students. The teaching strategies for games teaching in Japan are moving toward learner-centered and game-based approaches that ask students to think, to interact and to intellectualise learning in games. Students learning experience in this approach can make games fun and educationally valuable. The games curriculum in Japan is now at a turning point in the move from military drilling of de-contextualized technique (or just rolling out the ball and not teaching). The new curriculum and its focus on inquiry and student-centred learning can produce learning that is fun and promote a fascination with games for young people by giving the game(s) back to children (Light 2004) and allowing them to enjoy and learn through structured play, reflection and social interaction.

Changes in the Japanese games curriculum and the shift toward student-centered learning

La interacción en el juego de roles en la clase de inglés con estudiantes de segundo grado del Colegio Distrital Marco Tulio Fernández

ABSTRACT Discussions on daily life in Early Bronze Age society in the southern Levant often focus on subsistence or ritual phenomena, while aspects relating to entertainment and leisure are rarely discussed. This paper presents evidence for gaming behaviour, in the form of game boards and game pieces, that were recovered in the excavations of the Early Bronze Age (early to mid-3rd millennium bce) residential neighbourhood at Tell eṣ-Ṣâfi/Gath, Israel. All the objects discussed are considered to be part of games (playing pieces, casting pieces, and boards) based on their resemblance to game boards and pieces published from various Early Bronze sites in the southern Levant (e.g., Arad, Megiddo, and Bab edh-Dhra), serve as the backdrop for: 1) a perspective on the social and cultural relationships reflected in these games; 2) an examination of the origins of the 'Senet/30 Houses' game; and 3) the appropriation of foreign cultural facets in Early Bronze Age Canaan.

Les jeux et les hommes

Citations

collective dans un monde incertain

Monde de la télévision et monde de la publicité

Changes in the Japanese games curriculum and the shift toward student-centered learning

La interacción en el juego de roles en la clase de inglés con estudiantes de segundo grado del Colegio Distrital Marco Tulio Fernández

Daily life and cultural appropriation in Early Bronze Age Canaan: Games and gaming in a domestic neighbourhood at Tell eṣ-Ṣâfi/Gath, Israel

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