scholarly journals SCREENING THE GOTHIC: PARODY OF THE GOTHIC GENRE IN TIM BURTON’S DARK SHADOWS

2019 ◽  
Vol 8 (8) ◽  
pp. 131-143
Author(s):  
Mila N. Stričević Gladić
Keyword(s):  
21St Century ◽  
New Technologies ◽  
Social Criticism ◽  
Gothic Literature ◽  
Film And Television ◽  
Dark Comedy

Since the first Gothic work, Horace Walpole’s The Castle of Otranto, was published in 1764, the Gothic genre has constantly been changing and evolving. One of its main purposes has always been social criticism, and therefore Gothic literature had to change together with the society. In the 20th and especially in the 21st century with the arrival of new technologies, Gothic moved from the paper to the screen. Film and television offered a whole new range of possibilities for the postmodern authors of Gothic works to express themselves. One such artist is certainly the American director Tim Burton who is famous for his dark comedies that are almost exclusively crammed with Gothic elements. In this paper, the author shows how, in his movie Dark Shadows from 2012, Tim Burton used parody as a tool to make an on-screen pastiche of Gothic elements packed in a dark comedy for the true lovers of the Gothic genre, creating a genuine example of the postmodern Gothic.

scholarly journals COMPUTATIONAL AFFORDANCES, CONTEXT COLLAPSES AND OTHER CHALLENGES TO LINGUISTIC STUDIES

2020 ◽  
Vol 59 (1) ◽  
pp. 583-600
Author(s):  
Vinícius Vargas Vieira dos Santos
Keyword(s):  
Digital Media ◽  
21St Century ◽  
New Technologies ◽  
Communication Channels ◽  
Political Life ◽  
Marshall Mcluhan ◽  
Communicative Practices ◽  
Linguistic Practices

ABSTRACT With the increasing incorporation of digital media in 21st century societies, a paradigmatic phenomenon is occurring on the language issue: communicative practices have started being widely mediated by technology. Besides incorporating earlier technologies, such as radio and television, computers have enabled users, who were mere passive recipients, to become information emitters as well. Starting from the principle pointed out by Marshall McLuhan (1964) that the medium controls the scales and actions configured in language, this paper seeks to understand the scalar levels of new technologies contexts and how they reverberate on meditated linguistic practices. Digital media are considered here as their own computational designs, communication channels that, far from being neutral, are previously set by large computational companies and, therefore, present ideologies and already configured forms of interaction, stimulating semiotic and pragmatic dimensions of language, reflecting on aspects of culture and, consequently, on political life.

Violence in the Society of Symbolic Consumption

2020 ◽  
Vol 12 (4-1) ◽  
pp. 214-229
Author(s):  
Yuliya Bodrova ◽  
Keyword(s):  
Mass Culture ◽  
Information Society ◽  
New Technologies ◽  
Philosophical Analysis ◽  
Modern World ◽  
Ethical Standards ◽  
Symbolic Form ◽  
Symbolic Consumption ◽  
Film And Television ◽  
The Impact

The article considers violence in its symbolic form as a product of modern consumption and one of the attributes of mass culture. Despite the extreme urgency of the problem of violence in film and television, researchers in the field of psychology, sociology and pedagogy analyze this phenomenon by the impact of scenes of violence on various categories of the population, highlighting the possible relationship between violence on the screen and in life. This study focuses on the socio-philosophical analysis of violence consumption by modern people. The article considers various approaches to the study of consumption, as well as analyzes the symbolic essence of this phenomenon. How is the society of consumption associated with violence? What is the peculiarity of violence as a consumer product? Consideration of screen violence allows us to identify the main reasons underlying the demonstration of scenes of cruelty in films and on television. According to the famous American director Quentin Tarantino, violence is one of the cinematic techniques. If demand creates supply, what is the reason for the audience’s interest in acts of aggression on the screen? Forming of the information society is associated with the emergence of new technologies of violence included in the system of “producer-consumer” relations, through advertising. Violence is being democratized: it is now available not only to corporations and states. Each person can create their own reality according to their needs and ethical standards. In-depth consideration of these issues will allow us to look at violence as an element included in the system of symbolic consumption of the modern world.

The Impact of New Technologies on Professional Development

2013 ◽  
pp. 40-52
Author(s):  
Sarah T. Meltzer
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
21St Century ◽  
New Technologies ◽  
Effective Professional Development ◽  
The Past ◽  
New Learning ◽  
Specific Activities ◽  
The Impact ◽  
Support Students

Professional development in schools is not a new concept; however, the impact of new technologies in the past two decades has shown it is important to incorporate research-based strategies in order to be effective. While strategies for curriculum-focused trainings may have been effective in the past, technology-focused training must take a different approach in the 21st century. Effective professional development will positively impact student achievement and is critical for sustainable school reform. This chapter addresses the importance of developing a new learning environment conducive to supporting professional development in technology. Key strategies necessary to support students’ needs in the 21st century are explained. Without an emphasis on specific activities and opportunities throughout the phases of planning and implementation, professional development will not be sustainable and student achievement will not be impacted.

Development Trends in Economics of Distance Education from the Perspective of New Technologies

2014 ◽  
pp. 231-244
Author(s):  
Eren Kesim
Keyword(s):  
Distance Education ◽  
21St Century ◽  
Global Economy ◽  
New Technologies ◽  
Emerging Technologies ◽  
Social Institution ◽  
Education Services ◽  
General Evaluation ◽  
The Individual ◽  
Access To Knowledge

New and developing technologies influence all societies in the 21st century in which the process of change is experienced intensely. Through the increased routes of access to knowledge and the increased importance of up-to-date information, the needs and expectations of individuals have become more varied. Countries with individuals equipped with new and current information in accordance with the needs of the age have an important competitive advantage in the global economy. The importance of education as a social institution grows every day in this process. In the 21st century understanding of education, which portrays the individual as a value to be developed, many sub-fields of expertise have emerged as educational sciences developed further. Studies in these fields allow for educational institutions to train and raise more qualified people. One area of expertise that guides national educational policies today is distance education. Distance education services provided by emerging technologies provide flexible learning opportunities for all individuals. An important aspect in providing distance education services is the economics of distance education. This chapter studies the economic aspects of distance education services through a general evaluation of emerging technologies with regard to the economics of distance education.

The World's Oldest Profession - Now and Then

2017 ◽  
pp. 78-89
Author(s):  
Steven A. Cinelli
Keyword(s):  
Risk Management ◽  
21St Century ◽  
Commercial Banks ◽  
New Technologies ◽  
Commercial Banking ◽  
Portfolio Performance ◽  
Renaissance Period ◽  
New Entrants ◽  
Strategic Imperative

Modern banking found its roots during the Renaissance period casted by the European merchant banks. Their success was due in large part to their aggregation, absorption and deployment of information about borrowers, structures and markets. In the 21st century, banking again is being advanced due to insights developed by vast amounts of information and data, this time gathered and managed through new technologies and models, in quest of efficiency, improved risk management and improved portfolio performance. New entrants into the business of banking operate outside of existing regulatory structures, and may enjoy a level of competitive flexibility compared to existing commercial banks. Might this portend the end of the so-called modern commercial banking model, or might it serve as a strategic imperative for the banks to adapt to innovation?

Flexible Assessment

2011 ◽  
pp. 247-259
Author(s):  
Chris Morgan ◽  
Jenny Bird
Keyword(s):  
Higher Education ◽  
21St Century ◽  
New Technologies ◽  
Course Delivery ◽  
Western World ◽  
Flexible Learning ◽  
Face To Face ◽  
Improving Student Learning ◽  
Student Centred Learning ◽  
Educational Potential

Flexible learning is now well entrenched in the policy, curriculum, and course delivery frameworks of many higher education sectors in the Western world. However, because of the ambiguous nature of the terms, teachers are often faced with ill-defined expectations from their institution to ‘be flexible’—to make choices about where, when, and how they will offer the various elements of their curriculum. The negotiable meanings of flexibility cluster around the divergent perspectives of a range of stakeholders, including pedagogists, managers, and technologists. Teachers are often unsure of the motives behind the push towards flexible learning: Are they being asked to save money by putting their courses online and reducing their face to face teaching? Are they being asked to better meet the needs of 21st century students and therefore increase enrolments? Is it about improving student learning by refocusing on student-centred learning and lifelong learning? Is it about harnessing the educational potential of new technologies? Tucked within this confusing area of higher education sits flexible assessment—a relatively neglected theme in the flexible learning story.

scholarly journals Games and Fieldwork in Agriculture: A Systematic Review of the 21st Century in Economics and Social Science

Games ◽  
2020 ◽  
Vol 11 (4) ◽  
pp. 47
Author(s):  
J. Nicolas Hernandez-Aguilera ◽  
Max Mauerman ◽  
Alexandra Herrera ◽  
Kathryn Vasilaky ◽  
Walter Baethgen ◽  
...  
Keyword(s):  
Systematic Review ◽  
21St Century ◽  
Field Experiments ◽  
New Technologies ◽  
Field Research ◽  
Physical Distance ◽  
Cultural Aspects ◽  
Experimental Games ◽  
Internal And External Validity ◽  
Case Basis

Games are particularly relevant for field research in agriculture, where alternative experimental designs can be costly and unfeasible. Games are also popular for non-experimental purposes such as recreating learning experiences and facilitating dialogue with local communities. After a systematic review of the literature, we found that the volume of published studies employing coordination and cooperation games increased during the 2000–2020 period. In recent years, more attention has been given to the areas of natural resource management, conservation, and ecology, particularly in regions important to agricultural sustainability. Other games, such as trust and risk games, have come to be regarded as standards of artefactual and framed field experiments in agriculture. Regardless of their scope, most games’ results are subject to criticism for their internal and external validity. In particular, a significant portion of the games reviewed here reveal recruitment biases towards women and provide few opportunities for continued impact assessment. However, games’ validity should be judged on a case-by-case basis. Specific cultural aspects of games might reflect the real context, and generalizing games’ conclusions to different settings is often constrained by cost and utility. Overall, games in agriculture could benefit from more significant, frequent, and inclusive experiments and data—all possibilities offered by digital technology. Present-day physical distance restrictions may accelerate this shift. New technologies and engaging mediums to approach farmers might present a turning point for integrating experimental and non-experimental games for agriculture in the 21st century.

scholarly journals New Technologies for 21st Century Plant Science

2012 ◽  
Vol 24 (2) ◽  
pp. 374-394 ◽  
Author(s):  
David W. Ehrhardt ◽  
Wolf B. Frommer
Keyword(s):  
21St Century ◽  
New Technologies ◽  
Plant Science
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