scholarly journals Analogue sunset. The educational role of the British Film Institute, 1979-2007

Comunicar ◽  
2010 ◽  
Vol 18 (35) ◽  
pp. 15-24 ◽  
Author(s):  
Cary Bazalgette
Keyword(s):  
Publicly Funded ◽  
Policy And Practice ◽  
Moving Image ◽  
Educational Role ◽  
Film Education ◽  
Central Argument ◽  
Politica Educativa ◽  
The Relationship ◽  
Medios De Comunicacion

This paper traces key features of the BFI’s evolving strategies for film education in UK schools during the final 25 years of the analogue era. Historically, the BFI did much to establish the characteristics of film study, but it also embodied tensions which have continued to preoccupy educators, such as the relationship between the instrumental use of film to support the curriculum, and learning about its intrinsic and distinctive qualities as a medium, or about its ideological function in society. The paper also addresses the question of whether «film» on its own constitutes a valid area of study, or whether it is more properly studied alongside television as part of «moving image media». The BFI has played a key role in exploring these issues and in exemplifying how film, or moving image media, can be taught to younger learners, but the internal vicissitudes it has constantly experienced have always pulled its educational activities in different directions. The central argument of this paper is that film education –and indeed media education in general– should be an entitlement for every learner, not something offered only to a minority or provided as an optional extra. The key projects described in this paper indicate some of the ways in which a publicly funded cultural institution can intervene in educational policy and practice. En este artículo se plantean los elementos clave de las estrategias de educación en el cine llevadas a cabo por el Instituto Británico del Cine (BFI) en las escuelas británicas durante los veinticinco últimos años de la era analógica. Desde siempre, el BFI se ha implicado de forma activa en el diseño de los planes de estudio de cine, así como en todo lo que de algún modo suscitó preocupación entre los educadores, como fue el caso de la apuesta, de un lado, por el uso instrumental del cine para apoyar el plan curricular y el aprendizaje de las cualidades intrínsecas y distintivas del cine como mediador y, de otro lado, la apuesta por su función ideológica en la sociedad. También se aborda en este artículo la cuestión de si el cine en sí mismo constituye un área de estudio o si sería más adecuado incluirlo en el ámbito de la televisión como parte de los medios de imagen en movimiento. El BFI ha desempeñado un papel crucial en la investigación de estos interrogantes, así como en la demostración y ejemplificación de la enseñanza del cine destinada a los jóvenes. No obstante, las continuas vicisitudes que han surgido en este tiempo han orientado las perspectivas educativas en diferentes direcciones. La tesis central de este artículo es demostrar que la educación en el cine, aplicable a todos los medios de comunicación en general, debe ser un derecho accesible a todos los estudiantes, y no quedar reducido a una minoría o presentado como una posible opción. Los proyectos clave que se detallan a continuación en este artículo orientan sobre algunos procedimientos destinados a que las instituciones culturales subvencionadas con dinero público puedan intervenir en la política educativa y en su implantación.

Daring to differ? Strategies of inclusion in peacemaking

2020 ◽  
Vol 51 (4) ◽  
pp. 305-322 ◽  
Author(s):  
Andreas T Hirblinger ◽  
Dana M Landau
Keyword(s):  
Research Policy ◽  
Policy And Practice ◽  
The Third ◽  
Peace Processes ◽  
Single Identity ◽  
Sociopolitical Structures ◽  
The Relationship ◽  
Do So ◽  
Specific Identity

‘Inclusion’ has emerged as a prominent theme in peacemaking. However, its exact meaning remains vague, as do assumptions about the relationship between inclusion and peace. This article seeks to problematize the research, policy and practice of inclusion. Focusing on United Nations (UN) peacemaking, we ask how the object of inclusion has been framed, and based on what strategies and underlying rationales. We do so against the backdrop of emerging debates about an agonistic peace, which suggest that violent antagonistic relationships can be overcome if peace processes enable contestation between adversaries. This requires that peacemakers recognize the constitutive role of difference in political settlements. We identify three distinct strategies for inclusion, with corresponding framings of the included. Firstly, inclusion can be used to build a more legitimate peace; secondly, to empower and protect specific actor groups; and thirdly, to transform the sociopolitical structures that underlie conflict. The first strategy frames the included in open terms that can accommodate a heterogeneity of actors, the second in closed terms pertaining to specific identity traits, and the third in relational terms emerging within a specific social, cultural and political context. In practice, this leads to tensions in the operationalization of inclusion, which are evidence of an inchoate attempt to politicize peace processes. In response, we argue for an approach to relational inclusion that recognizes the power relations from which difference emerges; neither brushing over difference, nor essentializing single identity traits, but rather remaining flexible in navigating a larger web of relationships that require transformation.

scholarly journals THE ROLE OF ENABLER FACTORS ON SUCCESS OF KNOWLEDGE MANAGEMENT IN STATE CORPORATIONS: A CASE OF KENYA WILDLIFE SERVICES

2019 ◽  
Vol 4 (1) ◽  
pp. 35
Author(s):  
Christine Jeptoo Cherutich ◽  
Dr. Charles Nyiro
Keyword(s):  
Sustainable Development ◽  
Knowledge Management ◽  
Positive Impact ◽  
Reliability And Validity ◽  
Secondary Data ◽  
Policy And Practice ◽  
Leadership Culture ◽  
Level Of Significance ◽  
The Relationship

Purpose: The objectives of the study which were to determine the effects of leadership, technology, culture, people and knowledge management success as enabler factors in ensuring success of knowledge management in Kenya Wildlife Service. The research also draws on existing studies, frameworks and models that have already identified the factors that potentially affect the success of KM. Meeting the challenges of sustainable development in the 21st century necessitates utilization of vital disciplines like KM in the management of state corporations. The use of KM for sustainable development has shown that effectiveness depends on strategic planning and use of tested models.Methodology: A review of the literature shows that most models point to enablers that are necessary. Questionnaires were administered through both e- mails and hand delivery. Secondary data was obtained from both published and unpublished records. Questionnaires were tested for both reliability and validity. Qualitative and quantitative techniques were used to analyze data with the assistance of SPSS software program version 21.Results: A good response rate of 94% was realized. It was established that most of the enabler’s factors indicators have positive impact on success of knowledge management. The study further adopted a regression analysis to determine the relationship between the variables at 5% confidence level of significance. The study findings showed that the four variables had a significant influence on performance of the firm.Contribution to policy and practice: The study recommended that a similar research should be conducted in a different fields. The findings showed that 74.7 % of the knowledge management success is explained by the four variables that are leadership, culture, technology and people and the remaining 25.3 % can be accounted by the standard error.

scholarly journals El Deporte y la Televisión: El papel del profesional de Educación Física (Sport and Television: the role of the professional of Physical Education)

Retos ◽  
2015 ◽  
pp. 33-37
Author(s):  
Milena Avelaneda Origuela ◽  
Cinthia Lopes da Silva
Keyword(s):  
Physical Education ◽  
Critical Analysis ◽  
Formal Education ◽  
Media Culture ◽  
Cultural Element ◽  
The Media ◽  
Methodological Procedures ◽  
The Relationship ◽  
Medios De Comunicacion

Este trabajo tiene como objetivo analizar la relación existente entre el deporte y la televisión, e identificar el papel del profesional del área de Educación Física en relación al deporte televisivo. Los diferentes medios de comunicación de masa (MCM) producen discursos e imágenes relacionadas al deporte, atribuyéndole a este elemento de la cultura, una serie de significados. Específicamente, ver el deporte a través de la televisión, es muy diferente de verlo en estadios y gimnasios, porque la producción televisiva está restricta a las jugadas y escenas previamente elegidas y seleccionadas por periodistas y productores de la información. Como procedimientos metodológicos, se realizó una revisión bibliográfica de carácter cualitativa, así como un análisis textual, temático, interpretativo y crítico de los libros de estudiosos del Ocio, de la Comunicación y de la Educación Física. Las conclusiones son las siguientes: Al transmitirse el deporte por la televisión, éste es transformado en un «telespectáculo». Es en este proceso que se hace fundamental el papel desempeñado por el profesional de Educación Física, así como sus conocimientos. Este profesional, basado en la perspectiva de la Educación para el Ocio, será capaz de facilitar en sus alumnos el acceso al conocimiento propio del área, y el que éstos alcancen un nivel superior o inventivo de comprensión. De esta manera la intervención pedagógica realizada en la educación formal será fundamental para que dichos sujetos tengan acceso a elementos teóricos tales que les permita realizar una lectura competente del deporte difundido por el conjunto de medios de comunicación, y con ello disfruten de sus momentos de ocio con calidad.Palabras clave: Deporte; Ocio; Medios de Comunicación; Cultura.Abstract: This paper has the objective of analyzing the relationship between sports and television, and identifies the role of the professional who acts in the field of Physical Education related to sport on television. The media institution produces discourses and an image related to sports and attributes a group of signifiers to this cultural element. Watching sport on television is different from watching them in a stadium or a gymnasium. This occurs because the televise production is restrict to the passes and scenes chosen previously by journalists and producers. As methodological procedures, it was made bibliographical review of qualitative type and also, thematic, textual, interpretative and critical analysis of the books written by scholars in the field of Leisure, Communication and Physical Education. The conclusions are: sport, when it is showed by television, it is transformed into entertainment. During this process, the role of the professional of Physical Education is essential to mediate knowledge. The teacher, based on the perspective of education for leisure, can help students to have access to the knowledge so they can reach superior and inventive level of comprehension. Accordingly, pedagogical mediation realized in formal education will be essential so that the subjects have access to theoretical elements for a qualified reading of the sport showed by media, thus, they can enjoy their moments of leisure with quality. Key words: Sport; Leisure; Mass Media; Culture.

scholarly journals Follow the yellow brick road: The passeur , the gatekeeper and the young migrant film-maker

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Stephanie Hemelryk Donald
Keyword(s):  
Young People ◽  
Research Project ◽  
Children And Young People ◽  
Film Maker ◽  
Film Education ◽  
World Cinema ◽  
The Uk ◽  
Film Making ◽  
The Relationship

In the first part of this article, the author reflects on her experience of making filmmaking workshops with young people in Australia, China and the UK an integral component of a research project on the representation of child migrants and refugees in world cinema. She then sets her approach to these workshops in the context of Alain Bergala's ideas about film education, of which she had initially been unaware. In discussing a couple of further workshops that she ran in the UK and Australia as part of the 'Cinéma, cent ans de jeunesse' programme, she focuses particularly on the benign or obstructive role of institutional gatekeepers , who act as intermediaries or agents determining the terms of access to children and young people for film educators, researchers and practitioners. The legal, protective and ethical dimensions of the relationship between educator, gatekeeper and participating students are discussed. The article cites cases in which the interaction worked well, and others in which it proved problematic. The functions, responsibilities and potential drawbacks of gatekeepers are compared with Bergala's conception of the pedagogic role of the passeur – a figure who also holds power in relation to young people's access to film and film-making, but one that connotes positive, even magical, properties.

Enriching social work research through architectural multisensory methods: Strategies for connecting the built environment and human experience

2020 ◽  
pp. 147332502092445
Author(s):  
Alison L Grittner ◽  
Victoria F Burns
Keyword(s):  
Social Work ◽  
Built Environment ◽  
Research Policy ◽  
Human Experience ◽  
Built Environments ◽  
Policy And Practice ◽  
Spatial Justice ◽  
Social Work Research ◽  
The Relationship

Scholars have called for greater emphasis on the physical environment to expand social work research, policy, and practice; however, there has been little focus on the role of the built environment. Redressing this gap in the literature, this methodological paper explicates how four multisensory research methods commonly used in architecture—sketch walks, photography, spatial visualization, and mapping—can be used in social work research to create a greater understanding of the complex, interconnected, and multidimensional nature of built environments in relationship to human experience. The methods explored in this paper provide social work researchers with a methodological conduit to explore the relationship between the built environment and vulnerable populations, understand and advocate for spatial justice, and participate knowledgeably in interdisciplinary policy realms involving the built environment and marginalized populations.

scholarly journals Le Corbusier versus Sergei Eisenstein. La construcción de un sueño

2015 ◽  
Author(s):  
Elena Martínez Millana
Keyword(s):  
Soviet Union ◽  
Le Corbusier ◽  
Moving Image ◽  
Sergei Eisenstein ◽  
The Soviet Union ◽  
Palabras Clave ◽  
The Relationship ◽  
Made In

Resumen: Este artículo plantea la revisión de la relación entre el arquitecto Le Corbusier y el cineasta Sergei Eisenstein. Se lanza como hipótesis la posible influencia del cineasta en Le Corbusier. Le Corbusier versus Eisenstein en el sentido más profundo de ‘avanzar en dirección a’: Le Corbusier hacia la cinematografía, no como contraposición. Se esboza el papel de cada figura y su encuentro en el período de 1928-1936, tiempo en que Le Corbusier se aproximó a la Unión Soviética, un contexto que configura un marco complejo a partir del cual es posible entrever aquello que los vincula y que refuerza la hipótesis planteada. Por otro lado, se realiza un análisis de Poème électronique - filme de 480” que Le Corbusier hace en 1958 con motivo de la Exposición Universal en Bruselas - con la intención de visibilizar que Le Corbusier recurre a la técnica del montaje dialéctico de la que Eisenstein era maestro y por tanto la consustancial influencia. Le Corbusier reconoce el potencial de esta técnica de montaje y se sirve de ella como la estrategia clave en su aproximación al ámbito de la cinematografía. El mecanismo del montaje dialéctico forma parte de su propio pensamiento y lo materializa en su arquitectura y también en el caso de estudio que nos ocupa, en la disciplina de la imagen en movimiento, tan próxima a ésta. Pero hay más, en el Pabellón Philips la técnica del montaje oculto - sobre la que Eisenstein había teorizado en aquél periodo - está presente, pues mediante éste mecanismo construye la puesta en escena del espectáculo total. Como veremos, Poème électronique representa la construcción de un sueño. Abstract: This article reviews the relationship between the architect Le Corbusier and the filmmaker Sergei Eisenstein. When launched, it was seen to hypothesise the possible influence of the filmmaker in the work of Le Corbusier. Le Corbusier versus Eisenstein, in the deepest sense of the expression, is portrayed as "towards to": Le Corbusier towards the film, not in opposition to it. It outlines the role of each figure and their interactions during the period between 1928 and 1936, the time when Le Corbusier got closer to the Soviet Union. This context forms a complex framework from which it is possible to glimpse what it is that links them, reinforcing the hypothesis-raised. On the other hand, this work presents an analysis of the Poème électronique - 480" film Le Corbusier made in 1958 for the Universal Exhibition in Brussels - in order to exemplify that Le Corbusier uses the technique of dialectical montage, in which Eisenstein was the undisputed master, thereby highlighting an inherent influence. Le Corbusier recognises the potential of this montage technique and uses it as a key strategy in his approach to the field of cinema. The mechanism of dialectical montage is a part of Le Corbusier's own thought and this materialises both in his architecture as well as in the subsequent case study regarding the discipline of the moving image, which is closely aligned to it. There is, however, more to it. In the Philips Pavilion, the hidden montage technique - theorised by Eisenstein in that period - is present, the use of which was the mechanism to construct the stage for the spectacle as a whole. As we will see, Poème électronique represents the construction of a dream.  Palabras clave: Eisenstein; Le Corbusier; Le Poème électronique; montaje dialéctico; montaje oculto; cinematografía. Keywords: Eisenstein; Le Corbusier; Le Poème électronique; dialectical montage; hidden montage; cinematography. DOI: http://dx.doi.org/10.4995/LC2015.2015.824

scholarly journals RÁDIO E CIDADANIA: um estudo comparado da atuação de rádios de Lisboa e de Brasília

2017 ◽  
Vol 3 (4) ◽  
pp. 603
Author(s):  
Valquíria Guimarães da Silva
Keyword(s):  
Public Sphere ◽  
Focus Groups ◽  
Social Organizations ◽  
Palabras Clave ◽  
The World ◽  
The Media ◽  
The Relationship ◽  
Medios De Comunicacion ◽  
Stimulation Of

É fundamental discutir o papel da mídia como um dos principais fóruns de discussão em sociedades democráticas. Neste trabalho analisamos a relação entre cidadania e rádio. A nossa intenção foi compreender como a rádio contribui para o entendimento de mundo indispensável à formação de opiniões sobre questões relevantes ao exercício da cidadania. Para isso estudámos as grades de programação de rádios em Lisboa e em Brasília, nos anos 2011 e 2012, e realizamos entrevistas com os respectivos diretores. Também realizamos grupos focais, no contexto de diversas organizações sociais, para compreender a relação dos cidadãos com a rádio. Observamos que a rádio continua a ter um grande potencial cívico, mas neste momento, de um modo geral, a sua programação pouco contribui para a promoção de uma cidadania efetiva.   PALAVRAS-CHAVE: Rádio; Cidadania; Democracia; Espaço Público; Jornalismo.   ABSTRACT It is essential to discuss the role of the media as one of the main debate forums in democratic societies. This research analyzes the relationship between citizenship and radio. Our intention was to comprehend how the radio contributes to the understanding of the world, which is crucial to the formation of opinions concerning pertinent issues to the citizen’s duty. For this, we studied the programming guides of some of Lisbon`s and Brasilia’s radios, in 2011 and 2012, and also interviewed their directors. In addition to that, focus groups were conducted in the context of different social organizations, in order to understand the relationship between citizens and the radio. In general, we have noticed that the radio still has a great civic potential, but currently, its programming does not contribute much to the stimulation of an effective citizenship.   KEYWORDS: Radio; Citizenship; Democracy; Public Sphere; Journalism.     RESUMEN Es importante analizar el papel de los medios de comunicación como uno de los principales foros de discusión en las sociedades democráticas. En este trabajo, se examinó la relación entre la ciudadanía y la radio. Nuestra intención era entender cómo la radio contribuye a la comprensión del mundo indispensable para la formación de opiniones sobre cuestiones relacionadas con el ejercicio de la ciudadanía. Para ello se estudiaron las rejillas de programación de radios en Lisboa y Brasilia, en los años 2011 y 2012, y se realizaron entrevistas con sus directores. También se formó grupos de enfoque en el contexto de diversas organizaciones sociales, para comprender la relación entre los ciudadanos y la radio. Observamos que la radio sigue teniendo un potencial cívico importante, sin embargo, en este momento de una manera general, su programación contribuye poco a la promoción de una ciudadanía efectiva. PALABRAS CLAVE: Radio; Ciudadanía; Democracia; Espacio Público; Periodismo.

THE IMPACT OF ORGANISATIONAL SLACK ON INNOVATIVE WORK BEHAVIOUR: HOW DO TOP MANAGERS AND EMPLOYEES DIFFER?

2019 ◽  
Vol 24 (03) ◽  
pp. 2050022 ◽  
Author(s):  
SUSANNE HÜGEL ◽  
MARKUS KREUTZER
Keyword(s):  
Real Estate Industry ◽  
Individual Level ◽  
Top Managers ◽  
Innovative Work ◽  
Central Argument ◽  
Innovative Work Behaviour ◽  
The Individual ◽  
The Impact ◽  
The Relationship

In this paper, we advance our understanding of the relationship between slack and innovation in two ways. We distinguish between different slack types on the organisational level, and hypothesise and empirically test how they influence innovative work behaviour (IWB) of both employees and top managers on the individual level. Applying a multigroup analysis in PLS-SEM, we test our model with a sample of 403 individuals, 155 top managers and 248 employees, from the German real estate industry. We find support for our central argument that the influence of organisational slack on individuals’ IWB differs according to the type of slack and the organisational role of the individual.

Academic Knowledge and Urban Development

2008 ◽  
pp. 21-41 ◽  
Author(s):  
Beth Perry
Keyword(s):  
Urban Development ◽  
Policy And Practice ◽  
North West ◽  
Academic Knowledge ◽  
Knowledge Based ◽  
The University ◽  
The Relationship ◽  
Process Product

The terrain of knowledge-based urban development currently is confused by a plethora of competing, implicit and unarticulated assumptions that have resulted from differing interpretations of knowledge and the urban, and the relationship between them. This chapter offers a conceptualization of the role of academic knowledge and, by extension, the university in processes of urban development through the lenses of theory, policy, and practice. A distinction between knowledge-based urban development as process-, product- or acquisition-driven is developed. It then assesses the relative balance of these roles in policy and practice through a case study of Manchester, North West England, and, in so doing, distinguishes between the rhetoric and the realities of attempts to do knowledge-based urban development.

scholarly journals Exploring the place of animation and the role of the classroom-based film-maker within a wider field of Scottish moving image education

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Robert Munro ◽  
Jonathan Charles
Keyword(s):  
Young People ◽  
Primary School ◽  
Moving Image ◽  
Film Maker ◽  
Film Education ◽  
Film Making ◽  
The Way

This article explores animation as a popular mode of moving image education in the wider field of Scottish film education, through a discussion with film education practitioner Jonathan Charles. It reflects on Jonathan’s pedagogic approach to film education, the way in which it is shaped and aligned with changing institutional and funding imperatives, and the affordances of animation, through a detailed look at a film-making project with a primary school in West Lothian, Scotland. It reflects upon the challenge to maintain in-depth film experiences for young people, with training and working with teachers to allow film experiences to be scalable and multiply to reach a wider range of young people. The article also discusses the drive to give young people agency throughout the film-making process, and how film education practitioners and teachers can best facilitate that.

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