PENGADAPTASIAN NOVEL MENJADI SKENARIO FILM “CRITICAL ELEVEN”

ABSTRAKProses mengadaptasi novel menjadi skenario tidaklah mudah. Tujuan dari penelitian ini adalah untuk mengkaji lebih dalam karakterisasi, struktur, isu sosial, dan dialog. Penelitian ini menggunakan pendekatan kualitatif dengan metode analisis isi (content analysis) model Philipp Mayring dengan strategi membandingkan isi novel dan skenario film. Metode yang digunakan adalah metode kualitatif. Penelitian ini mengungkap adanya pengubahan karakterisasi asli Anya dengan membuatnya menjadi wanita yang lebih tegar dan tahu tujuan hidupnya. Sementara, Ale yang digambarkan lebih cool pada novel, digambarkan sebagai suami yang penuh rasa khawatir dan mudah emosi. Penulis skenario harus memangkas bagian deskriptif panjang dari novel ini menggunakan aksi, dialog, dan karakter lain untuk mengungkapkan karakternya. Novel yang memilki banyak penggambaran isu sosial mengharuskan penulis skenario menyederhanakannya menjadi satu permasalahan saja. Film hasil adaptasi memuat dialog yang baik dan terdengar nyata, singkat dan membuat cerita tetap bergerak serta terhubung banyak tercipta pada skenario.Kata kunci: adaptasi, novel, skenario film ABSTRACT The process of adapting a novel into a situation is easy. The purpose of this research is to examine more deeply the characterization, structure, social issues, and dialogue. This study uses a qualitative approach with the content analysis method of Philipp Mayring's model with a strategy of comparing the contents of novels and film scenarios. The method used is a qualitative method. This research resulted in changing Anya's original characterization by producing a woman who is stronger and knows her purpose in life. Meanwhile, Ale is described as cooler in the novel, portrayed as a husband full of worries and easily emotional. The screenwriter should trim down the long descriptive part of the novel using action, dialogue, and other characters to reveal the characters. In a novel that has many social problems that occur, it requires the screenwriter to be one problem only. Good dialogue that sounds real, is short and keeps the story moving and connected a lot is created in the scenario. Key words: adaptation, novel, film scenario

Motivating healthcare professionals (nurses, nurse assistants, physicians) to integrate new practices for preventing healthcare-associated infections into the care continuum: turning Positive Deviance into positive norms

Background The literature examining healthcare-associated infections (HAI) points to two main problems in conforming to infection prevention and control (IPC) guidelines among healthcare professionals (HP). One is the discrepancy between HPs’ behavioral intentions and their implementation in practice. The other refers to how HPs maintain these practices after the intervention stage ends. The method proposed in this study seeks to address both these issues by using the Positive Peviance (PD) approach to focus on the dissemination stage of interventions. The study seeks to offer a method for disseminating 27 PD practices to 135 HPs, among them nurses, nurse assistants and physicians, so as to help them maintain IPC guidelines, offer feedback on the dissemination process and examine the impact of the dissemination stage on changes in their behavior. Methods The theoretical model underlying this qualitative research was the Recognition-Primed dDecision (RPD) model, which we implemented in the field of healthcare-associated infections (HAIs). Moreover, we used the Discovery & Action Dialogue (DAD) and Think Aloud (TA) techniques to describe the methodological development of simulations for HPs. Feedback from the HP demonstrators underwent content analysis, while descriptive statistics were used to characterize behavioral changes. Results HPs’ information processing regarding infection prevention shifts from peripheral/automatic processing to intuition and analytical/central processing, turning PD practices into positive norms. The HPs personally experienced finding a solution and made repeated corrections until they overcame the barriers. Most of the HPs (69.4%) reported that the practices were fully implemented, together with additional practices. Conclusions Implementation of the dissemination stage indicates that in order for HPs to integrate and assimilate practices that are not in the official guidelines, merely observing simulations is not sufficient. Rather, each staff member must personally carry out the procedures.

Jane Austen’s Comic Vision in her Art of Characterization with Special Reference to ‘Pride and Prejudice’

Characterization is a literary device that is used step-by-step in literature to highlight and explain the details about a character in a story. In other words, characterization is the representation of persons in narrative and dramatic works. The term character development is sometmes used as a synonym. This representation may include direct methods like the attribution of qualities in description or commentary and indirect [dramatic] method invitie readers to infer qualities from characters’ action, dialogue, or acceptance. Such a personage is called a character. The range of Jane Austen’s characters is narrow but humour touches all her best characters.

Religions in action: the role of interreligious dialogue in the COVID-19 pandemic

Recent correspondence letters to the editor of this journal pointed on the praxis of faith in the context of COVID-19 pandemic. The #ChurchinAction presents the role of religious interventions in times of COVID-19. However, a question is raised: how to promote interreligious dialogue in the context of COVID-19 pandemic? To address this question, people of different faiths/religions should come together in promoting the life and dignity of the human person, a sense of community, and participation, respecting the rights and responsibilities of each person, helping the poor and vulnerable sectors of the society, respecting the dignity of work and the rights of the workers, solidarity and caring for the whole creation. In this perspective, interreligious dialogue highlighted the importance of world religions in order to provide a spiritual intervention. The dialogue of life, dialogue of action, dialogue of theological exchange, and dialogue of religious experiences promote interreligious dialogue in the context of COVID-19 pandemic.

CALLED TO ACTION: DIALOGUE AROUND PRAXIS FOR RECONCILIATION

Education for reconciliation is centered on renewing Indigenous-settler relations. In this article, two graduate students share their experiences as they endeavour to take up a praxis for reconciliation. Positioned by their different cultural identities, they join in a duoethnographic conversation, to reflect on their learning and to share their successes, insights, and tensions as they navigate various complexities. Through their reflective process, they ask: What might collective enactment look like and what forms might it take in education? As they journey together, they discuss the need for spaces that promote vulnerability and openness, and the strength of land-based and grassroots learning opportunities.

Normative Desires and Visual Sobriety

This chapter argues that in the mid-1930s, American cinema perfected a classical form that dominated till the end of the decade. This form arose out of a new convergence between lifestyle and film style: in ideological terms, the period supported normative and traditional images of femininity and masculinity, and its film style privileged unified narratives based on action, dialogue, and continuity editing. The return to traditional values is manifested by a renewed interest in masculinity: in contrast to the earlier period, which is dominated by female stars, the most popular figured in the second half of the 1930s are male stars, along with child and teenage actors. This trend influences the most important genres of the period: screwball comedy, adventure, and biopic.

Performing Leadership: John Cage’s 4’33" Reprise

This narrative article describes key moments of meaningful encounters and learning through performative inquiry as university students and their professor engage in creative play and inquiry. What emerges is an understanding of how leadership might be performed, by students, by teacher within the classroom, within our lives. The rst performative inquiry experienced by the class and teacher occurs within the opening minutes of the rst day of class. Learning arrives through creative engagement and re ection, as students engage in creating one-act plays. An understanding and practice of reciprocal leadership, as conceptualized and experienced by author and students through their work together, invites us to reimagine ourselves in relationship and action with each other. Who we are in leadership, and how we come to understand performative inquiry as an emergent journey of collaborative learning through embodied creative action, dialogue, and re ection, is the heart of our exploration.

Strengthening the OSCE's capacities in conflict prevention, crisis management and conflict resolution

Twenty years after the 1992 Helsinki Document — Challenges of Change, the Organization for Security and Co-operation in Europe (OSCE) agreed at the 2011 Ministerial Council in Vilnius, Lithuania, on a decision intended to strengthen the OSCE's capacities in early warning, early action, dialogue facilitation and mediation-support as well as post-conflict rehabilitation. MC Decision 3/11 is an important one, in particular, as OSCE participating States were required to revisit the Organization's approach to conflict prevention and resolution over the last three years. The outcome was been an impressive document that demands the implementation of concrete action toward the creation of a systematic early warning and mediation-support capacity and the enhancement of early response to emerging crisis and conflict situations.