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Public power establishes, in a more or less transitory or sustained manner, the objective conditions for the development of art. Specifically, power allows the emergence of a type of specialization that drives the dynamic development of "professional" art, as a trade, to which the artist can dedicate, it ensures the conditions for financing, obtaining raw materials and importing innovations. In this way it allows art to evolve. Even though official art can be very conservative, it has the inclination or inertia to preserve. Let us talk then about the art that, since the down of history, is made at the request of power and for its own purposes, most art, because most of the artistic phenomena of our civilization originate from the demand of power: political, ecclesiastic o economic. ; El poder público establece, de manera más o menos transitoria o sostenida, las condiciones objetivas para el desarrollo del arte. El poder específicamente permite que se produzca el tipo de especialización que impulsa el desarrollo dinámico del arte "profesional", como un oficio, al que el artista puede dedicarse, asegura las condiciones en las cuales se puede financiar, conseguir materias primas e importar innovaciones. De ese modo permite que el arte evolucione. Aunque también puede ser muy conservador el arte oficial, tiene esa inclinación o inercia, de conservar. Hablemos pues del arte que, desde los albores de la historia, se hace a solicitud del poder y para sus fines, casi todo el arte, porque la mayoría de los fenómenos artísticos de nuestra civilización se originan en esa demanda del poder: político, eclesiástico o económico.

During political "thaw", in years 1955−1956 in the People's Republic of Poland, it write in newspapers about themes banned earlier. One of such many theme formerly banned was censorship (Main Office of Control of Press, Publications and Shows). Journalists wrote about books banned by censorship, prohibited publications and black-listed writers, whose books had removed from libraries and destroyed. Situation is changed in 1958 – it is not allowed to write again about existence and activity of censorship

Rapid climate change in the Arctic triggers the remobilization of chemical pollution, increasing its exposure and potential impacts in the region. While scientific knowledge on multiple stressors, including the interlinkages between climate change and hazardous chemicals, is increasing, it has proven challenging to translate this knowledge into policy. This study analyzes the process of translating Arctic scientific knowledge on multiple stressors into global policy by focusing on the development of a guidance document under the Stockholm Convention on Persistent Organic Pollutants (POPs). Through document analysis and key informant interviews, we focus particularly on the role of the Arctic Council working group AMAP in synthesizing, translating and communicating science on multiple stressors to policy makers. We draw on the theoretical framework offormalization(howand bywhomknowledge is summarized for policy) andseparation(the relative distance between science and policy) to analyze the science-to-policy interface. Our analysis of the phases leading up to the guidance document show that AMAP has dynamically moved between different degrees of separation and formalization. Orchestrating the interplay between scientists and policy makers, the working group has put multiple stressors on the political agenda internationally. AMAP has thereby contributed to turn Arctic science into global policy through the guidance document. We conclude by illustrating several constraints in terms of the implementation of actual policy, which we argue is due to an increasing degree of formalization in the last phase and a general unreadiness of contemporary governance systems to address multiple stressors.

This book offers novel insights into how students can develop a personal growth mindset during their degree programs that allows them to view new challenges as opportunity to grow personally, reflect on the new knowledge and experience, and subsequently improve their skills to critically examine and evaluate information in a journey of personal growth. Based on learning theories drawn from cognitive and social psychology and over 12 years of integrating the 'personal growth mindset' into course design, it offers a novel framework that allows higher education teachers to constructively align learning objectives and assessments with crucial transferable skill development, and fostering a mindset for personal growth among students that focuses on continuously improving and reflecting on feedback. The objective is to empower academics to build courses and degree programs that are 'fit for purpose' by equipping social science students with the skills and mindsets that will benefit them throughout their careers in ever changing and newly emerging jobs. The book will appeal to those who are interested in how individuals learn in educational settings and in the wider workplace

Abridged for the Society for Political Education. ; Cover title. ; Includes bibliographical references. ; Mode of access: Internet.