Suchergebnisse

In 2018 as part of my long-term project the Archive of Gestures, I created a participatory dance performance with three Palestinian artist refugees entitled Gesturing Refugees. The performance faced many obstacles during the creation period related to UK visa denial to the artists, which resulted in the creation process taking place digitally, as an attempt to defy the physical distance among the artists and later also between the artists and the audience. To insist on this formal and political choice, in 2020 I developed Past-inuous, an interactive dance video, created over a digital platform with eleven Palestinian dancers, most third generation refugees, some living in the diaspora and others in Palestine. Through the work, I investigated ways of defying distance between third generation Palestinian refugees, which was created by Israel's regime of dispossession. I did that by experimenting with how a digital platform can be remediated into a creative space for rehearsal, creation and transmission of bodily archives, through an interactive dance video with the viewers. But also by reflecting on the technical issues and delays caused by specific political conditions of disadvantage which arise during such a process, and exploring ways of using these issues in the video itself, so as to reflect the creation process and involve the viewers, especially now that during the pandemic, working at distance through online platforms has become a collective global experience.

The Commonwealth of nations is home to 1.2 billion people; one out of four human beings on earth lives in one of the 53 Commonwealth countries. Almost half these nations are small with populations under a million while three (or four) of them are among the nine populous countries of the world. Except for the richer countries of the Commonwealth (Canada, Britain, Australia, New Zealand and Singapore) which are aging, the others have populations that are young (those under 15 far out number those above 65); those with younger populations are also among the poorest having a higher percentage of illiteracy and employing the working populations in less skilled and low paying jobs. The need for more education and training in these less well endowed nations is clearly obvious. // By and large, this group of nations subscribe to decent and participatory government, preservation of human dignity, improving the health and well being of its individual peoples and sharing of experience with member Commonwealth countries.

Distance learning (DL) is back in vogue in the UK. It is out of the doldrums in terms of institutional and national interest, which is where it has been for a while. I mean DL, not e –learning or flexible learning or open learning or technology enhanced learning. It is possible that all of these things are in the mind of the new promoters of DL. But the idea that is so appealing to the new advocates is that students do not have to be full time, will pay fees – high fees perhaps – will not demand much in terms of campus services and may well live overseas and not be counted against HEFC grant income. (The Higher Education Funding Council for England (HEFCE) distributes public money to universities and colleges in England that provide higher education.) Politicians as well as educational leaders are talking DL. David Willetts, Minister of State for Universities and Science in the UK, has recently suggested that DL is the way to go. None of this is surprising given the cuts in public expenditure and thus funding going to Universities, the cap on student numbers, the pressure on Universities to diversity their funding and restricted immigration and visa approvals. In addition, in the UK, the costs of undertaking a full time degree coupled with the recession has led many young people to consider DL. The UK Open University for instance is experiencing an "unprecedented" 34% increase in 18 to 24-year-olds applying for distance learning degrees (BBCa).

AbstractThis article describes the development of an instrument that measures people's reported use of distancing tactics in personal relationships. Two versions of the Relational Distance Index (RDI) were developed, an 8‐itemversion and a 17‐item version. Four studies were conducted to examine the instrument's psychometric properties. The index exhibited a stable two‐factor structure (unfriendly and withdrawal), had acceptable internaland temporal reliability, and performed well on the tests of convergent and discriminant validity. The data suggested the RDI is suitable for use with both student and nonstudent samples.

There is an unnamed crisis of aesthetic immediacy afoot in the American criminal justice system. Defendants are seen too quickly. Or rather, they are recognized too quickly. They are recognized spatially, at the defense table, surrounded by lawyers and court marshals, playing the protagonists in the court performance. For most observers, this staging and its familiarity bring about a series of untold assumptions—assumptions that, when viewed nakedly, erode the presumption of innocence. While implicit biases and prejudices similarly short-circuit judicial proceedings—procedure and proceduralism itself—nefariously permit implicit narratives to outpace evidence. Tools to interrupt the aesthetics of transgression and its aftermath will serve judicial accuracy without substantial efficiency tradeoffs. While the bifurcation of the guilt and sentencing in American courts laudably partitions the culpability inquiry from the question of deserved punishment—the former, the question of wrongdoing, can never be truly divorced from history, neither personal nor social. Nor should it be. The Anglo-American insistence on a socially ahistorical criminal trial comes at a high cost: real and textured history—the foreground, leadup, and intimate histories of what occurred is kept out, while the more depersonalized histories that undergird daily life, narrative tropes, and mythologies of crime are permitted to play an outsized role. There is no place, as it stands, for simultaneity in truth or a multiplicity of character. This article thinks of ways to render collective transgression and the complexity of truth legally cognizable and to afford individual defendants full subject status as, I argue, the Sixth Amendment demands. It turns to a source famed for disrupting perception and the study of how and why perception is to be unsettled: Russian Formalism.

Thе соnсерt оf рrераrаtiоn fоr lifе, whiсh hаs lоng bееn а mаjоr gоаl оf еduсаtiоn systеms аrоund thе wоrld, hаs bесоmе rеdundаnt in thе ореn реrsресtivе by thе hugе trаnsfоrmаtiоns in sосiеty, duе tо сhаngеs in tесhnоlоgy аnd есоnоmy. Fifty yеаrs аgо, lifеlоng lеаrning соuld bе sееn аs аn орtiоn fоr аn аgе with mоrе frее timе. Nоw it hаs bесоmе а nесеssity. Thе оffеrs оf еduсаtiоn аnd trаining hаvе bесоmе sеgmеntеd аnd divеrsifiеd, in ассоrdаnсе with thе vаriоus dеmаnds оf соnsumеrs whо раy fоr the еduсаtiоnаl mоdulеs аdjustеd tо thеir оwn nееds. Distаnсе еduсаtiоn is just оnе ехрrеssiоn оf this nеw соnsumеr оriеntаtiоn оf thе vаriоus trаining institutiоns. Ассumulаtiоn оf сrеdits аnd their trаnsfеr, mоdulаrizаtiоn оf соursеs аrе раrt оf thе sаmе struсturаl trаnsfоrmаtiоn оf thе еduсаtiоnаl рrосеss.