The Landscapes of Yugoslav Minimalism through the Lens of the Ensemble for Different New Music (1977–1987)

ABSTRACTThis paper considers the benefits of framing the education of Higher Education teachers as an art, and of facilitating a creative and artistic approach to teaching in Higher Education. It recognises the difficulties this poses in an international context in which Higher Education is increasingly presented as a commodity which must be standardised to provide guaranteed outcomes for students and governments. It presents the findings from a study of two cohorts of academic staff at a UK University who followed an arts-informed development programme and suggests that they and their students benefitted from the freedom to improvise and experiment. The study suggests that teachers appreciate the structure and discipline offered by the arts, as well as the opportunity to work with methods and materials outside their normal comfort zones.

Educating student midwives around dignity and respect.

Reviewed by: Western Theatre in Global Contexts: Directing and Teaching Culturally Inclusive Drama Around the World ed. by Jillian Campana and Yasmine Marie Jahanmir Peter Zazzali Western Theatre in Global Contexts: Directing and Teaching Culturally Inclusive Drama Around the World. Edited by Jillian Campana and Yasmine Marie Jahanmir. New York: Routledge, 2020; pp. 288. In reading Western Theatre in Global Contexts, I could not help but wish that the anthology was released before 2019, when I arrived in Singapore to head an acting program. As someone who identifies as a white male coming from a colonialist country, I could have used such a resource in negotiating the cross-cultural pedagogy of an arts university located in the heart of Southeast Asia. Coedited by Jillian Campana and Yasmine Marie Jahanmir, this book provides a wide range of case studies and firsthand experiences of those who have taught and/or created work in countries other than their own. It offers insights and practices that arc toward an equitable and inclusive approach to teaching and directing in that the contributors "[explore] the junctures, tensions, and discoveries" of using "English-language" texts and Western approaches in non-Western learning environments (i). Western Theatre in Global Contexts consists of four sections comprising sixteen chapters, each organized by a theme that sensibly frames their contents. Part 1, "Global Flows: Western Theatre in International Contexts," opens with the editors introducing the volume and presenting its argument to "undo assumptions" of the "universality of Western work," while "promoting the idea that any theatrical activity" must account for the cultural differences between Western and non-Western participants be they students, colleagues, or audience members (9, 11). In doing so, the book guides researchers and practitioners to explore the nuance and complexity of hybridized exchanges such as those documented throughout it. Part 2 is titled "International Stages: Western Theatre in Performance" and focuses on staging "canonical shows" in cities like Cairo and Kolkata toward rather vaguely advocating an ethical negotiation of Western/Asian identity. Parts 3 and 4 are labeled "Pedagogy Abroad: Western Theatre in Education" and "Intercultural Exchanges: Theory and Practice." The former looks at teaching strategies to mediate Western-based practices in multinational learning environments (14). The section's overarching argument is for instructors to have a humble sense of their own biases while contextualizing cultural, national, personal, and historical perspectives through affirming exchanges with students. The anthology's fourth and final part presents case studies that range from a school tour of Shakespeare's Antony and Cleopatra in South Africa to a dramaturgical analysis of Malagasy playwright Jean-Luc Raharimanana's Le Prophète et le Président. Each chapter attempts to address "theatrical hybridization" toward achieving the lofty, and unrealized, goal of "transforming our understandings of Western theory and practice" when working in global settings (ibid.). The authors predominantly come from Western backgrounds, although their professional affiliations and identities vary. The book's methodology is largely ethnographic and comprised of case studies that extend from teaching devised performance in Chile to an Australian/ Jordanian collaboration on a shadow play. Each chapter involves a different geographical and institutional locus, with a plurality of African and Asian countries providing the backdrop for intersectional instruction at secondary schools and conservatoires as well as large universities and cultural centers. Indeed, one of the anthology's appealing features is the distinctiveness of its examples. Every participant and their project tellingly if not definitively serve the book's aim to negotiate Western texts and pedagogies in non-Western learning environments. Editors Campana and Jahanmir coalesce the volume's disparate offerings through implicit and explicit advisories. At the center of this ethos is the belief that anyone teaching or directing in a foreign country should account for the indigeneity of their host institution and its students. The editors' coauthored conclusion explains some best practices for doing so, whereby strategies from "privileging the voices of participants" and "acknowledging biases and assumptions" elide with active and empathic listening and putting matters into context (254–55). Predictably, some of the chapters demonstrate these practices better than others. Mark Tardi and Lynne Kent's contributions center the identities of their Omani and Jordanian students, respectively, while arriving...

COVID-19 Systems and Families: Acknowledging Loss, Transcending Hope.

Background: Bibliometrics is a completive method of research and analyses useful to understand the collective contributions of a given scientific community. The detail of the quantity (productivity) and impact as a surrogate marker of quality can shed light on what we have done (number of articles) and how we impact others (citations). It also shows the direction the community can take for further research, guided by its shortcomings and successes. The publications of Latin American medical institutions on brain neoplasms have never been studied. Objective: Analyze a clinical and experimental approach, identifying core journals, type of article, increase of published material with time, number of citations. Additionally, we identified the most researched topics involved in brain tumor literature. Material and methods: We harvested the articles published by at least one author from the Instituto Nacional de Neurología y Neurocirugía from Mexico from its inception in 1964 to 2020. Key bibliometric parameters, as the journal of publication, type of paper, number of articles, and citations were recorded. Results: In cerebral neoplasms, our institution produced 291 articles (clinical versus experimental: 227 vs. 64). With a modest productivity before 2000, the production had increased 8-fold by 2019. The main topic is glioblastoma, also with the highest number of citations. Researchers prefer to conduct original investigations rather than subject reviews. Most papers were published in Archivos de Neurociencias (institutional journal produced in Spanish), most papers published in English were in the Journal of Neuro-Oncology. Discussion: Productivity had an encouraging growth in the last decade, but more emphasis should be given to target international journals, which offer a high number of readers and citations. Strategies to reach these goals have to be found and should be implemented. Conclusion: Research on brain tumors in Mexico has recently shown buoyancy and we should profit from this inertia to give a definitive boost to it, which might benefit authors and institutional prestige. But mainly, with a more robust research, we could find better solutions for our patients, applicable in the national and international context.

International student mobility (ISM) is considered increasingly important for professional careers. Referring to theories of human capital and job market signalling, we assume that different forms of ISM experience can serve as signals for general, specific and transnational human capital. To test this idea, we use a factorial survey experiment to investigate the weights HR managers of German employers allocate to ISM experience in hiring decisions, both generally and conditionally to other characteristics of the application. A screening situation was simulated by randomly presenting hypothetical applicants, thereby systematically varying ISM experience (no experience, private sojourn, studying abroad, internship abroad) and other graduates’ characteristics ascribed and achieved. In contrast to the usual graduate and employer surveys, the experimental approach allows us to investigate employers’ evaluations directly while capturing problems of endogeneity. Results show that while an internship abroad is more rewarded by employers than studying abroad or a private sojourn, good grades and occupation-specific professional experience are still the most important. Though the effects of ISM experience are partly independent of those of other characteristics, graduates with migration background and those with a master’s degree benefit less from ISM experience. Moreover, ISM experience is more rewarded by employers who operate in international contexts. Overall, the analysis uncovers a heterogeneous signalling power of ISM experience, conditional to different types of human capital and to characteristics of applicants and employers.

Over the years, I have discovered that a coherent experiential approach to learning is essential for practitioners wishing to work with creative approaches. We gain insights into our own processing that can later inform our work when supporting others. In this chapter, I invite you to participate alongside me in three creative exercises, in which I will also share my own processing. After putting together your Creative Kit, we will dive into the process using drawing, objects and clay. Through these three approaches, we will explore ourselves as practitioners, our relationship with the Chapter and an example from our professional practice. I will introduce four simple rules to guide us in facilitating our own creative work and that of others. Engaging with imagery in supervision can be playful and light-hearted and is deeply personal. We will explore how this requires sensitivity and daring from all involved.

Karol Szymanowski and multiculturalism

O objetivo deste trabalho é analisar o que possibilitou o desenvolvimento de iniciativas para o combate ao analfabetismo no Rio Grande do Norte, com ênfase nos movimentos de educação popular promovidos durante a década de 1960. Esta discussão não se restringe apenas aos fatores locais, mas dialoga com o contexto nacional e internacional, reconstruindo o cenário da educação popular no RN, durante os anos 1960. Para tanto, fizemos uso de um processo de revisão bibliográfica, utilizando autores clássicos na história da educação, como Vanilda Paiva e Dermeval Saviani, além de outros que produziram obras de história e memória sobre movimentos de educação popular locais, como Moacyr de Góes e José Willington Germano. Além destes autores, revisamos outros trabalhos acadêmicos que abordam a temática da educação popular no RN. Pudemos perceber que a educação popular no RN seguiu o impulso do pensamento voltado ao nacional-desenvolvimentismo, esteve diretamente relacionada à expansão dos movimentos sociais e ao avanço de governos populares. Além disso, havia também a influência direta de grupos ligados à Igreja Católica. A junção desses fatores possibilitou o surgimento de movimentos de educação popular voltados a combater o analfabetismo. Dentre vários movimentos, destacamos a atuação do Centro Popular de Cultura (CPC) da UNE, do Movimento de Educação de Base (MEB) ligado à Igreja Católica, do Movimento de Cultura Popular do Recife (MCP), do Sistema Paulo Freire, das 40h de Angicos, da Fundação Campanha Popular de Educação da Paraíba (CEPLAR) e da Campanha “De pé no chão também se aprende a ler”.

In this portrait of Magnar Åm, Gunnar Strøm describes different aspects of a meaning-seeking life project in which there are no clear divisions between the pursuits of composer, musician, conductor, teacher, local citizen and cultural entrepreneur. At home as much in local as in international settings, Åm’s activities range from creative proposals for a community cultural centre to the equally creative use of a neglected factory in the absence of such localities, and from the nurturing of young performers and budding composers to the performance of his own innovative compositions in international contexts. His wide-reaching work has given inspiration to many others, and he continues with unabating vitality to inspire.

Teaching International Relations (IR) today takes place in a challenging context. While the international community appears disoriented in formulating effective answers to the overall destabilization of the world of global affairs, students of IR may feel increasingly lost applying their heavily standardized grids of analysis to a confusing and ever-changing realm. In light of significant global challenges like global warming, opening up the syllabi to new and creative approaches seems overdue. In this paper, I provide in-depth observations of an alternative approach to teaching IR, based on the innovation method Design Thinking. The insights are based on two experimental seminar style courses at the graduate and undergraduate levels. Over the entire duration of the respective course, the students were invited to tackle specific international problems such as migration governance in the Mediterranean, making use of the full creative potential of Design Thinking tools. The hands-on character of the method helped translate complex social or political issues into tangible ones and inspired the students to enlarge their perspective. The positive outcomes in terms of both the quality of resulting work and active student participation show that creative methods, while not in and of themselves able nor sufficient to fully replace more established concepts of teaching IR, can and should play a greater role in encouraging a more hands-on approach to understanding the international context, in which we live.

Eni group is working on a gas transportation project aimed to develop and verify the technology for a “LD-HC-HP-HG” (Long Distance–High Capacity–High Pressure–High Grade) gas pipeline named TAP (Trasporto Alta Pressione). Interest in high pressure and high grade pipe steels is due to the increasing necessity of economic gas transportation on long distances between upstream and downstream in an international context. In the past Eni group has already studied long distance pipeline materials from the economic and pre-feasibility point of view. Now, with TAP project, Eni is going to do an “in field experience” with high pressure and high grade steels to concur and to promote the “gas to market” with the “pipeline” option. Snam Rete Gas competences in the project are related to: • partial contribution to the technical characterization of field welding joints; • analysis of solutions for coating and cathodic protection especially dedicated for long distance pipelines. The building of a pilot pipeline in X100 grade steel is an opportunity to test new technologies and new instrumentations to economically prevent corrosion with coating and cathodic protection in long distance pipelines where there could be logistic problems for the systems inspection and maintenance due also to the extreme environmental conditions. Design of the system solutions according to a “life cycle costing” approach and analysis of the experimental results of the pilot pipeline in X100 grade steel will be both included in the project. Aim of this paper is to suggest an experimental approach to coating and cathodic protection design on long distance gas pipeline in order to minimize inspection and maintenance costs, very relevant for such a type of application.

Abstract: Shlomo Sirilio, a resident of sixteenth-century Safed, created a radical adaptation of the Jerusalem Talmud based on its 1523 editio princeps . He sweepingly adapted the talmudic text, expanded it with medieval materials, and added novel material, based on his creative scholarly intuition. This essay describes Sirilio's scholarly conception and distinguishes between the medieval motifs and the innovative Renaissance ideas that shaped his work. It argues that such a creative approach could not have been created in the centers of humanistic culture, but only in the peripheral locale of Safed, where humanistic ideas could be developed without polemical undertones.

PurposeThe purpose of this paper is to examine strengths and limitations of current experiential approaches for enhancing international business education, and propose a new, particularly cost‐effective approach grounded in the travel and tourism industry and specific context of international cruises.Design/methodology/approachThis study combines an analysis of current literature with an examination of actual case experience.FindingsA particularly successful short‐term experiential learning approach was used at a private university in southern California that is focused on the specific international business context of the international cruise industry within travel and tourism. The authors believe that this approach has significant merit to be included as a viable option for helping students develop important international business competencies required to compete in an increasingly global marketplace. With its specific focus on the international cruise industry and experiential travel agency operational design, this approach provides not only the opportunity to learn about general culture and business environments in the areas of travel, but also allows the practical application of many international and domestic business concepts and skills within a specific global industry context.Research limitations/implicationsThe present study is limited to a very few experiences and within the international cruise industry. Future applied research in international business education should provide more rigorous analyses for verifying intended student learning outcomes, as well as examine applications within other contexts within the growing field of international travel and tourism.Practical implicationsThe approach described here provides practical information for developing similar experiential coursework for enhancing international business education, and is particularly useful for smaller educational institutions that may lack the ability to offer and participate fully in more extensive options such as study abroad and international internships.Originality/valueThe approach described in the paper provides a highly relevant context for international business experiential education that is economical for students and schools alike.

The purpose of the article is to comprehensively investigate the materials of the informational and communicative content of the Internet site and Facebook page of the Vinnytsia Regional Centre of Folk Art and to reveal the essential aspects of the use of social networks in the conditions of a full-scale invasion as an effective tool for the presentation and popularisation of the intangible cultural heritage of Vinnytsia as a region of Central Ukraine. The research methodology consists of general scientific and specific cultural approaches, principles and methods of scientific knowledge. The systemic-structural approach was applied to the study of the organisational and methodological activities of the Vinnytsia Regional Centre of Folk Art, aimed at popularising the intangible cultural heritage of the region. The internal connections and interaction of various components of the cultural and educational activity of the Centre for Cultural and Educational Activities, aimed at the presentation and popularisation of intangible cultural heritage in the conditions of a full-scale invasion, are revealed by the results of monitoring the materials of the Internet pages of the Centre (the Internet site and Facebook pages). Formal and comparative methods were used to analyse the institutional features of work in the Vinnytsia region as a region of Central Ukraine. The method of content analysis was used to generalise the publications of the Internet site and the information of the Facebook page of the Vinnytsia Regional Centre of Folk Art, dedicated to the intangible cultural heritage of Vinnytsia, contributed to the objective determination of the main thematic trends related to the investigated problem. The scientific novelty consists in substantiating, revealing and proving the effectiveness of the use of social networks as a really effective tool for expanding the role of regional centres of folk creativity in the presentation and popularisation of the intangible cultural heritage of Vinnytsia in the information field, in particular in the conditions of a full-scale invasion. On the basis of a practical study of the materials of the informational and communicative content of the Internet site and Facebook page of the Vinnytsia Regional Centre of Folk Art, the traditional culture of Vinnytsia, which contains a preserved living folk artistic culture with a classical / traditional folklore paradigm. The interaction of the Vinnytsia regional centre of folk creativity with institutions, cultural institutions and the external environment in the matter of preservation and popularisation of the intangible cultural heritage of Vinnytsia region was revealed. Conclusions. Summarising the positive experience on the materials of the information and communication content of the Vinnytsia Regional Centre of Folk Art (website and Facebook page) demonstrated concrete achievements in the presentation, popularisation and preservation of the intangible cultural heritage of Vinnytsia in the conditions of a full-scale invasion. It is argued that the digital representation of the content of the intangible cultural heritage of the regions of Ukraine, in particular Central Ukraine, in social networks is a really effective tool for popularising the intangible cultural heritage in the information field. It is concluded that the traditional culture of Vinnytsia contains a preserved living folk artistic culture with a classical / traditional folklore paradigm. It was noted that the employees of centres of folk creativity need to have the skills to work in the spheres of SEO and SMM, which requires constant improvement of professional qualifications and stimulation of scientific and creative approaches in this direction and is a continuously relevant requirement of the time.