I trained as an animator and I now work at the Animation Workshop, which is part of a Danish university where we run graduate courses to train animators. At the Animation Workshop…
Abstract
I trained as an animator and I now work at the Animation Workshop, which is part of a Danish university where we run graduate courses to train animators. At the Animation Workshop we offer a BA degree, open workshops, a drawing school, and support for schools. This article explains the ways in which we use animation to support literacy among children and young people, especially those who may have learning difficulties.
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Aase Holmgaard, Hanne Pedersen and Chris Abbott
The aim of this paper is to discover whether and to what extent children with autism can find the production of animations useful for their learning and self‐experience. The study…
Abstract
Purpose
The aim of this paper is to discover whether and to what extent children with autism can find the production of animations useful for their learning and self‐experience. The study seeks to understand how the participants produce animations and what implications this has had for their learning abilities and social interaction skills.
Design/methodology/approach
Through a mixed methods approach, but with participant observation as paramount, the authors worked with two children identified as being on the autistic spectrum to document their understanding and use of animation as a tool for concept development and for narrative and meaning‐making.
Findings
The project showed that the two participants in question gained greater learner autonomy through their involvement in animation. Teachers also reported that they understood more about the two students than had previously been the case. One participant has become much more actively involved in learning processes than before and sees herself in a new way, mainly because her anxiety has been reduced; the other participant has learned much about the component parts of a narrative sequence and is now able to assemble these more effectively.
Originality/value
The greatest benefit of animation in the classroom comes from young people becoming producers of it rather than merely consumers. Being able to express themselves through movement opens the possibility of understanding and interpreting emotions, moods and situations in a way that is of great benefit. This case study suggests that being actively involved in the production of an animated story is particularly beneficial for children's emotional, social and verbal development. Combining experienced reality with bodily expressions and subsequently with verbal language is difficult for most children with autism. Creating animated stories can be a useful stepping stone to enable children to transform experienced reality into words. The outcomes described in this paper are essentially linked to the nature of the production task and could not have been achieved through passive absorption of animation.
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Hannes Holm and Teodor Sommestad
It is often argued that the increased automation and availability of offensive cyber tools has decreased the skill and knowledge required by attackers. Some say that all it takes…
Abstract
Purpose
It is often argued that the increased automation and availability of offensive cyber tools has decreased the skill and knowledge required by attackers. Some say that all it takes to succeed with an attack is to follow some instructions and push some buttons. This paper aims to tests this idea empirically through live exploits and vulnerable machines in a cyber range.
Design/methodology/approach
The experiment involved 204 vulnerable machines in a cyber range. Exploits were chosen based on the results of automated vulnerability scanning. Each exploit was executed following a set of carefully planned actions that enabled reliable tests. A total of 1,223 exploitation attempts were performed.
Findings
A mere eight exploitation attempts succeeded. All these involved the same exploit module (ms08_067_netapi). It is concluded that server-side attacks still are too complicated for novices who lack the skill or knowledge to tune their attacks.
Originality/value
This paper presents the largest conducted test of exploit effectiveness to date. It also presents a sound method for reliable tests of exploit effectiveness (or system vulnerability).
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In the context of globalisation, setting standards for excellence in education is considered necessary to enhance human capital to ensure future global competitiveness of the…
Abstract
In the context of globalisation, setting standards for excellence in education is considered necessary to enhance human capital to ensure future global competitiveness of the national economies (Rasmussen & Lingard, 2018). In line with education thus being set up as the basis for the economy, the development of talent has become an important part of the education political agenda in Denmark. This agenda claims that the Danish mass of talent should develop to a high level, and even more students should reach the highest levels of excellence (Ministry of Education, 1997). Accordingly, it labels the next generation of students ‘the mass of talent’.
This chapter questions the terms of talent applied in global education policies and their enactment into other agendas of concurrent standardisation and diversity. Empirically, the analysis of the wider policy context draws on policy texts at EU, OECD, and national level, in particular a ministerial report from 2011 (Rasmussen & Ydesen, 2020), as well as information materials and ethnographic case study research on a talent programme at upper secondary school level in Denmark (Bomholt & Rasmussen, 2020).
The analysis departs in an ambition to uncover the questions, how do global education policies frame standards for talent in a national context and how does this standardisation interact with the standards produced in the local programme? Therefore, the chapter focuses on the terms of talent applied in policy contexts at different levels of the specific case. For this, it employs the analytical approach of policy technologies (Ball, 2008), which involves viewing talent from the three policy technological perspectives of market, management and performance. They form a generic part of global convergence and work across the public sector as a whole.
It combines the empirical levels of macro and micro by referring to policy text and enactment at the global, national and local school level. The combination means first outlining the historical background for the policies in question and then considering how local actors bring their terms of talent into action at municipal and school level (Ball, Maguire, & Braun, 2012), emphasising the different actor rationalities.
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Gunnar Vittersø, Mattia Andreola, Unni Kjærnes, Sabina Kuraj, Alexander Schjøll and Hanne Torjusen
Presently, we are witnessing an increased public attention directed towards the negative impacts on climate and environment from food production and consumption. Policies aimed at…
Abstract
Presently, we are witnessing an increased public attention directed towards the negative impacts on climate and environment from food production and consumption. Policies aimed at changing consumption patterns are focused on voluntary measures, such as information and labelling schemes for consumers to make conscious choices in the market. However, such measures have proven to be of highly variable importance and only a small proportion of consumers consciously choose so-called ethical products when buying food. By a comparison of Europeans' valuations of chicken meat, we discuss the dynamics between individual processes and the social and contextual conditions for consumption changes. This study is based on national representative surveys carried out in seven European countries, and concerns peoples' valuations of indirect quality factors related to origin, animal welfare and their relation to producer, brand and production methods (organic, breed). Overall, the engagement varies considerably across Europe as well as in the sociodemographic patterns. We ascribe this variation mainly to cultural, social and institutional differences. This chapter concludes that despite European harmonization of regulations and integrated markets, the consumer role is shaped quite differently depending on cultural and social structures as well as institutional configurations and trust. These contextual conditions need to be considered when formulating policies on food consumption and food system transitions.