Richard Burdett, Vicky Hulbert, Melanie Robinson, Mark Richardson, Harriet Shaw and Simon Will
This article focuses on the use of film and animation at the Thomas Hardye School in Dorset ‐ a comprehensive with 2216 on roll. It cites the development of the Films for Learning…
Abstract
This article focuses on the use of film and animation at the Thomas Hardye School in Dorset ‐ a comprehensive with 2216 on roll. It cites the development of the Films for Learning (FFL) website as the driving force in the use of film and animation to promote and share learning. The article explores the various ways teachers and students have been using film and animation to help students with learning difficulties and includes:• how the English department have used film to improve listening and cooperation skills• how the ICT department have used screen capture software to help students with literacy difficulties• how the Education Extra department have used film to introduce a new course• how the Science department use film banks such as YouTube and National Geographic to help the lower ability students understand science topics• how the History department have made films with low ability students to help their understanding of historic periods.
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M Joy Lewis, Audrey W Hill, Alan Day, KC Harrison, Clive Bingley and Helen Moss
A BIBLIOGRAPHY may seem to many to be as dry as dust and I must admit to having subscribed to that view about some bibliographies in the past. This is one, for a number of…
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A BIBLIOGRAPHY may seem to many to be as dry as dust and I must admit to having subscribed to that view about some bibliographies in the past. This is one, for a number of reasons, about which I feel differently. For me, after nearly a quarter of a century's involvement in a particular area of librarianship, browsing through the pages is an evocative experience, like a meeting with friends. Some whose work is recorded here I never knew but reading about them and studying their writings over the years has produced an illusion of their being old and close companions; and there are those who were friends whose voices can still be heard in memory. Some authors cited I hope yet to meet because their views and ideas are challenging and awaken a sympathetic response or make me want to start an argument. Still others are former colleagues from whom I learnt much and whose example has been inspirational, and then there are those who are staunch friends, without whose support and co‐operation my professional existence would be very dull indeed.
Life studies are a rich source for further research on the role of the Afro‐American woman in society. They are especially useful to gain a better understanding of the…
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Life studies are a rich source for further research on the role of the Afro‐American woman in society. They are especially useful to gain a better understanding of the Afro‐American experience and to show the joys, sorrows, needs, and ideals of the Afro‐American woman as she struggles from day to day.
This article examines efforts of late nineteenth century educational reformers in Boston, Massachusetts (USA), to meet the pedagogical needs of an industrial age by balancing…
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This article examines efforts of late nineteenth century educational reformers in Boston, Massachusetts (USA), to meet the pedagogical needs of an industrial age by balancing manual work and intellectual activity. Led by Swedish educator Gustaf Larsson and Boston philanthropist Pauline Agassiz Shaw, they employed traditional Swedish wood handcrafts (slojd, or ‘sloyd’ in English) to teach theoretical academic subjects and foster individualised learning. The reformers hoped to create, for students in kindergarten through to twelfth grade, a progression of manual work to parallel intellectual activities in the curriculum. That task became difficult as tool work moved from wood to steel, machines replaced hand tools, and artistic handcraft fell victim to efficient production. The school failed to sustain itself following the deaths of Shaw and Larsson. Today sloyd is credited as being a forerunner of technology education as well as an important influence on arts education in the United States.
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This contribution explores the history of women and feminism in the Union for Radical Political Economics (URPE) using concepts from feminist radical political economy. A feminist…
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This contribution explores the history of women and feminism in the Union for Radical Political Economics (URPE) using concepts from feminist radical political economy. A feminist approach changes the categories of economic analysis to offer a new interpretation of an older history: the formation of the Women’s Caucus. I reread the early history of the feminist project in economics through the lens of social reproduction to understand the influence of life experience on practice, particularly on the 1971 women’s walkout during a URPE conference, and on economic theory. Highlighting women’s multiple roles, as graduate students, mothers, wives, girlfriends, and/or caregivers – but ultimately as women – reveals social reproduction as a site of radical politics and demonstrates the importance of reproductive labor for understanding solidarity. In doing so, the analysis provides an example of how a feminist perspective contributes uniquely to economics.
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THE CLASSLESS STATE, considered by many to be socially ideal, is only achieved in the world of books by fiction. Rivalling the marketing boards in zeal, librarians passionately…
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THE CLASSLESS STATE, considered by many to be socially ideal, is only achieved in the world of books by fiction. Rivalling the marketing boards in zeal, librarians passionately mark down eggs to the fifth place after the decimal (641.665 13) and, deaf to the entreaties of geographers, callously separate Mother Earth from her children. Why, then, should the most individualistic form of writing enjoy a sequestered Stellen‐bosch? Is P. G. Wodehouse neither fish, flesh, nor good red herring that he must be denied a number—a privilege accorded him even in the concentration camp? Must Harriet Beecher Stowe rub shoulders with Gertrude Stein and James Janeway doss down with Jerome K. Jerome? It is hard luck for squares, who have moved in such different circles, to have to toe the party line, when, being immortal, they might reasonably expect to be given the freedom of the Heavenly City.
Emma Harriet Wood and Maarit Kinnunen
This study aims to explore how emotionally rich collective experiences create lasting, shareable memories, which influence future behaviours. In particular, the role of others and…
Abstract
Purpose
This study aims to explore how emotionally rich collective experiences create lasting, shareable memories, which influence future behaviours. In particular, the role of others and of music in creating value through memories is considered using the concept of socially extended emotions.
Design/methodology/approach
Over 250 narratives were gathered from festival attendees in the UK and Finland. Respondents completed a writing task detailing their most vivid memories, what made them memorable, their feelings at the time and as they remembered them, and how they shared them. The narratives were then analysed thematically.
Findings
Collective emotion continues to be co-created long after the experience through memory-sharing. The music listened to is woven through this extension of the experience but is, surprisingly, not a critical part of it. The sociality of the experience is remembered most and was key to the memories shared afterwards. The added value of gathering memorable moments, and being able to share them with others, is clearly evidenced.
Practical implications
The study highlights the importance of designing events to create collective emotional moments that form lasting memories. This emphasizes the role of post-experience marketing and customer relationship building to enhance the value that is created customer-to-customer via memory sharing.
Originality/value
The research addresses the lack of literature exploring post-event experience journeys and the collective nature of these. It also deepens a theoretical understanding of the role of time and sociality in the co-creation and extension of emotions and their value in hospitality consumption. A model is proposed to guide future research.