30 research outputs found
A Comparative-Law Perspective on Street Law in Italy: Drawing Best Practices from Common-Law Traditions to Boost Civic Engagement in a Civil-Law Context
No full textThe chapter provides a comparative-law perspective- specifically the US and Italian models - on legal, civic and legal educational cultures. In particular, it describes the content of a proposed course in Street Law, being taught for the first time in Italy in the spring of 2019 at Roma Tre University. The course will instill law students with the tools and techniques needed to teach high school students the basics of civic education - including concepts such as rule of law, subsidiarity and democracy - largely lacking in the Italian educational system. By partnering with the non-profit volunteer organization Retake Roma, the course participants will organize a cleanup, involving the local Retake neighborhood group and a local high school. Didactic approaches, a best-practices lesson plan and interactive strategies are explored, as well as the challenges such a course will meet in the Italian legal-education system and local context. Other contributers to this volume include: Rebecca Grimes, Lee Arbetman, David McQuoid-Mason, Ulviyya Mikayilova, Lamiya Sharafkanova, Vitaly Radsky, Jeff Giddings, Arpeeta Mizan, Rolf Gollob, Lucia Madlenakova, Harrison Belley, Angeliki Aroni, Rosa Tedjabuwana, Hesti Septianita, Leni Widi Mulyani, John Lunney, Sean Arthurs, Chris Malcolm, Ramona Biholar, Bruce A. Lasky, Wendy Morrish, Stephen A. Rosenbaum, Bebs Chorak, Chigizori Ojiaka, Boubacar Tall, Coline Bruintjies, Nancy Flowers, A Gascón-Cuenca, Rainer Adam, Pimrapaat Dusadeeisariyakul, Ben Fourniotis, Seda Gayreti, Ted Huddlestone, Richard Grimes, Margaret Fisher, Judy Zimmer, Mary C. Larki
Attention and the Aesthetic Experience of an Improviser Workshop by Andrew Morrish
No full textAccording to the Australian pedagogue and performer Andrew Morrish – “Improvisation is all about paying attention”. This statement and the structure of his workshop become a premise to their analysis through the attention issue which is a key in the context of dance stage improvisation. The query of modern scientific discourse undertaking the attention as a term including a range of cognitive system involved in selection and prioritisation of information processing within memory and perception allows to indicate at cognitive sciences and phenomenology as the most valuable in this research area. Their application is based on the way of structuring the improviser’s experience formulated by A. Morrish. It distinguishes three concurrent stages: a beginning mind, a middle mind and an end mind. The used material includes the characteristic of each of the stage presented by the Australian researcher as well as a direct experience of author’s participation in the workshop. On this basis the author of the article presents hypothesis referring to the cognitive requirements of stage improvisation in aesthetic context and possible further directions of research.Według australijskiego pedagoga i performera Andrew Morrisha: „Improvisation is all about paying attention” (pol. improwizacja to przede wszystkim zwracanie uwagi, tłum. T. Ciesielski). Sformułowanie to, a także struktura prowadzonych przez niego warsztatów stają się przesłanką do ich analizy poprzez zagadnienie uwagi, które jest kluczowe w kontekście tanecznej improwizacji scenicznej. Kwerenda współczesnych dyskursów naukowych podejmujących uwagę jako termin obejmujący szereg systemów poznawczych, które biorą udział w selekcji i priorytetyzacji przetwarzania informacji, w tym pamięci i percepcji, pozwala na wskazanie nauk kognitywnych oraz fenomenologii jako posiadających największą wartość wyjaśniającą w tym obszarze badań. Ich aplikacja zostaje w artykule poprowadzona w oparciu o sformułowany przez Morrisha sposób strukturyzowania doświadczenia improwizatora, wyróżniający trzy współwystępujące etapy: umysłu początku, umysłu środka i umysłu końca. Wykorzystany materiał badawczy obejmuje przedstawioną przez Australijczyka charakterystykę każdego z tych etapów, jak również bezpośrednie doświadczenie udziału w jego warsztatach autora tekstu. Na tej podstawie zaprezentowane zostają hipotezy odnoszące się do poznawczych wymagań improwizacji scenicznej w kontekście estetycznym oraz możliwych dalszych kierunków badań.Badania prowadzone przez Tomasza Ciesielskiego finansowane są przez Narodowe Centrum Nauki w ramach projektu „Funkcje i metody dystrybucji uwagi we współczesnym teatrze tańca: Nr rej. 2016/21/N/HS2/02671
The use of virtual law programs to support access to justice education initiatives
No full text6th GAJE Worldwide Conference and 9th IJCLE Conference. Valencia 11-15 julio de 201
Entrepreneurial marketing: a strategy for the twenty‐first century?
No full textPurposeThe purpose of this paper is to present the author's view of the role of entrepreneurial marketing (EM) as a strategy to address the dynamic marketing environment of recent times.Design/methodology/approachThe author reflects on some significant marketing changes and provides some contemporary example of companies that have successfully adopted EM approaches and challenged traditional marketing wisdom.FindingsEM is best conceived not as a nexus between marketing and entrepreneurship, but as an augmented process, where both the entrepreneur and the customer are the core actors, co‐creating value within the marketing environment.Originality/valueWhile this is an opinion piece, the paper provides evidence of how EM can be adopted and applied by entrepreneurial firms and challenges marketers to create and control their own‐marketing environment.</jats:sec
Introduction to Science Communication: Pre-worksheet
No full textThis worksheet introduces key concepts and definitions while asking thought provoking questions about the ‘what, why, who, how and language’ of science communication. The activities within the worksheet help identify the appropriate knowledge users for your research, how you can most effectively communicate science to these users and how to apply the concepts of science communication to your own research.
This worksheet is from a series of 4 worksheets on the topic of science communication: 1. Introduction to Science Communication: Pre-worksheet; 2. Writing in Plain Language: Getting Started; 3. Creating a Graphical Abstract: 10 Steps to Start; and 4. Prior to the Podcast: Preparing for Your Episode. These worksheets are intended for individuals interested in building their science communication skills to effectively communicate science to the public as well as other knowledge users. The worksheets were developed within the Validation, Prototyping and Manufacturing Institute (VPMI) at Brock University (https://brocku.ca/vpmi/) to support the sharing of scientific findings.Created with funding through a Science Communication Skills Grant (pilot) from NSERC, “Mobilizing science from the lab to the community” to Wendy E. Ward, Brock University
Creating a Graphical Abstract: 10 Steps to Start
No full textA graphical abstract is a single image that appears alongside a written abstract, to provide a visual summary of the key findings of a study. This worksheet identifies 10 helpful steps to communicate the knowledge you wish to share in a single summary image.
This worksheet is from a series of 4 worksheets on the topic of science communication: 1. Introduction to Science Communication: Pre-worksheet; 2. Writing in Plain Language: Getting Started; 3. Creating a Graphical Abstract: 10 Steps to Start; and 4. Prior to the Podcast: Preparing for Your Episode. These worksheets are intended for individuals interested in building their science communication skills to effectively communicate science to the public as well as other knowledge users. The worksheets were developed within the Validation, Prototyping and Manufacturing Institute (VPMI) at Brock University (https://brocku.ca/vpmi/) to support the sharing of scientific findings.Created with funding through a Science Communication Skills Grant (pilot) from NSERC, “Mobilizing science from the lab to the community” to Wendy E. Ward, Brock University
Prior to the Podcast: Preparing for Your Episode
No full textEffective podcasts are engaging, authentic, creative, entertaining and convey information to the audience using terms and descriptions that they can relate to. Many of these aspects can be controlled by the guest, host or both. This worksheet is a guide to effectively communicate science through a podcast, whether you will be in the role of a guest or as a host. Although these roles may seem similar, different types of preparation are required.
This worksheet is from a series of 4 worksheets on the topic of science communication: 1. Introduction to Science Communication: Pre-worksheet; 2. Writing in Plain Language: Getting Started; 3. Creating a Graphical Abstract: 10 Steps to Start; and 4. Prior to the Podcast: Preparing for Your Episode. These worksheets are intended for individuals interested in building their science communication skills to effectively communicate science to the public as well as other knowledge users. The worksheets were developed within the Validation, Prototyping and Manufacturing Institute (VPMI) at Brock University (https://brocku.ca/vpmi/) to support the sharing of scientific findings.Created with funding through a Science Communication Skills Grant (pilot) from NSERC, “Mobilizing science from the lab to the community” to Wendy E. Ward, Brock University
Writing in Plain Language: Getting Started
No full textPlain language writing - as a form of science communication - conveys a message or idea in language that the public or non-specialists can understand. While writing in plain language can be an effective strategy for science communication, a lot of thought and effort is required behind the scenes. This worksheet is a guide for how to effectively communicate science through plain language writing, whether that be for a print article or online sharing. This worksheet highlights the various aspects you need to consider before and during the process of writing in plain language.
This worksheet is from a series of 4 worksheets on the topic of science communication: 1. Introduction to Science Communication: Pre-worksheet; 2. Writing in Plain Language: Getting Started; 3. Creating a Graphical Abstract: 10 Steps to Start; and 4. Prior to the Podcast: Preparing for Your Episode. These worksheets are intended for individuals interested in building their science communication skills to effectively communicate science to the public as well as other knowledge users. The worksheets were developed within the Validation, Prototyping and Manufacturing Institute (VPMI) at Brock University (https://brocku.ca/vpmi/) to support the sharing of scientific findings.Created with funding through a Science Communication Skills Grant (pilot) from NSERC, “Mobilizing science from the lab to the community” to Wendy E. Ward, Brock University
Strengthening access to justice through clinical legal education (CLE)
No full textPurpose: Building local capacity to protect public health and promote social justice with stigmatized populations disproportionately at risk of HIV infection is difficult regardless of context. The purpose of this paper is to document an international collaboration's approaches to integrate sexual rights and community legal education into two HIV online peer outreach and prevention (OPOP) programs in Chiang Mai, Thailand.
Design/methodology/approach: This paper documents an international collaboration's approaches to integrate sexual rights and community legal education into two HIV online outreach and prevention programs (OPOP) in Chiang Mai, Thailand. The project's goal was to increase access to justice alongside HIV prevention and education.
Findings: The paper illustrates how a clinical legal education (CLE) externship clinic can provide an opportunity for law students and advocates for justice to make an authentic contribution to assisting others, very different from themselves, in overcoming legal injustices in Thailand.
Originality/value: The paper argues that the CLE externship clinic provides a productive framework for designing e-democracy initiatives with future lawyers and advocates for justice to achieve a greater understanding of and synergy with the dynamic relationships between academic knowledge and its practical application to the legal and justice issues that will arise in the diverse communities they may work in the future. Furthermore, the paper also argues, that to improve e-democracy, equity and social justice, practitioners now need to acknowledge that technology is part of a suite of resources when it comes to HIV prevention and promoting human, legal and sexual rights, it is not simply the solution
Building local capacity to protect public health and promote social justice through online peer education
No full textBuilding local capacity to protect public health and promote social justice with stigmatised populations
disproportionately at risk of HIV infection is difficult regardless of context. There is need for a non-colonising approach that respects local knowledge and expertise in ways that strengthen community-based initiatives to HIV prevention alongside education about human and legal rights. Building local capacity means coming together in partnership and standing in solidarity with marginalized groups and listening to and responding to their needs. This paper documents an international collaboration’s approaches to integrate sexual rights and community legal education into a new HIV/AIDS online outreach and prevention programme (OPOP). Paramount to this process was actively listening to and including the voices of key stakeholders in the community. We report on the collaboration, research and authoring of a sexual, human and legal rights manual to be used by OPOP workers at a local grassroots community-based HIV/AIDS prevention organization in Chiang Mai Thailand. We highlight how a legal internship programme can provide an opportunity for law students to make an authentic contribution to assisting others, very different from themselves, in overcoming legal injustices in Thailand. We argue this critical experience provides a productive framework for future lawyers to achieve a greater understanding of the dynamic relationship between academic knowledge and its practical application to the legal and justice issues that will arise in the diverse communities they may work in the future. Furthermore we also argue, that the technology is part of a suite of resources when it comes to HIV prevention and promoting human, legal and sexual rights, it is not simply the solution
