Bibliografías temáticas / Play writing

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Literatura académica sobre el tema "Play writing"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 20 de febrero de 2023

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Artículos de revistas sobre el tema "Play writing"

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Sellers, Marg y Barbara Chancellor. "Playing with Play(ing): Play-Fully Writing about Play". Global Studies of Childhood 3, n.º 3 (enero de 2013): 297–309. http://dx.doi.org/10.2304/gsch.2013.3.3.297.

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Beloborodova, Olga. "Writing and Staging Play". Samuel Beckett Today / Aujourd’hui 31, n.º 1 (11 de abril de 2019): 147–62. http://dx.doi.org/10.1163/18757405-03101011.

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Abstract The archival turn in Beckett studies has revealed a wealth of material that, despite being discarded or reworked, remains a valuable source of information on Beckett’s modus operandi as a writer. This article examines the genesis of Play from the postcognitive angle of extended cognition, and demonstrates how the author’s mind, contrary to the generally accepted Cartesian internal-external opposition, extends beyond the boundaries of skin and skull and forms a hybrid cognitive system with the emerging text in the drafts. Influenced by a number of other external factors, including the play’s first performances, Play was shaped by an intense and continuous interaction between several environmental elements and can serve therefore as an example of extended cognition in creative writing.
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McMurray, Janice. "Writing a Christmas Play". Activities, Adaptation & Aging 14, n.º 1-2 (21 de diciembre de 1989): 117–22. http://dx.doi.org/10.1300/j016v14n01_20.

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Balaska, Ioulia. "Spontaneous writing: co-creating a play". Murmurations: Journal of Transformative Systemic Practice 5, n.º 1 (24 de septiembre de 2022): 72–83. http://dx.doi.org/10.28963/5.1.7.

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In this paper, I propose a way of systemic work through art and specifically through theatrical practice in order to prompt this kind of creative writing called spontaneous writing. In the Improvisational Experiential Theatre method that I practise, spontaneous writing is prompted by theatrical improvisations. The writings of the group members compose a play, which is brought before a theatre audience. Systemic practitioners often use writing in their work with people in order to help them to express themselves. Spontaneous writing which aims for the creation of a theatrical play triggers the group members to release their deeper thoughts, their feelings and their body, and to express themselves mostly poetically. It creates the space that helps them to connect with society, writing about social issues that touch everyone. And when these persons, who are not actors, present their own play on a stage, they see themselves as protagonists in their lives and at the same time as active members of society. I hope that this paper will motivate systemic practitioners to use the art, in any form, in their work with people. Περίληψη (Greek) Σε αυτό το άρθρο, προτείνω ένα τρόπο συστημικής δουλειάς μέσω της Τέχνης και συγκεκριμένα μέσω της θεατρικής πράξης, προκειμένου να προκληθεί το είδος της δημιουργικής γραφής που ονομάζεται αυθόρμητη γραφή. Στην μέθοδο Αυτοσχεδιαστικού Βιωματικού Θεάτρου που εφαρμόζω, η αυθόρμητη γραφή κινητοποιείται από θεατρικούς αυτοσχεδιασμούς. Τα κείμενα των μελών της ομάδας συνθέτουν ένα θεατρικό έργο, που το παρουσιάζουν στο κοινό.
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Bert, Norman A. "Writing Your First Play (review)". Theatre Journal 52, n.º 3 (2000): 440–41. http://dx.doi.org/10.1353/tj.2000.0071.

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Cook, Vivian, Benedetta Bassetti y Jyotsna Vaid. "The writing system at play". Writing Systems Research 4, n.º 2 (octubre de 2012): 120–21. http://dx.doi.org/10.1080/17586801.2012.740432.

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Gurevitch, Zali. "The Serious Play of Writing". Qualitative Inquiry 6, n.º 1 (marzo de 2000): 3–7. http://dx.doi.org/10.1177/107780040000600101.

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Badenhorst, Cecile. "Emotions, Play and Graduate Student Writing". Canadian Journal for Studies in Discourse and Writing/Rédactologie 28 (6 de febrero de 2018): 103–26. http://dx.doi.org/10.31468/cjsdwr.625.

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While playfulness is important to graduate writing to shift students into new ways of thinking about their research, a key obstacle to having fun is writing anxiety. Writing is emotional, and despite a growing field of research that attests to this, emotions are often not explicitly recognized as part of the graduate student writing journey. Many students experience writing anxiety, particularly when receiving feedback on dissertations or papers for publication. Feedback on writing-in-progress is crucial to meeting disciplinary expectations and developing a scholarly identity for the writer. Yet many students are unable to cope with the emotions generated by criticism of their writing. This paper presents pedagogical strategies—free-writing, negotiating negative internal dialogue, and using objects to externalize feelings—to help students navigate their emotions, while recognizing the broader discursive context within which graduate writing takes place. Reflections on the pedagogical strategies from nineteen Masters and PhD students attending a course, Graduate Research Writing, were used to illustrate student experiences over the semester. The pedagogical strategies helped students to recognize their emotions, to make decisions about their emotional reactions and to develop agency in the way they responded to critical feedback. By acknowledging the emotional nature of writing, students are more open to creativity, originality, and imagination.
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Andrews, Jim. "Default play mode text: Writing (Arteroids)". Explorations in Media Ecology 17, n.º 2 (1 de marzo de 2018): 187–91. http://dx.doi.org/10.1386/eme.17.2.187_1.

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Mendicino, Kristina. "Writing Coincidence: Brecht’s and Marlowe’s History Play". Monatshefte 107, n.º 1 (2015): 46–63. http://dx.doi.org/10.3368/m.107.1.46.

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Tesis sobre el tema "Play writing"

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Beale, Matthew Carson. "Playing the Writing Game: Gaming the Writing Play". Thesis, Virginia Tech, 2006. http://hdl.handle.net/10919/32006.

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My studies consider the application of digital game theory to the instruction of writing in the first year composition classroom. I frame my argument through dialectic of representation and simulation and the cultural shift now in progress from the latter to the former. I first address the history of multimodal composition in the writing classroom, specifically noting the movement from analysis to design. In the third chapter, I examine several primary tenants of video game theory in relation to traditional academic writing, such as the concept of authorship and the importance of a rule system. My final chapter combines the multimodal and digital game theory to create what I term â digital game composition pedagogy.â The last chapter offers new ways to discuss writing and composing through the theories of video games, and shows how video games extend the theories associated with writing to discussions that coincide with an interest that many of our students have outside of the classroom.
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Mulinder, Guy. "Master of Fine Arts Thesis in Playwriting". Thesis, University of Canterbury. Humanities, 2011. http://hdl.handle.net/10092/5236.

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Couper, Nathaniel J. "EGO: WRITING THE PSYCHOLOGICAL PLAY, DIEGO". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/honors/407.

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Ego: Writing the Psychological Play, Diego focuses on my analytical research and educational experiences as a Theatre major and Psychology minor as well as my personal journey over a four year period writing the play Diego. Theatre provided background for my writing process, and Psychology provided the basis for the play’s main themes. The play’s major plot as well as many of the characters and relationships came from a notable time in my own life, such that without those dramatic personal events, the inception of the play never would have occurred. I combined my experiences with my knowledge of playwriting and the mind to create a work that, while drawn from some unorthodox methods, holds true to the universality of human struggle.
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Emmelhainz, Nicole. "Writing Games: Collaborative Writing in Digital-Ludic Spaces". Case Western Reserve University School of Graduate Studies / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=case1402918660.

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Shaper, Hal. "The prince and the pauper : a musical play". Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/7914.

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Gallagher, Kelly A. "RUBBER MEETS ROAD: RESEARCHING, WRITING, AND PRODUCING ANORIGINAL PLAY". Kent State University Honors College / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1526384703233597.

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Lambert, Charles. "The wolves of Kromer and other scripts : political writing in popular forms". Thesis, University of East Anglia, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273414.

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Lyall-Watson, Katherine. "The collaborative impact : writing a play with the collaboration of actors". Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16582/1/Katherine_Lyall-Watson_-_The_Woods.pdf.

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How can a playwright share authorial control with a group of actors when creating a new play script? How does the individual playwright address matters of genre, form, style and structure to create a unifying theme, while remaining true to the dramatic intention and aesthetics of the group? What impact will the collaborators have on a playwright's work? Will they help or hinder the writing process? This exegesis closely follows the creation of a new play, The Woods, in a process where the playwright intended to facilitate a collaborative process with the actors rather than act as sole author. Issues arising in this mode of working include the real meaning of sole authorship, aesthetic integrity and creative power balance. The analysis of these issues will have relevance for theatre practitioners working in collaborative contexts.
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Lyall-Watson, Katherine. "The collaborative impact : writing a play with the collaboration of actors". Queensland University of Technology, 2007. http://eprints.qut.edu.au/16582/.

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How can a playwright share authorial control with a group of actors when creating a new play script? How does the individual playwright address matters of genre, form, style and structure to create a unifying theme, while remaining true to the dramatic intention and aesthetics of the group? What impact will the collaborators have on a playwright's work? Will they help or hinder the writing process? This exegesis closely follows the creation of a new play, The Woods, in a process where the playwright intended to facilitate a collaborative process with the actors rather than act as sole author. Issues arising in this mode of working include the real meaning of sole authorship, aesthetic integrity and creative power balance. The analysis of these issues will have relevance for theatre practitioners working in collaborative contexts.
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Hagan, Micheline S. "On Writing, Playing, and Self Experiencing". Antioch University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1319816850.

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Libros sobre el tema "Play writing"

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Ann, Gawthorpe, ed. Writing a play. Blacklick, Ohio: McGraw-Hill, 2007.

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Writing a play. London: A. & C. Black, 1988.

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Writing a play. 3a ed. London: A&C Black, 2004.

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Writing your first play. 2a ed. Boston: Focal Press, 1998.

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Writing is child's play. Menlo Park, Calif: Addison-Wesley Pub. Co, 1994.

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Writing your first play. Upper Saddle River, N.J: Prentice Hall, 2001.

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Writing your first play. Boston: Focal Press, 1991.

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Fear of writing: A play. Singapore: Epigram Books, 2012.

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Action!: Writing your own play. Manakato, Minn: Picture Window Books, 2010.

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Writing a play: The essential guide. Peterborough: Need-2-Know, 2012.

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Capítulos de libros sobre el tema "Play writing"

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Harris, Robert A. "Word Play". En Writing with Clarity and Style, 181–91. Second edition. | New York, NY : Routledge, [2018] | Previous edition published in 2003.: Routledge, 2017. http://dx.doi.org/10.4324/9780203712047-17.

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Clements, James. "Drama, play and writing". En On the Write Track, 148–63. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003142461-14.

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Reeve, Julia y Kaye Towlson. "Sketch: Playful Writing with Writing PAD". En The Power of Play in Higher Education, 207–9. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-95780-7_26.

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Scott, Jeremy. "Meaning and Play: Metaphor". En Creative Writing and Stylistics, 166–79. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-01067-4_9.

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Peck, John y Martin Coyle. "Writing an essay". En How to Study a Shakespeare Play, 141–53. London: Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-13804-3_6.

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Peck, John y Martin Coyle. "Writing an essay". En How to Study a Shakespeare Play, 149–62. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-07930-8_6.

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Coles, Chris. "Writing an essay". En How to Study a Renaissance Play, 108–30. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-08292-6_5.

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Krsteva, Marija. "Postmodern genre play". En Towards a Theory of Life-Writing, 14–25. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003327790-2.

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Quynn, Kristina y Robin Silbergleid. "Critical Play: An Introduction". En Reading and Writing Experimental Texts, 3–28. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58362-4_1.

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Wertheim, Margaret. "How To Play Mathematics". En The Best Writing on Mathematics 2018, editado por Mircea Pitici, 19–32. Princeton: Princeton University Press, 2018. http://dx.doi.org/10.1515/9780691188720-003.

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Actas de conferencias sobre el tema "Play writing"

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Iqbal, Shamsi T., Jaime Teevan, Dan Liebling y Anne Loomis Thompson. "Multitasking with Play Write, a Mobile Microproductivity Writing Tool". En The 31st Annual ACM Symposium. New York, New York, USA: ACM Press, 2018. http://dx.doi.org/10.1145/3242587.3242611.

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Mori, Yusuke, Hiroaki Yamane, Ryohei Shimizu y Tatsuya Harada. "Plug-and-Play Controller for Story Completion: A Pilot Study toward Emotion-aware Story Writing Assistance". En Proceedings of the First Workshop on Intelligent and Interactive Writing Assistants (In2Writing 2022). Stroudsburg, PA, USA: Association for Computational Linguistics, 2022. http://dx.doi.org/10.18653/v1/2022.in2writing-1.6.

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Stufft, Carolyn. "Fostering Middle School Students' Multimodal Analysis of Text Through Video Game Play and Writing". En 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1440970.

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Weirauch, Angelika. "CREATIVE WRITING IN CONTEXT OF UNIVERSITIES". En International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end056.

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"We present an old process developed more than a hundred years ago at American universities. It means professional, journalistic and academic forms of writing. It also includes poetry and narrative forms. Creative writing has always been at the heart of university education. Today, there are more than 500 bachelor's degree programs and 250 master's degree programs in this subject in the United States. In other fields of study, it is mandatory to enrol in this subject. After World War II, it came to Europe, first to England and later to Germany. Here, ""... since the 'Sturm und Drang' (1770-1789) of the early Goethe period, the autodidactic poetics of the cult of genius prevailed. The teachability of creative writing has been disputed ever since and its dissemination has therefore always had a hard time in Germany"" [von Werder 2000:99]. It is rarely found in the curricula of German universities. At the Dresden University of Applied Sciences, we have been practicing it for five years with great response from social work students. They learn different methods: professional writing for partners and administration, poetic writing for children's or adult groups, scientific language for their final thesis and later publications. Although we offer it as an elective, more than 80% of students choose it. Final papers are also written on these creative topics or using the methods learned. ""Writing forces economy and precision. What swirls chaotically around in our heads at the same time has to be ordered into succession when writing"" [Bütow in Tieger 2000:9]. The winners of this training are not only our former students! Children in after-school programs and youth clubs improve their writing skills through play. Patients in hospitals work on their biographies. People who only write on the computer discover slow and meaningful writing, activating their emotional system. Therefore, this paper will show how clients benefit from creative writing skills of their social workers and what gain other disciplines can expect as well."
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Usenkova, Ekaterina V. y Alina S. Yakovleva. "Interactive game as a means of preventing dysgraphy in primary school children with mental retardation". En Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-125-133.

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The relevance of the chosen topic is due to the fact that currently writing disorders are one of the most common speech pathologies in children, especially in children with mental retardation. The leading activity in primary school age in children with mental retardation is play, so interactive play can become a leading method in the prevention of dysgraphy. Prevention of dysgraphy is an important link for determining the content of speech therapy work to prepare children of this category to learn to read and write.
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Hori, Yoshikazu, Fumihiro Sogawa, Hiroaki Yamamoto y Hiroyuki Serizawa. "Properties of Focusing Grating Coupler Fabricated by Electron-Beam Lithography". En Integrated and Guided Wave Optics. Washington, D.C.: Optica Publishing Group, 1989. http://dx.doi.org/10.1364/igwo.1989.mee3.

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Focusing grating coupler (FGC), which has a function of coupling the planer guided wave and the spherical free space wave, will play a key role in optical integrated circuit devices. FGC is realized by forming a specific grating corrugation with chirp and bend structure on a waveguide. For fabricating FGC corrugation, either holographic exposure method(1) or electron beam lithography(2) have been employed. Since exactly tuneed wavelength laser source and non-spherical wave-front adjuster are required depending on the guided wave parameters, an aberration free FGC is difficult to achieve by holographic techniques. Computer-controlled electron beam writing technique seems to be more promising, because the appropriate electron-beam trace on the substrate is basically achievable for each waveguide by adjusting the writing guided wave parameters such as refractive index of the waveguide and the wavelength of light source. In fact, FGC (1x1mm2, f=2mm) with spot size of 1.3 times of the diffraction limited one has been realized by T. Suhara et. al.(2)
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Baikabulov, F. B., P. V. Chernov, S. K. Isaev, L. S. Kornienko, A. O. Ribaltovsky y Yu P. Yatsenko. "Correlation of UV-radiation with the process of second harmonic generation in Ge-doped optical fibers". En Nonlinear Guided-Wave Phenomena. Washington, D.C.: Optica Publishing Group, 1991. http://dx.doi.org/10.1364/nlgwp.1991.tuf4.

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To clarify the mechanism of second harmonic generation (SHG) in Ge-doped optical fibers, it is very important to know what leads to formation of permanent X(2) grating. Some of the reports [1-3] considered strong internal de fields to be the main reason for writing such gratings. In other papers [4-6] a lot of attention is paid to formation and orientation of color centers and permanent defects. In this great role can play UV-radiation due to simultaneous generation of the third or fourth harmonics.
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Gulya´s, La´szlo´, Ga´bor Szemes, George Kampis y Walter de Back. "A Modeler-Friendly API for ABM Partitioning". En ASME 2009 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/detc2009-86650.

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Agent Based Modeling (ABM) is a popular technique for dealing with complex systems. An ABM usually consists of many autonomous, interacting agents, and modelers are interested in the system-level, emergent behavior of these agents. In developing an ABM, scalability is one of most critical factors for validation. Looking for an acceptable solution, parallelization often comes into play. However, writing a parallel version of an ABM simulation is at least as hard as developing the original model, and usually takes an expert of the area. This paper demonstrates our ongoing developments based on the idea that ABMs can be classified on the basis of their interior communication topology. We have developed six reusable parallel simulation schemas that can be instantiated with simulation-specific code using the Java language. Our aim was to give general, domain independent support for ABM modelers, where the parallel piece of code is completely transparent. The hope is that ABM modelers can treat their parallel system in almost the same way as they do the original. The paper details our approach as well as the implementation and, towards the end, shows performance results and how one of the templates works in a GRID system.
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Dhawan, Sarthika, Siva Charan Reddy Gangireddy, Shiv Kumar y Tanmoy Chakraborty. "Spotting Collective Behaviour of Online Frauds in Customer Reviews". En Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/35.

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Online reviews play a crucial role in deciding the quality before purchasing any product. Unfortunately, spammers often take advantage of online review forums by writing fraud reviews to promote/demote certain products. It may turn out to be more detrimental when such spammers collude and collectively inject spam reviews as they can take complete control of users' sentiment due to the volume of fraud reviews they inject. Group spam detection is thus more challenging than individual-level fraud detection due to unclear definition of a group, variation of inter-group dynamics, scarcity of labeled group-level spam data, etc. Here, we propose DeFrauder, an unsupervised method to detect online fraud reviewer groups. It first detects candidate fraud groups by leveraging the underlying product review graph and incorporating several behavioral signals which model multi-faceted collaboration among reviewers. It then maps reviewers into an embedding space and assigns a spam score to each group such that groups comprising spammers with highly similar behavioral traits achieve high spam score. While comparing with five baselines on four real-world datasets (two of them were curated by us), DeFrauder shows superior performance by outperforming the best baseline with 17.11% higher NDCG@50 (on average) across datasets.
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Kusiak-Pisowacka, Monika. "Exploring student teachers’ reflection skills: Evidence from journal tasks". En Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11088.

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The article addresses the issue of developing reflection skills of Polish foreign language student teachers in the context of university training. Although the importance of fostering reflection in student teachers has been widely acknowledged, the complexity of the construct and difficulties to operationalize reflection in research calls for new studies, to which the present paper aims to contribute. The paper discusses the study in progress whose main aims were to explore the potential of journal tasks as techniques stimulating trainees’ reflection and to investigate the nature of reflection demonstrated in students’ journals. The results of the analysis of students’ texts revealed different ways that the students adopted to approach the journal task. Three perspectives from which the students developed their narration were identified: teacher-focused, learner-focused and the one that focusses on external factors. Additionally, the analysis led to the identification of three types of writing, named in the study as Theorising, Describing and Discussing. The findings point to the effectiveness of journal tasks in stimulating students’ thinking about their practicum experiences. They also stress the significance of fostering novice teachers’ reflection skills as a way of socializing students into new roles they will play in their future professional communities.
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Informes sobre el tema "Play writing"

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Пахомова, О. В. Using Scaffolding Strategy for Teaching Creative Writing. Маріупольський державний університет, 2018. http://dx.doi.org/10.31812/0564/2145.

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The article deals with scaffolding strategy for teaching creative writing in the English classroom. The importance of using the creative writing technique, which is an effective means of optimization and intensification of the process of foreign language study, for forming students' communicative competence in writing is highlighted. It is supposed that an elaborated scaffolding strategy might help lecturers to organize the educational process with maximum capacity and successful results. A variety of techniques such as intensive usage of graphic organizers ("Plan Think Sheet", "Mind-map", "Concept Map", "Clustering", "Spider Map", "Cycle", "Chain of Events", "Web"), "Teaching by Example", "Sentence Stem Completion" / "Close procedures", “Stream of Consciousness”, Genre scaffolding techniques are recommended to empower learners' creative abilities to write and express themselves on any topic using the wide range of writing techniques with the relevant structure and vocabulary.
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2

Hall, Mark y Neil Price. Medieval Scotland: A Future for its Past. Society of Antiquaries of Scotland, septiembre de 2012. http://dx.doi.org/10.9750/scarf.09.2012.165.

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The main recommendations of the panel report can be summarised under five key headings. Underpinning all five areas is the recognition that human narratives remain crucial for ensuring the widest access to our shared past. There is no wish to see political and economic narratives abandoned but the need is recognised for there to be an expansion to more social narratives to fully explore the potential of the diverse evidence base. The questions that can be asked are here framed in a national context but they need to be supported and improved a) by the development of regional research frameworks, and b) by an enhanced study of Scotland’s international context through time. 1. From North Britain to the Idea of Scotland: Understanding why, where and how ‘Scotland’ emerges provides a focal point of research. Investigating state formation requires work from Medieval Scotland: a future for its past ii a variety of sources, exploring the relationships between centres of consumption - royal, ecclesiastical and urban - and their hinterlands. Working from site-specific work to regional analysis, researchers can explore how what would become ‘Scotland’ came to be, and whence sprang its inspiration. 2. Lifestyles and Living Spaces: Holistic approaches to exploring medieval settlement should be promoted, combining landscape studies with artefactual, environmental, and documentary work. Understanding the role of individual sites within wider local, regional and national settlement systems should be promoted, and chronological frameworks developed to chart the changing nature of Medieval settlement. 3. Mentalities: The holistic understanding of medieval belief (particularly, but not exclusively, in its early medieval or early historic phase) needs to broaden its contextual understanding with reference to prehistoric or inherited belief systems and frames of reference. Collaborative approaches should draw on international parallels and analogues in pursuit of defining and contrasting local or regional belief systems through integrated studies of portable material culture, monumentality and landscape. 4. Empowerment: Revisiting museum collections and renewing the study of newly retrieved artefacts is vital to a broader understanding of the dynamics of writing within society. Text needs to be seen less as a metaphor and more as a technological and social innovation in material culture which will help the understanding of it as an experienced, imaginatively rich reality of life. In archaeological terms, the study of the relatively neglected cultural areas of sensory perception, memory, learning and play needs to be promoted to enrich the understanding of past social behaviours. 5. Parameters: Multi-disciplinary, collaborative, and cross-sector approaches should be encouraged in order to release the research potential of all sectors of archaeology. Creative solutions should be sought to the challenges of transmitting the importance of archaeological work and conserving the resource for current and future research.
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3

Peterson, Eric, Wenbin Wei y Lydon George. A Model for Integrating Rail Services with other Transportation Modalities: Identifying the Best Practices and the Gaps for California’s Next State Rail Plan. Mineta Transportation Institute, julio de 2021. http://dx.doi.org/10.31979/mti.2021.1949.

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The California State Rail Plan (CSRP) is among the best rail plan documents published by any jurisdiction in the United States to date. As such, the CSRP is used in this paper as the basis of comparison to other state rail service plans. These plans will have been submitted to the Federal Railroad Administration (FRA) on record as of June 2020—as required under Section 303 of the Passenger Rail Investment and Improvement Act (PRIIA) of 2008. The purpose of this paper is to identify the best practices and gaps that may inform California and other states in their future rail service plan development. This paper is grounded in the realization that, while the general outline of FRA requirements is uniform for all states, the actual content and inclusion of these requirements in the myriad state plans varies greatly. For example, California was granted an exception to help update FRA Rail Plan Guidance for its 2018 Rail Plan, other states have complained that FRA guidance and requirements on rail service planning have put state rail agencies in the position of constantly writing plans with little or no time to implement them. Throughout this research, the authors identify all the elements of FRA guidelines as reflected in the CSRP and rail plans of other states. This report also identifies the best features and planning strategies that may inform and improve the state rail planning process going forward, steps that will positively contribute to the public benefit of enhanced rail systems.
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4

Moro, Leben y Alice Robinson. Key Considerations: Cross-Border Dynamics between Uganda and South Sudan in the Context of the Outbreak of Ebola, 2022. Institute of Development Studies, diciembre de 2022. http://dx.doi.org/10.19088/sshap.2022.045.

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This brief summarises key considerations concerning cross-border dynamics between South Sudan and Uganda in the context of the 2022 outbreak of Ebola in Uganda, and the risk of the spread of the virus into South Sudan. It is one of four briefs exploring cross-border dynamics in the context of the outbreak, alongside Kenya, Rwanda and Tanzania. The outbreak is of the Sudan strain of Ebola (Sudan Virus Disease, SVD). SVD is used in this paper to refer to the current outbreak in East Africa, whereas outbreaks of Zaire Ebolavirus disease or general references to Ebola are referred to as EVD. The outbreak of SVD began in Mubende, Uganda, on 19 September 2022. At the time of writing (25 November), there had been 141 confirmed cases and 55 deaths, including seven health workers. Infections had been confirmed in nine districts in Uganda, including in Kampala – a major transport hub. Vaccines used in previous Ebola outbreaks are effective against the Zaire strain of Ebola, and vaccines that could work against the Sudan strain remain under investigation. As of November 2022, there have been no confirmed cases of SVD imported into South Sudan, although several alerts have been investigated. However, the fear that travellers from Uganda might bring the disease into South Sudan has spurred preparations by government institutions and partner organisations, building on the experiences acquired during past outbreaks, particularly Ebola and COVID-19. An EVD High Level Taskforce has been formed, chaired by the Minister for Cabinet Affairs and co-chaired by the Minister of Health. The South Sudan Ministry of Health (MoH) has activated the Public Health Emergency Operation Centre (PHEOC) and Incident Management System (IMS). A national EVD Readiness Plan has been developed and endorsed by the government. A free hotline (number 6666) is in place, which can be used either to report suspected cases or for information on Ebola. Training of staff at border entry points has started. This brief is based on a rapid review of published and grey literature, and informal discussions with the South Sudan Red Cross, IOM, academics from University of Juba, and the PHEOC. It was requested by the Collective Service and was written by Leben Nelson Moro (University of Juba) and Alice Robinson (London School of Economics). It was reviewed by colleagues at the University of Bath, the PHEOC, Internews, Anthrologica, the Institute of Development Studies and the Collective Service. The brief is the responsibility of the Social Science in Humanitarian Action Platform (SSHAP).
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5

Making a difference for children affected by AIDS: Baseline findings from operations research in Uganda. Population Council, 2001. http://dx.doi.org/10.31899/hiv2001.1002.

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Many organizations and programs have begun to provide services and support to AIDS-orphaned children in East and southern Africa. Typical program components include the provision of school fees and supplies, supplementary feeding, home-visiting programs in which community members visit and assist affected children, and vocational training. However, few of these programs have been formally evaluated for impact. This paper reports on baseline findings from a study of two programs for AIDS-affected children and their families implemented by PLAN International in the Luwero and Tororo districts of Uganda. One program, referred to as orphan support, provides educational, health, and nutritional assistance as well as other services to orphans. The second program, known as succession planning, reaches AIDS-affected children earlier, by helping HIV-positive parents prepare for their children’s future through counseling, will writing, appointing guardians, and other measures.
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