Bibliografie tematiche / University of London. School of Slavonic Studies

Letteratura scientifica selezionata sul tema "University of London. School of Slavonic Studies"

Autore: Grafiati

Pubblicato: 25 luglio 2024

Ultima modifica: 26 luglio 2024

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Articoli di riviste sul tema "University of London. School of Slavonic Studies"

Nekrasov, Andrei. "Сэр Бернард Пэрс и Школа славянских исследований в Лондоне". Roczniki Humanistyczne 69, n. 7 (11 agosto 2021): 77–90. http://dx.doi.org/10.18290/rh21697-6.

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This article covers the diverse activities of the renowned British historian Sir Bernard Pares on the development of Russian and Slavic studies in the first half of the 20th century. He was the author of several books and a fair number of articles on Russia, edited the journals The Russian Review and The Slavonic Review. Pares also founded the first School of Russian Studies at the University of Liverpool (1907) and served for twenty years as Director of the School of Slavonic and East European Studies at the University of London (1919-1939). Due to his interest in Russian politics, history and culture, frequent and lengthy visits to Russia from 1906 to 1919 and close friendship with many Russian liberals, his appointment as an official observer to the Russian army in 1915 and as a British representative to Kolchak’s army during the Civil War, Pares became one of the most authoritative British experts on Russia and rightfully assumed the position of Director of the School of Slavonic Studies. This article pays close attention to various financial and administrative problems that Pares had to cope with as the Director of the School. The author concludes that Bernard Pares’ role as a promoter of all things Russian, a translator of Russian poetry and prose, a researcher into Russian history and an organiser of Russian and Slavonic studies in Britain was indispensable.

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Bátonyi, Gábor. "Touching Base: Hungarian Intelligence and the School of Slavonic and East European Studies in the 1960s". Slavonic and East European Review 101, n. 2 (aprile 2023): 313–56. http://dx.doi.org/10.1353/see.2023.a904398.

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Abstract: This article deals with a neglected dimension of Cold War history, namely the role of minor Communist secret services in subverting cultural relations with Britain. In particular, the article examines the efforts of Hungarian State Security to penetrate a university centre in London during the 1960s. Drawing on hitherto unexplored archival material, it documents the intensive attempts made to monitor or cultivate individuals at the School of Slavonic and East European Studies — notably the historian Dr László Péter — as part of a wide-ranging and ambitious intelligence offensive on the tenth anniversary of the 1956 Revolution. Paradoxically, this heightened espionage activity took place at a time of enhanced bilateral ties. The historical records analysed here provide new insight into the duplicity of Hungary’s foreign policy, and the hypocrisy of the post-revolutionary regime’s cultural ‘opening’ to the West, during a defining decade.

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Mossman, Elliott. "History of the School of Slavonic and East European Studies, 1915-1990. By I.W. Roberts. London: School of Slavonic and East European Studies, University of London, 1991. xi, 124 pp. Photographs. Selected Bibliography. £9.95, paper." Slavic Review 52, n. 3 (1993): 623–24. http://dx.doi.org/10.2307/2499752.

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ISBĂȘOIU, Iulian, e Nicoleta STANCA. "Grigore Nandriș. Bridging the East and the West through the History of Language, Culture, Religion". DIALOGO 8, n. 1 (novembre 2021): 119–28. http://dx.doi.org/10.51917/dialogo.2021.8.1.11.

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In a recent context in which Romania is confronted with the problem of emigration, this article portrays the life and works of Grigore Nandriș (1895-1968), university professor and patriot, who offers an example of devotion to his profession and country that could be set as a standard for all the following generations. He defended Romania in the war, as a soldier, and then at home in the academia, at the University of Chernivtsi and abroad, in France, at the Romanian School at Fontenay-aux-Roses, and in England, at the School of Slavonic and East European Studies, University of London. Brilliant linguist, speaking 14 foreign languages, he left a considerable amount of books, articles, reviews, conferences on linguistics, folklore, religion, and culture, being mainly interested in establishing links between language and place and culture and neighbouring nations. And above all, Grigore Nandriș’s personality remains a landmark among scholars in his field and colleagues, friends, students, and followers, who admired his devotedness to the Romanian cause abroad.

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Pudłocki, Tomasz. "The World of Czech Intellectuals in the Life of Roman Dyboski". AUC HISTORIA UNIVERSITATIS CAROLINAE PRAGENSIS 63, n. 2 (29 aprile 2024): 107–29. http://dx.doi.org/10.14712/23365730.2024.4.

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The paper discusses the role of Czech (Czechoslovakian) intellectuals in the life of Roman Dyboski (1885–1945), professor of English philology at the Jagiellonian University in Kraków. Dyboski was one of just a few Polish scholars who, despite the tense political relations between Czechoslovakia and Poland at that time, advocated the idea of mutual intellectual cooperation. Roman Dyboski’s position was quite specific. He grew up in the Polish-Czech border region and studied English language and literature. His chief aim was to bring closer Poland and the Anglo-Saxon world. To this purpose, he corresponded actively with scholars from Czechoslovakia, especially with experts on English studies, including Otokar Vočadlo. He also met many of them in person when he was in London as a lecturer at the School of Slavonic and East European Studies of the University College London established by Tomáš G. Masaryk. Dyboski was also one of but a handful Polish experts who spoke Czech and published in Czechoslovakia not only on Polish but also on English matters, which given the considerable level of interest in Anglo-Saxon culture in both countries brought Poles and Czechs closer together.

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Ádám, Zoltán, László Csaba, András Bakács e Zoltán Pogátsa. "Book Reviews". Acta Oeconomica 56, n. 4 (1 dicembre 2006): 455–68. http://dx.doi.org/10.1556/aoecon.56.2006.4.5.

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István Csillag - Péter Mihályi: Kettős kötés: A stabilizáció és a reformok 18 hónapja [Double Bandage: The 18 Months of Stabilisation and Reforms] (Budapest: Globális Tudás Alapítvány, 2006, 144 pp.) Reviewed by Zoltán Ádám; Marco Buti - Daniele Franco: Fiscal Policy in Economic and Monetary Union. Theory, Evidence and Institutions (Cheltenham/UK - Northampton/MA/USA: Edward Elgar Publishing Co., 2005, 320 pp.) Reviewed by László Csaba; Piotr Jaworski - Tomasz Mickiewicz (eds): Polish EU Accession in Comparative Perspective: Macroeconomics, Finance and the Government (School of Slavonic and East European Studies, University College of London, 2006, 171 pp.) Reviewed by András Bakács; Is FDI Based R&D Really Growing in Developing Countries? The World Investment Report 2005. Reviewed by Zoltán Pogátsa

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Dewhirst, Martin. "Conference on ‘Russian nationalism past and present’, school of Slavonic and east European studies, university of London, 23–4 March 1995". East European Jewish Affairs 25, n. 1 (giugno 1995): 23–24. http://dx.doi.org/10.1080/13501679508577793.

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Duke, Steven T. "Andres Kasekamp, The Radical Right in Interwar Estonia. Studies in Russia and East Europe. London: School of Slavonic and East European Studies, University of London, 2000, ix, 218 pp." Nationalities Papers 29, n. 3 (settembre 2001): 535–37. http://dx.doi.org/10.1017/s0090599200020122.

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Kirschbaum, Stanislav. "Slovakia after Communism and Mečiarism. Ed. Kieran Williams. School of Slavonic and East European Studies Occasional Papers, no. 47. London: School of Slavonic and East European Studies, University College, 2000. 131 pp. Appendix. Notes. Glossary. Index. £23.00, paper." Slavic Review 61, n. 1 (2002): 138–39. http://dx.doi.org/10.2307/2696994.

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Gross, Peter. "OccasionalPapers in RomanianStudies No. 3.Moldova, Bessarabia,Transnistria. Edited by Rebecca Haynes. London: School of Slavonic and East European Studies, University of London, 2003. viii, 224 pp. GBP16 (paper)." Canadian-American Slavic Studies 40, n. 4 (2006): 577–78. http://dx.doi.org/10.1163/221023906x00456.

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Più fonti

Tesi sul tema "University of London. School of Slavonic Studies"

Ahmad, Nordin. "The development of Reading Comprehension skills in Arabic Language for non-native speakers : A comparative study of Arabic programme between International Islamic University Malaysia (LLUM) and School of Oriental and African Studies University of London (S". Thesis, University of Birmingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497196.

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Libri sul tema "University of London. School of Slavonic Studies"

Higher Education Quality Council. Division of Quality Audit. The School of Slavonic and East European Studies, University of London: Quality audit report. Birmingham: Higher Education Quality Council, 1993.

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University of London. School of Slavonic and East European Studies. Prospectus. London: University of London., 1992.

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University of London. School of Slavonic and East European Studies. Library. Short guide to thelibrary. London: University of London School of Slavonic and East European Studies Library, 1990.

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University College, London. School of Slavonic and East European Studies., a cura di. Two essays on Maiakovskii's verse. London: School of Slavonic and East European Studies, University College London, 2000.

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Quality Assurance Agency for Higher Education. School of Oriental and African Studies, University of London: Institutional audit. Gloucester: Quality Assurance Agency for Higher Education, 2003.

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Higher Education Quality Council. Division of Quality Audit. The School of Oriental and African Studies, University of London: Quality audit report. Birmingham: Higher Education Quality Council, 1993.

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University of London. School of Oriental and African Studies. Library guide. London: S.O.A.S., 1986.

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Library, University of London School of Oriental and African Studies. Western books on China published up to 1850 in the Library of the School of Oriental and African Studies, University of London: A descriptive catalogue. London: Bamboo, 1987.

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Language Learning and Dyslexia Symposium (2008 University of London). Language Learning and Dyslexia Symposium: Proceedings, School of Oriential and African Studies, University of London, 15th February 2008. A cura di Rifkin Carol. London: School of Oriental and African Studies, University of London, 2009.

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Capitoli di libri sul tema "University of London. School of Slavonic Studies"

Phillips, Michelle, e Ava Podgorski. "Best Practice Considerations for Arts Educators When Developing Intensive Online Courses for Creative Industries Higher Education Students". In FGF Studies in Small Business and Entrepreneurship, 183–97. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-28559-2_13.

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AbstractThe 2-year StART Entrepreneurship Project (StART) aims to support creative industries students to develop skills and utilise real-world experience to build successful and sustainable careers. UK-based and funded by the Office for Students and Research England, StART is a collaboration between the Royal Northern College of Music (RNCM), the Royal Central School of Speech and Drama (RCSSD) and University of the Arts London (UAL). The project involves the development of new in-curricular and extracurricular content and events, tailored specifically for students studying for higher education degrees in these and other specialist creative arts institutions.This chapter explores one specific way of delivering entrepreneurship education to students, an intense period of contact time often referred to as a ‘boot camp’. The chapter outlines the planning stage of this event, including how existing research on entrepreneurial learning might be mapped onto the boot camp format and how aspects of the QAA (Enterprise and Entrepreneurship Education: Guidance for UK education providers, Quality Assurance Agency for Higher Education, Gloucester, 2018) guidance was to be integrated. The chapter will also detail how existing frameworks such as EntreComp (McCallum et al., Joint Research Centre Entrepreneurship and the creative economy (3):400–414, 2018) and the CLEAR IDEAS model (Birdi, European Journal of Work and Organizational Psychology 30(3):400–414, 2021) informed design and delivery and how input from external industry partners and students themselves (both event participants and members of the StART Student Advisory Board) was a key part of the planning.

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Jahanbegloo, Ramin, Romila Thapar e Neeladri Bhattacharya. "From Panjab to London". In Talking History, 1–69. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199474271.003.0001.

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In this section Romila Thapar talks about her childhood and family background. Her childhood was spent in various places from the North West Frontier Province of British India to school and college in Pune, before reaching Delhi, from where she went to London. She reflects on the Indian independence movement and the development of her interests in politics. This was almost inevitable among teenagers growing up in the years just before independence and influenced by Indian nationalism. She discusses her reading at that time both of the classics and of popular novels, and describes how she gradually developed an interest in early India. Thapar also shares her experience of the much-discussed Nehruvian ideal of building a new nation and the growth of radical ideas. She describes her years in London, slowly becoming a historian. This brings her to joining Jawaharlal Nehru University and working at the Centre for Historical Studies.

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Jaaware, Aniket. "Nemade, Bhalchanadra (1938–)". In Routledge Encyclopedia of Modernism. London: Routledge, 2018. http://dx.doi.org/10.4324/9781135000356-rem1986-1.

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Bhalchanadra Vanaji Nemade was born in the village Sangvi, in the northern part of Maharashtra. After school years he moved to Pune for his graduation at Fergusson College. Later he acquired an MA in Linguistics at the Deccan College, Pune, and an MA in English Literature at the University of Mumbai. Nemade has taught English at various places: the Babasaheb Ambedkar Marathwada University, Aurangabad, Goa University, Panjim, Goa. He was, until his retirement, the Tagore Chair at University of Mumbai. He has also taught at the School of Oriental and African Studies, London, for a year.

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Ullendorff, Edward, e Sebastian Brock. "Judah Benzion (‘Ben’) Segal 1912–2003". In Proceedings of the British Academy Volume 130, Biographical Memoirs of Fellows, IV. British Academy, 2005. http://dx.doi.org/10.5871/bacad/9780197263501.003.0009.

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Judah Benzion Segal (1912–2003), a Fellow of the British Academy, had a long career as a teacher of Semitic languages at the School of Oriental and African Studies, London University. Segal’s principal interest was in Aramaic and Syriac, in addition to Hebrew and the other main Semitic tongues. Before his teaching career, he was employed in the Sudan Civil Service and, during World War II, his service was frequently behind the enemy lines in North Africa. He was educated at Magdalen College School, University of Oxford, and at St Catharine’s College, University of Cambridge. One of Segal’s other abiding interests concerned the Jews of Cochin whose history he published in 1993. But it will probably be in the area of Aramaic studies that Segal will be best remembered in the academic world.

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Werner, Roland. "A Bibliography of African Language Texts in the Collection of the School of Oriental and African Studies, University of London, to 1963". In Afrikaans Literature: Recollection, Redefinition, Restitution, 333–34. BRILL, 1996. http://dx.doi.org/10.1163/9789004659056_043.

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Scott, Rosemary. "William Watson 1917–2007". In Proceedings of the British Academy, Volume 161, Biographical Memoirs of Fellows, VIII. British Academy, 2009. http://dx.doi.org/10.5871/bacad/9780197264577.003.0017.

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William Watson (1917–2007), a Fellow of the British Academy, was a scholar whose contribution to the field of Asian art and archaeology was both multifaceted and far-reaching. He earned a scholarship to Gonville and Caius College at the University of Cambridge to read Modern and Medieval Languages (1936–1939), and it was at Cambridge that he met a fellow-student Katherine Armfield, whom he married in 1940. After World War II, Watson took up his first post in the arts in 1947, joining the staff of the British and Medieval Department of the British Museum. In 1966, he left the British Museum and moved to the Percival David Foundation of Chinese Art to become its Director and take up the professorship of Chinese Art and Archaeology at the School of Oriental and African Studies, University of London. Watson travelled widely and often, and he became fascinated with the arts and language of Japan.

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Barker, Eileen. "Bryan Ronald Wilson 1926–2004". In Proceedings of the British Academy, Volume 161, Biographical Memoirs of Fellows, VIII. British Academy, 2009. http://dx.doi.org/10.5871/bacad/9780197264577.003.0018.

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Bryan Ronald Wilson (1926–2004), a Fellow of the British Academy, was a world-renowned sociologist of religion. He was awarded a D.Litt. by the University of Oxford in 1994, the same year that he was elected a Fellow of the British Academy. Wilson was also awarded an Arnold Gerstenberg studentship, which allowed him to take up a place at the London School of Economics, where Maurice Ginsberg introduced him to the literature of the sociology of religion and where he developed a life-long interest in sectarian movements. He returned to Yorkshire to take up an Assistant Lectureship in Sociology in the Department of Social Studies at the University of Leeds in October 1955, being promoted to Lecturer in 1957. There Wilson taught courses on urban sociology, sociological theory, and the social institutions of modern Britain, as well as on the sociology of religion. He was a Fellow of All Souls College for thirty years. The themes of secularisation, rationalism, and sectarianism were of particular interest to Wilson throughout his academic life.

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Nish, Ian. "William Gerald Beasley 1919–2006". In Proceedings of the British Academy, Volume 153 Biographical Memoirs of Fellows, VII. British Academy, 2008. http://dx.doi.org/10.5871/bacad/9780197264348.003.0003.

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William Gerald Beasley (1919–2006), a Fellow of the British Academy, was the pioneer in introducing Japanese history into British academic circles as teacher, researcher, and author. He was born in Hanwell, Middlesex on December 22, 1919, and moved to Brackley, Northamptonshire, where he was educated at Magdalen College School. In 1937, Beasley registered for a degree in history at University College London. In the last weeks of World War II, he was in the Pacific Islands interrogating Japanese naval prisoners who were few in number and ‘never seemed to possess important information’. Late in June 1945, Beasley was ordered to join the flagship of the British Pacific Fleet, the HMS King George V, so as to be ‘available for duty in Japan, if needed’. In 1947, he began to teach at the School of Oriental and African Studies, which was the beneficiary of financial help under the recommendations of the Scarbrough Commission. In his great book Japanese Imperialism, 1894–1945 (Oxford, 1987), Beasley re-examined the nature of Japan's imperialism.

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Lewis, Bernard. "Introduction". In From Babel to Dragomans, 1–12. Oxford University PressNew York, NY, 2004. http://dx.doi.org/10.1093/oso/9780195173369.003.0001.

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Abstract Most of the articles, studies and lectures assembled in this volume date from the period of my professional life which began in the autumn of 1949, when I was appointed to the newly-created chair of the History of the Near and Middle East at the School of Oriental and African Studies in the University of London. I first set foot in the school as an undergraduate student in 1933. Already then I was not entirely a newcomer to Middle Eastern studies. My initiation had begun at an early age, when I was confronted with the need to study a difficult, ancient Middle Eastern text—to be precise, part of Chapter 26 of the Book of Leviticus. At the age of eleven or twelve, along with most Jewish children, I was instructed in the rudiments of Hebrew to prepare me for my Bar Mitzvah, the synagogue ceremony by which Jewish boys—and in modern times also girls—are formally recognized as full, adult members of the community. At that time and in that place, this normally implied only learning the alphabet, memorizing the tunes, and acquiring a sufficient command of the Hebrew script to read and chant the text without understanding it. In the normal course of events, no more than that was expected of pupils; no more was provided by teachers. But for me, another language, and more especially another script, offered new excitement, and led to the joyous discovery that Hebrew was not merely a kind of decipherment of prayers and rituals, to be memorized and recited parrot-fashion.

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"Conference on Nation Building in East Timor, Lisbon, 21–23 June 2001 organized by the Portuguese Centre for the Study of Southeast Asia and the School of Oriental and African Studies of London University". In International Peacekeeping: The Yearbook of International Peace Operations, 403–8. Brill | Nijhoff, 2002. http://dx.doi.org/10.1163/9789004208438_024.

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Atti di convegni sul tema "University of London. School of Slavonic Studies"

Camiz, Alessandro. "Diachronic transformations of urban routes for the theory of attractors". In 24th ISUF 2017 - City and Territory in the Globalization Age. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.5639.

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Alessandro Camiz ¹ ¹ Department of Architecture, Girne American University, Cyprus, Association for Historical Dialogue and Research, Home for Cooperation (H4C), 28 Marcou Dracou Street, Nicosia, Cyprus, 1102. E-mail: alessandrocamiz@gau.edu.tr Keywords (3-5): urban tissues, urban morphology, urban routes, theory, history Conference topics and scale: Tools of analysis in urban morphology Recent urban morphology studies consider urban tissues as living organisms changing in time (Strappa, Carlotti, Camiz, 2016), following this assumption the theory should examine more analytically what Muratori called ‘medievalisation’ (Muratori, 1959), a term describing some of the transformations of urban routes happened in the middle ages. The paper considers the diachronic deformation of routes, and other multi-scalar occurrences of the attraction phenomena (Charalambous, Geddes, 2015), introducing the notion of attractors and repellers. Archaeological studies already do consider attractors and repellers as a tool to interpret some territorial transformations, following the assumption that “the trajectory that a system follows through time is the result of a continuous dynamic interaction between that system and the multiple 'attractors' in its environment” (Renfrew, Bahn, 2013, p. 184). There are different elements that can act as attractors in an urban environment, such as bridges, city walls, city gates, water systems, markets, special buildings, and it is possible to consider each of these anthropic attractors as equivalent to a morphological attractor at the geographical scale. We can even interpret the ridge-top theory (Caniggia, 1976) as the result of attraction and repellence of geographic features on anthropic routes. The territorial scale analysis is the methodological base of the theory, but the attractors herein considered operate at the urban scale, deviating locally across time from a rectilinear trajectory and defining a specific urban fabric. The research interprets and reads the effects of attractors on urban routes and fabrics as a method for the reconstruction of Nicosia’s medieval city walls, in continuity between the Conzenian approach (Whitehand, 2012) and the Italian School of Urban Morphology (Marzot, 2002). References:, Muratori, S. (1959) Studi per un’operante storia urbana di Venezia (Istituto Poligrafico dello Stato, Roma). Caniggia, G. (1976) Strutture dello spazio antropico. Studi e note (Uniedit, Firenze). Marzot, N. (2002) ‘The study of urban form in Italy’, Urban Morphology 6.2, 59-73. Whitehand, J.W.R. (2012) ‘Issues in urban morphology’, Urban Morphology 16.1, 55-65. Renfrew, C., Bahn, P. (eds.) (2013) Archaeology: The Key Concepts, (London, Routledge). Charalambous, N., Geddes, I. (2015) ‘Making Spatial Sense of Historical Social Data’, Journal of Space Syntax 6.1, 81-101. Strappa, G., Carlotti, P., Camiz, A. (2016) Urban Morphology and Historical Fabrics. Contemporary design of small towns in Latium (Gangemi, Roma).

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Cmeciu, Doina, e Camelia Cmeciu. "VIRTUAL MUSEUMS - NON-FORMAL MEANS OF TEACHING E-CIVILIZATION/CULTURE". In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-108.

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Considered repositories of objects(Cuno 2009), museums have been analysed through the object-oriented policies they mainly focus on. Three main purposes are often mentioned: preservation, dissemination of knowledge and access to tradition. Beyond these informative and cultural-laden functions, museums have also been labeled as theatres of power, the emphasis lying on nation-oriented policies. According to Michael F. Brown (2009: 148), the outcome of this moral standing of the nation-state is a mobilizing public sentiment in favour of the state power. We consider that the constant flow of national and international exhibitions or events that could be hosted in museums has a twofold consequence: on the one hand, a cultural dynamics due to the permanent contact with unknown objects, and on the other hand, some visibility strategies in order to attract visitors. This latter effect actually embodies a shift within the perception of museums from entities of knowledge towards leisure environments. Within this context where the concept of edutainment(Eschach 2007) seems to prevail in the non-formal way of acquiring new knowledge, contemporary virtual museums display visual information without regard to geographic location (Dahmen, Sarraf, 2009). They play ?a central role in making culture accessible to the mass audience(Carrazzino, Bergamasco 2010) by using new technologies and novel interaction paradigms. Our study will aim at analyzing the way in which civilization was e-framed in the virtual project ?A History of the World in 100 Objects, run by BBC Radio 4 and the British Museum in 2010. The British Museum won the 2011 Art Fund Prize for this innovative platform whose main content was created by the contributors (the museums and the members of the public). The chairman of the panel of judges, Michael Portillo, noted that the judges were impressed that the project used digital media in ground-breaking and novel ways to interact with audiences. The two theoretical frameworks used in our analysis are framing theories and critical discourse analysis. ?Schemata of interpretation? (Goffman 1974), frames are used by individuals to make sense of information or an occurrence, providing principles for the organization of social reality? (Hertog & McLeod 2001). Considered cultural structures with central ideas and more peripheral concepts and a set of relations that vary in strength and kind among them? (Hertog, McLeod 2001, p.141), frames rely on the selection of some aspects of a perceived reality which are made more salient in a communicating text or e-text. We will interpret this virtual museum as a hypertext which ?makes possible the assembly, retrieval, display and manipulation? (Kok 2004) of objects belonging to different cultures. The structural analysis of the virtual museum as a hypertext will focus on three orders of abstraction (Kok 2004): item, lexia, and cluster. Dividing civilization into 20 periods of time, from making us human (2,000,000 - 9000 BC) up to the world of our making (1914 - 2010 AD), the creators of the digital museum used 100 objects to make sense of the cultural realities which dominated our civilization. The History of the World in 100 Objects used images of these objects which can be considered ?as ideological and as power-laden as word (Jewitt 2008). Closely related to identities, ideologies embed those elements which provide a group legitimation, identification and cohesion. In our analysis of the 100 virtual objects framing e-civilization we will use the six categories which supply the structure of ideologies in the critical discourse analysis framework (van Dijk 2000: 69): membership, activities, goals, values/norms, position (group-relations), resources. The research questions will focus on the content of this digital museum: (1) the types of objects belonging to the 20 periods of e-civilization; (2) the salience of countries of origin for the 100 objects; (3) the salience of social practices framed in the non-formal teaching of e-civilization/culture; and on the visitors? response: (1) the types of attitudes expressed in the forum comments; (2) the types of messages visitors decoded from the analysis of the objects; (3) the (creative) value of such e-resources. References Brown, M.F. (2009). Exhibiting indigenous heritage in the age of cultural property. J.Cuno (Ed.). Whose culture? The promise of museums and the debate over antiquities (pp. 145-164), Princeton, Oxford: Princeton University Press. Carrazzino, M., Bergamasco, M. (2010). Beyond virtual museums: Experiencing immersive virtual reality in real museums. Journal of Cultural Heritage, 11, 452-458. Cuno, J. (2009) (Ed.). Whose culture? The promise of museums and the debate over antiquities (pp. 145-164), Princeton, Oxford: Princeton University Press. Dahmen, N. S., & Sarraf, S. (2009, May 22). Edward Hopper goes to the net: Media aesthetics and visitor analytics of an online art museum exhibition. Visual Communication Studies, Annual Conference of the International Communication Association, Chicago, IL. Eshach, H. (2007). Bridging in-school and out-of-school learning: formal, non-formal, and informal education . Journal of Science Education and Technology, 16 (2), 171-190. Goffman, E. (1974). Frame analysis: An essay on the organization of experience. Cambridge, MA: Harvard University Press. Hertog, J.K., & McLeod, D. M. (2001). A multiperspectival approach to framing analysis: A field guide. In S.D. Reese, O.H. Gandy, & A.E. Grant (Eds.), Framing public life: Perspective on media and our understanding of the social world (pp. 139-162). Mahwah, NJ: Lawrence Erlbaum Associates. Jewitt, C. (2008). Multimodality and literacy in school classrooms. Review of Research in Education, 32 (1), 241-267. Kok, K.C.A. (2004). Multisemiotic mediation in hypetext. In Kay L. O?Halloren (Ed.), Multimodal discourse analysis. Systemic functional perspectives (pp. 131-159), London: Continuum. van Dijk, T. A. (2000). Ideology ? a multidisciplinary approach. London, Thousand Oaks, New Delhi: Sage.

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Rapporti di organizzazioni sul tema "University of London. School of Slavonic Studies"

Jones, Theresa, e Elisabeth Storer. Key Considerations: Adherence to COVID-19 Preventive Measures in Greater Kampala, Uganda. Institute of Development Studies (IDS), marzo 2022. http://dx.doi.org/10.19088/sshap.2022.005.

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This brief sets out key considerations for risk communications and community engagement (RCCE) to promote adherence to COVID-19 preventive measures in greater Kampala, Uganda. It looks at adherence to COVID-19 preventive measures, assesses the challenges to their adoption and outlines key considerations for partners working in RCCE and the wider COVID-19 emergency response. The brief responds to concern (as of March 2022) about COVID-19 transmission in informal urban areas in Uganda due to their high population density, limited sanitary infrastructure, and reported low uptake of vaccination. Ensuring effective communication and engagement with a series of preventative measures is essential in limiting the spread of COVID-19. The Ministry of Health and response partners have been proactive, however interventions and guidance for COVID-19 have taken limited account of social science research about the perceptions and practices related to COVID-19 regulations. This brief aims to address this gap so these data may be used to inform more effective and practicable guidance for vulnerable groups. This brief draws primarily on an analysis of existing scientific and grey literature. Additional primary data was collected through consultation with six social science and RCCE experts who focus on this geographical area. The brief was requested by UNICEF Uganda in consultation with the Uganda Ministry of Health (MoH) RCCE subcommittee and the RCCE technical working group for the Eastern and South Africa region (ESAR). It was developed for SSHAP by Theresa Jones (Anthrologica) and supported by Elizabeth Storer (London School of Economics), with contributions and reviews by colleagues at Anthrologica, the Institute of Development Studies (IDS), UNICEF ESARO and Uganda, Makerere University, the London School of Hygiene and Tropical Medicine (LSHTM), Dreamline Products and the IFRC.

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Kaawa-Mafigiri, David, Megan Schmidt-Sane e Tabitha Hrynick. Key Considerations for RCCE in the 2022 Ebola Outbreak Response in Greater Kampala, Uganda. Institute of Development Studies, novembre 2022. http://dx.doi.org/10.19088/sshap.2022.037.

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On 20 September 2022, an outbreak of the Sudan strain of Ebola Virus Disease – SVD – was announced as the first laboratory-confirmed patient was identified in a village in Mubende District in central Uganda. Uganda’s Ministry of Health (MoH) activated the National Task Force and developed and deployed a National Response Plan, which includes the activation of District Task Forces. The target areas include the epicentre (Mubende and Kassanda districts) and surrounding areas, as well as Masaka, Jinja and Kampala cities. This is of great concern, as Kampala is the capital city with a high population and linkages to neighbouring districts and international locations (via Entebbe Airport). It is also a serious matter given that there has been no outbreak of Ebola before in the city. This brief details how Risk Communication and Community Engagement (RCCE) activities and approaches can be adapted to reach people living in Greater Kampala to increase adoption of preventive behaviours and practices, early recognition of symptoms, care seeking and case reporting. The intended audiences include the National Task Force and District Task Forces in Kampala, Mukono, and Wakiso Districts, and other city-level RCCE practitioners and responders. The insights in this brief were collected from emergent on-the-ground observations from the current outbreak by embedded researchers, consultations with stakeholders, and a rapid review of relevant published and grey literature. This brief, requested by UNICEF Uganda, draws from the authors’ experience conducting social science research on Ebola preparedness and response in Uganda. It was written by David Kaawa-Mafigiri (Makerere University), Megan Schmidt-Sane (Institute of Development Studies (IDS)), and Tabitha Hrynick (IDS), with contributions from the MoH, UNICEF, the Center for Health, Human Rights and Development (CEHURD), the Uganda Harm Reduction Network (UHRN), Population Council and CLEAR Global/Translators without Borders. It includes some material from a SSHAP brief developed by Anthrologica and the London School of Economics. It was reviewed by the Uganda MoH, University of Waterloo, Anthrologica, IDS and the RCCE Collective Service. This brief is the responsibility of SSHAP.

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Moro, Leben, e 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, dicembre 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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