This book addresses a very real gap in existing introductory texts that define, explore, and apply key theoretical concepts within the field of film studies.' Alison L. McKee, Assistant Professor, Department of Television-Radio-Film-Theatre, San Jose State University, USA 'This is the book that film students have long been waiting for: a clear, well-written and accessible introduction to film theory. Lucid theoretical exposition and case study film analysis offer readers the most intelligible summary of theory that I have yet encountered.' Paul (...) Sutton, Head of Media, Culture and Language, Roehampton University Film theory has a reputation for being difficult. It is challenging, it takes time and it can frequently leave students feeling inadequate and frustrated. Furthermore, theory can often seem intimidating and oldfashioned and therefore it can be difficult to appreciate its modern-day relevance. Understanding Film Theory aims to disassociate theory from these negative connotations and bring a fresh, modern and accessible approach to the discipline. Each of the fifteen chapters provides an insight into the main areas of debate by introducing key ideas and thinkers. Taking the application of theory as its central theme, the book incorporates a number of exciting and innovative features: 'Reflect and Respond' sections encourage readers to engage critically with theoretical concepts, while seminal texts are concisely summarized without oversimplifying key points. Throughout the book the authors illustrate why theory is important and demonstrate how it can be applied in a meaningful way, with relevant case studies drawn from both classic and contemporary cinema including: Once Upon a Time in the West (1968), Run Lola Run (1998), Moulin Rouge! (2001), Rabbit-Proof Fence (2002), Old Boy (2003), Brokeback Mountain (2005), Mamma Mia! (2008) and Avatar (2009). Additional case studies address key genres ('swashbucklers' and the film musical), film movements (Dogme 95), individual actors (Christian Bale, Judi Dench and Amitabh Bachchan) and directors (Alfred Hitchcock and Guillermo del Toro). Understanding Film Theory is an accessible and comprehensive introduction to film theory. It is the ideal entry point for any student studying film, using clear definitions and explaining complex ideas succinctly. Christine Etherington-Wright is a Senior Lecturer in Film Studies at University of Portsmouth (UK) where she teaches a course on Film Theory. She is the author of Gender, Professions, Discourse (Palgrave, 2008). Ruth Doughty is a Senior Lecturer in Film Studies at University of Portsmouth (UK). She is one of the co-founding editors of the journal Transnational Cinemas and co-edited Sound and Music in Film and Visual Media (2008). (shrink)

Readers of this book are sure to view the ethics of incentives in a new light.

Citizenship and its education is again gaining importance in many countries. This paper uses England as its primary example to develop a Habermasian perspective on this issue. The statutory requirements for citizenship education in England imply that significant attention be given to the moral and social development of the learner over time, to the active engagement of the learner in community and to the knowledge skills and understanding necessary for political action. This paper sets out a theoretical framework that offers (...) a perspective on learning suitable for these far-reaching aims. We argue that schools need to shift from the currently dominant discourse of accountability to incorporate a discourse of care in order to make room for an effective and appropriate pedagogy for citizenship. Habermas’s social theory gives us a theoretical framework that properly locates schools within the lifeworld as part of civil society. Schools should therefore attend to hermeneutical and emancipatory concerns, not only to strategic interests. We put these in the context of Habermas’s social theory to paint an alternative vision learning for citizenship education which is based in developing the dispositions, values and attitudes necessary for lifelong learning with a view to developing ongoing communicative action. (shrink)

The demand for bodily parts such as organs is increasing, and individuals in certain circumstances are responding by offering parts of their bodies for sale. Is there anything wrong in this? Kant had arguments to suggest that there is, namely that we have duties towards our own bodies, among which is the duty not to sell parts of them. Kant's reasons for holding this view are examined, and found to depend on a notion of what is intrinsically degrading. Rom Harré's (...) recent revision of Kant's argument, in terms of an obligation to preserve the body's organic integrity, is considered. Harré's view does not rule out all acts of selling, but he too ultimately depends on a test of what is intrinsically degrading. Both his view and Kant's are rejected in favour of a view which argues that it does make sense to speak of duties towards our own bodies, grounded in the duty to promote the flourishing of human beings, including ourselves. This provides a reason for opposing the sale of bodily parts, and the current trend towards the market ethic in health care provision. (shrink)

Moral sceptics maintain that there are no objective moral values, or that there is no moral knowledge, or no moral facts, or that what looks like a statement which makes a moral judgment is not really a statement and does not have a truth-value. All of this is rather, unclear because all of it is negative. It will be necessary to remove some of this unclarity because my aim in this paper is to establish a proposition which may be summarized (...) by saying: even if there are no objective moral values in one sense, there are objective moralvalues in another sense, and the latter values are good enough to do some of the jobs that objective values in the first sense would have done. A useful analogy might be that of a person who has lost her hand and has been given a prosthesis. In one sense the prosthesis is not as real as the hand, in another sense it is just as real ; most importantly, the person can do with the prosthesis enough of what she could do with the hand to make do. (shrink)

This is the second edition of a highly successful and well-received textbook on the responsible conduct of biomedical and health science research. It is aimed at faculty and graduate students in health science and biomedical science programs. In addition those on National Institute of Health research grants, administrators at universities, academic health centers, and medical and graduate schools will find the book a useful resource. The structure of the book remains the same as the first edition. Each chapter offers an (...) overview together with important primary documents and case studies concerned with core ethical issues underlying responsible research. The major changes from the first edition include new chapters providing overviews of each topic, several new published articles added to the readings, revised case studies along with an essay on how they can be used, as well as further readings and web addresses that will serve as invaluable sources of reference. (shrink)

The biggest contemporary challenge to democratic legitimacy gravitates around the crisis of democratic representation.

Lifelong learning is something which one does for oneself that no one else can do for one: it is a public and personal human activity, rather than private or individualistic. One of the features of the education system is the paucity of a language for learning as process and participative experience. Personalised learning requires a sense of the worth-whileness of 'being a learner' - a virtue in the 21st century. A sense of one's own worth as a person is essential (...) to understanding one's identity as a learner. Research suggests the human capacity to learn can be understood as a form of consciousness which is characterised by particular values, attitudes and dispositions, with a lateral and a temporal connectivity. This 'consciousness' has several dimensions which are all related to becoming a person, with a learning identity. They also enable the learner to become aware of and appropriate what is of worth and map onto the sorts of core values that learning communities espouse. Awareness of self and of one's own worth as a person is a necessary condition for 'becoming a learner' and for identifying and engaging with 'what is of worth'. Furthermore, a sense of self as a learner is formed in relationship, and understood as one learns to tell one's own story, as a participant in the conversation of the learning community. Character is the way in which we refer to that quality of personhood in which there is rooted the capacity to change and learn over time. (shrink)

The Hebrew text On the Heavens and the World, ascribed to Ibn S, is an interesting and intriguing composition. It dates from the 13th century and was quite influential. It is not a translation of any text of Ibn S known to us, but is related to the Latin De celo et mundo, which appears in the 1508 Venice edition of translations of Ibn S. The Latin and Hebrew texts differ widely and the relation between them is far from being (...) clear. Both are in sixteen chapters, the titles of the chapters are the same, but the texts are only roughly similar. The Hebrew text often offers short, incomplete summaries of the Latin arguments. On the other hand it includes many passages which have no parallel in the Latin. There are two possible explanations of the perplexing relationship between the two texts: either that there was more than one version of the Latin text, or that the translator, Shlomo ben Moshe of Laguiri wrote a kind of paraphrase. The paper shows that the second explanation is correct and offers a preliminary study of the sources and the aims of the Hebrew text. (shrink)

Women who are deprived of their histories can be compared to people who have lost their memories. They are unable to build a personal identity. This analogy may be the leading paradigm for my paper, which is primarily dedicated to epistemological questions. Throughout the last 40 years, many scholars have dedicated their endeavors to conserving the writings of women philosophers. Now we have access to valuable sources that show that the history of women philosophers stretches back as far as the (...) history of philosophy itself. Using the history of women philosophers as a methodical approach to philosophy is a unique and indispensable means to widen and to change philosophical insights. Re-reading the history of philosophy and including the ideas of women philosophers, however, does not only add some more narratives but challenges the methodology of philosophy. The history of philosophy that we are traditionally educated in the western world is simply not true to the facts. Thus, I demand a rewriting of the history of philosophy that takes into account the ideas that are incorporated in the writings of women philosophers and that have been denied by the narratives and fabric of sexualized and patriarchally influenced thought. (shrink)

_Linguistics and Aphasia_ is a major study of recent developments in applying psycholinguistics and pragmatics to the study of acquired language disorders and their remediation. Psycholinguistic analyses of aphasia interpret disorders in terms of damaged modules and processes within what was once a normal language system. These analyses have progressed to the point that they now routinely provide a model-based rationalefor planning patient therapy. Through a series of case studies, the authors show how the psycholinguistic analysis of aphasia can be (...) assessed for its effectiveness in clinical practice. Pragmatic approaches to the study of aphasia are of more recent origin. Ruth Lesser and Lesley Milroy evaluate their considerable significance to the study of aphasia and their relevance to practical issues of diagnosis and treatment. Controversial analysis, in particular, offers a fruitful and productive framework within which to assess the functional adequacy of the language used by aphasic speakers in everyday contexts. (shrink)

Technological innovations have transformed our culture's ways of thinking about procreation and pregnancy, and about health and illness. Until not so long ago, the ongoing processes inside women's bodies as they gestated their future babies was up to conjecture. In Western industrialized countries, pregnancy was the slow process during which a woman gradually came to accept the fact that she was sharing her bodily space with another, and that now, as well as after the baby emerged, the primary responsibility for (...) that new person's survival would be hers. (shrink)

A cardinal rule of academic research with human participants is to protect their confidentiality. While there are limits to confidentiality, universities and researchers will make strenuous efforts...

The authors in this edited volume reflect on their experiences with culturally relevant pedagogy-as students, as teachers, as researchers-and how these experiences were often at odds with their backgrounds and/or expectations.

Background Paramedicine is a newly regulated profession in Australia and with the introduction of regulation in 2018 for this profession came increased responsibilities – including the introduction of a professional code of conduct. Several countries now have regulation of paramedicine and associated professional codes to guide ethical and professional behaviour. Despite this, there has been no published research into paramedic understanding and use of their professional codes. Objectives To explore Australian paramedics’ use and understanding of their professional code of conduct. (...) Research design: This study used a qualitative descriptive design, underpinned by hermeneutic theory. Reflexive thematic analysis was used to analyse the interview data and identify Australian paramedic perceptions surrounding the use of their code of conduct. Results 11 Registered Paramedics from several states and territories were interviewed. Participants were invited to interview by advertisement on social media and the Australasian College of Paramedicine Web site. Participants had varied professional backgrounds including clinical work, education providers and policymakers/managers. Four themes were identified as follows: Theme 1 – ‘You don’t know, what you can’t know’; Theme 2 – ‘I don’t need the code – the code is for others’; Theme 3 – ‘It’s about time’; Theme 4 – ‘Navigating the new profession’. Ethical considerations: Ethics approval was granted by the Monash University Human Research Ethics Committee (MUHREC) Project ID: 28921. All participants provided informed consent. Conclusions The results of this study suggest that paramedics’ knowledge and use of their code is limited, and participants appeared to mostly rely instead on ‘common sense’ morals. Participants did appear to want to understand the broad concepts of the code more and have this better integrated into the profession. The code was also interpreted as important to the paramedic profession and its new professional status, helping to legitimise it as a health profession in Australia. (shrink)

Editorial of Approaching Religion, Vol. 11 Issue 1, based on a two-day seminar arranged in Helsinki in August 2020 by the Signe and Ane Gyllenberg Foundation under the title ‘Clear-sighted Art – Open Mind? Encounters between Art and Esotericism’.

This essay draws on Kenneth George's ethnographic study of the Indonesian painter Abdul Djalil Pirous and his art, as well as Pirous's own characterizations of his paintings as “spiritual notes,” to theorize and examine how paintings serve as ethical media. The essay offers a provisional definition of and methodology for “visual ethics” and considers how pictures and language can function quite differently as sites for ethical reflection. The particular painting analyzed here is a large temple mural of the death of (...) the Buddha located at Wat Unnalom, a prominent Buddhist monastery in Phnom Penh, painted in the 1980s by Cambodian artist Sum Pon. After discussing the lifeworld of Pon's Mahāparinibbāna and varied Khmer Buddhist interpretations of the painting, I suggest that the painting's rendering of “moral vision” helps us understand Buddhist ways of seeing more generally. I conclude by returning to George's question about how our understanding of ethics would change if we took pictures as the “fulcrum of moral relationships,” arguing that pictures can embody certain kinds of tensions or paradoxes that are difficult to explain and grasp discursively, such as paradoxes that arise from the inevitability and yet inexplicability of death as well as the tensions between Buddhist aims of cultivating “boundless” love and the particularities of our own individual experiences of love. (shrink)

In Exploitation: What It Is and Why It's Wrong (2003), I argued that the major non‐Marxist “ethically thick” approaches to exploitation were not successful in capturing what we find morally objectionable in paradigmatic cases of exploitation. My argument there focused on the consequentialist account of exploitation defended by Robert Goodin. Here I revisit the question of whether the recent multi‐level act consequentialist account of exploitation defended by Richard Arneson is successful. I raise questions about the nature of the account, and (...) conclude that it is a possibly coherent and ultimately inadequate account of the wrongness of exploitation. (shrink)

This book provides seminal data on what has been found to best motivate faculty to teach online. This information is critical to most universities because, in order to stay competitive, many will increase their online course offerings. Faculty will be needed to design and teach these programs.

El objetivo de este trabajo es estudiar los modos en los que la documentación árabe emitida por las notarías mozárabes de Toledo es incluida en dos cartularios elaborados en el scriptorium catedralicio: Toledo, Biblioteca Capitular, 42-20 (1190) y Madrid, Archivo Histórico Nacional, 987B (1257 p. q.). Estos volúmenes tienen en común que no copian las cartas árabes de forma literal, sino que las traducen y resumen. No obstante, también presentan diferencias importantes: mientras que Toledo, Biblioteca Capitular, 42-20 copia algunas firmas (...) árabes, en Madrid, Archivo Histórico Nacional, 987B el árabe está completamente ausente. Además, los volúmenes también se diferencian en la colocación de los resúmenes del árabe en el conjunto de documentos copiados y, sobre todo, en la lengua meta de las traducciones: latín en el primer caso, romance en el segundo. De este modo, el análisis de los mecanismos de recepción del árabe en estos dos cartularios nos proporciona información sobre la convivencia de lenguas en la Toledo medieval y documenta los cambios en el panorama lingüístico en el periodo que medió entre la elaboración de los dos cartularios. (shrink)

Challenging the posthumanist canon which celebrates the pre-eminence of matter, Ruth Miller, inFlourishingThoughtargues that what nonhuman systems contribute to democracy is thought. Drawing on recent feminist theories of nonhuman life and politics, Miller shows that reproduction and flourishing are not antithetical to contemplation and sensitivity. After demonstrating processes of life and processes of thought are indistinguishable, Miller finds that four menacing accumulations of matter and information--global surveillance, stored embryos, human clones, and reproductive trash--are politically productive rather than threats to (...) democratic politics. As a consequence, she questions the usefulness of individual rights such as privacy and dignity, contests the value of the rational metaphysics underlying human-centered political participation, and re-evaluates the gender relations that derive from this type of participation. Ultimately, in place of these human-centered structures, Miller posits a more meditative mode of democratic engagement. Miller's argument has shattering implications for the debates over the proper use and disposal of embryonic tissue, alarms about data gathering by the state and corporations, and other major ethical, social, and security issues. (shrink)