Shard cinema tells an expansive story of how moving images have changed in the last three decades, and how they have changed us along with them, rewiring the ways we watch, fight, and navigate an unsteady world. In a set of interrelated essays that range from the writings of early factory workers to the distributed sight of contemporary surveillance, Williams argues for deep links between the images we see and the hidden labors frozen into them, exploring how even the apparently (...) trivial or spectacular carries unique opportunities to detect and process the social frictions of their making. Spanning film, video games, radical history, architecture, visual effects, and war, the book crosses the twentieth century into our present to confront a new order of seeing and making that slowly took shape: the composite image, where no clean distinction can be made between production and post-production, filmed and animated, material and digital. Giving equal ground to costly blockbusters, shaky riot footage, disaster photography, and early cinema, Williams leads us from computer-generated 'shards' of particles and debris to the broken phone screens on which we watch these digital storms, looking for the unexpected histories lived in the interval between"--Page 4 of cover. (shrink)

Ethics, communication skills, and the law ('practice skills') are important in all aspects of modern health care. Doctors and nurses must be sensitive to the ethical aspects of their work and understand the legal framework within which clinical decisions are made. Well developed skills of communication, with patients, their relatives and other members of the clinical team, are a key feature of good clinical practice Until recently, the important of practice skills has been relatively neglected in health care education. This (...) situation is changing. The UK General Medical Council, for example, has recently identified three aspects as part of the core of the medical course, and the move to degree courses in nursing has led to an increasing focus of practice skills in nurse education. The Oxford Practice Skills Project (OPSP) team have developed a course, within the University of Oxford Clinical School, which covers the teaching of practice skills in an integrated manner. This course is widely recognized as one of the most systematic developments of education in these areas. This manual describes the OPSP course in detail and provides teaching materials. Although developed initially for medical students, it should be helpful to all those involved in teaching ethics, communication skills, and law in health care. Each Seminar is described in detail Tutors' guides are provided Student handouts are included Contains guidelines for introducing 'practice skills' into a busy clinical curriculum Includes over forty case histories for teaching and examination Gives details of many useful sources and resources Details a variety of teaching methods together with their advantages and disadvantages Provides an ethics teaching toolkit for clinical teachers new to this area Readers are welcome to photocopy any part of this manual for their own teaching. (shrink)

Through an examination of one undergraduate American history course at a large university in the southeastern United States via interview, observation and content analysis, we attempted to discern if the pedagogical methodology was relating to the students in such a way as to foster students' ability to construct meaning beyond simply knowledge-based content. After a review of relevant literature regarding historical thinking methodology, we then sought to observe the class, interview some of the students and analyze the content presented. Our (...) findings indicate that this particular instructor favored lecture as her presentation method, which discouraged students from seeking meaning beyond the content as it was presented. In interviews, students indicated little prior experience or prior knowledge employed in this class resulting in a feeling of disconnectedness from the content. Most students however, still expressed an interest in history despite how it was taught in this course, and others they had experienced, but lamented the neglect of their prior knowledge and experiences with historical content in the classroom. The lecture style employed by this teacher was not conducive to any deep examination of the content presented, and therefore provided students little opportunity to engage in the material presented. Insofar as this teaching method prevails in secondary and post-secondary history classrooms, this study reveals the lack of engagement students feel when asked to become passive listeners required only to memorize factual knowledge for later assessment. The students interviewed for this research demonstrated the desire many students have to become more actively involved in learning history. (shrink)

Are the actions of a person operating out of the gifts of the Holy Spirit the same as the actions of that person operating out of infused virtue? Answering this question provides an opportunity to offer a Thomistic account of how the gifts of the Holy Spirit are distinct from, yet related to, the infused virtues. This article begins with two recent arguments for how the gifts differ from the infused virtues. It then rejects those arguments based on Aquinas's mature (...) writing on the gifts. The following section offers an account of the role of the gifts in the graced life of discipleship, including their relationship to the infused virtues, through a focus on the relationship between habit and act. The article concludes with three areas for further research and a nod toward pastoral application of this argument in sacramental preparation for confirmation. (shrink)

Ulrich von Wilamowitz-Moellendorff wrote surprisingly often to British colleagues. Usually it was a matter of a letter or two. The prolonged exchange with Gilbert Murray is the exception. More typical is the brief but important one with Sir James George Frazer. Extant evidence attests that he corresponded with some forty Englishmen and Scots. I omit Anglo-Irish: J.B. Bury, J.P. Mahaffy, L.C. Purser and the papyrologist, J.G. Smily. The evidence is incomplete because most letters after the letter N were stolen and (...) burned in the Berlin winter 1945-6. A first catalogue of his British correspondents is assembled. Because of the remoteness of much published biographical material, I include references to the important published sources and occasionally publish a document which otherwise would be forgotten. For the first time Wilamowitz's influence on the English scholars of his time is precisely documented. (shrink)

Anonymous, Vita Aeschyli 9 preserves the following startling report concerning Aeschylus:Some say that at the performance of the Eumenides, by bringing on the chorus one by one, as he did, he terrified the audience so that children swooned and fetuses were aborted.