Sentences with phrase «cultural dynamics by»

But I'd like to suggest that where we, as the community of publishing, need to focus today is on the relentless invasion of cultural dynamics by entertainment.

Not exact matches

In this article, Kass declares himself rather pessimistic about the prospects of rebuilding cultural patterns that have been undermined by dynamics so deep and pervasive.

Granted that religious forms and institutions, like other fields of human and cultural activity, are conditioned by the nature, atmosphere, and dynamics of a given society, to what extent does religion contribute to the cohesion of a social group and to the dynamics of its development and history?

But is it a vestige of evolutionary history, indicative of cultural activity or governed by power dynamics between females and males?

In a sense, In the Mood for Love tries to duplicate Happy Together «s similarly improvised final form: one couple's dynamics are replaced with another's; Hong Kong on the eve of June 1997 becomes Hong Kong on the eve of the Cultural Revolution and the escalation in Vietnam; the Taipei subway becomes a Cambodian temple; and the falls at Iguazu find their equivalent in the secret desires locked in Li - zhen's heart, betrayed by her too - eloquent body language and mournful gaze.

Among the many powerful benefits that can accrue when students work together lies one potential danger: the possibility of cheating, which can arise from complex group dynamics and a school's cultural norms, and which can be masked by the very collaboration that educators want to encourage.

This engagement is facilitated by educational leaders who have knowledge of community issues, dynamics, and trends and understand the nuances of cultural difference.

We conclude by discussing the significance of these results for animal welfare and a broader understanding of cultural dynamics.

Clearly the shifting social dynamics surrounding allegations of sexual harassment in other cultural realms — by Hollywood tycoon Harvey Weinstein, political reporter Mark Halperin, literary critic Leon Wieseltier, fashion photographer Terry Richardson — have moved into the art world.

Whether it is identifying new dynamics between art and the public realm, maintaining novel strategies based on contemporary art production and dissemination, or exploring uncharted framework and territory by engaging with artists, SGA is a vital part of Shanghai's cultural community and a catalyst for new experiences.

Oppenheim speaks of growing up in Washington and California, his father's Russian ancestry and education in China, his father's career in engineering, his mother's background and education in English, living in Richmond El Cerrito, his mother's love of the arts, his father's feelings toward Russia, standing out in the community, his relationship with his older sister, attending Richmond High School, demographics of El Cerrito, his interest in athletics during high school, fitting in with the minority class in Richmond, prejudice and cultural dynamics of the 1950s, a lack of art education and philosophy classes during high school, Rebel Without a Cause, Richmond Trojans, hotrod clubs, the persona of a good student, playing by the rules of the art world, friendship with Jimmy De Maria and his relationship to Walter DeMaria, early skills as an artist, art and teachers in high school, attending California College of Arts and Crafts, homosexuality in the 1950s and 1960s, working and attending art school, professors at art school, attending Stanford, early sculptural work, depression, quitting school, getting married, and moving to Hawaii, becoming an entrepreneur, attending the University of Hawaii, going back to art school, radical art, painting, drawing, sculpture, the beats and the 1960s, motivations, studio work, theory and exposure to art, self - doubts, education in art history, Oakland Wedge, earth works, context and possession, Ground Systems, Directed Seeding, Cancelled Crop, studio art, documentation, use of science and disciplines in art, conceptual art, theoretical positions, sentiments and useful rage, Robert Smithson and earth works, Gerry Shum, Peter Hutchinson, ocean work and red dye, breaking patterns and attempting growth, body works, drug use and hippies, focusing on theory, turmoil, Max Kozloff's «Pygmalion Reversed,» artist as shaman and Jack Burnham, sync and acceptance of the art world, machine works, interrogating art and one's self, Vito Acconci, public art, artisans and architects, Fireworks, dysfunction in art, periods of fragmentation, bad art and autobiographical self - exposure, discovery, being judgmental of one's own work, critical dissent, impact of the 1950s and modernism, concern about placement in the art world, Gypsum Gypsies, mutations of objects, reading and writing, form and content, and phases of development.

This Dionysian work of kinetic theatre, described by the artist as a «celebration of flesh as material», explored the way social dynamics change when cultural taboos and restrictions are lifted.

This richly illustrated book contains essays on the intersections between art and magic by Jonathan Allen and Sally O'Reilly; texts on each of the 24 featured artists; new writing on the cultural history of magic by Simon During, Brigitte Felderer, Peter Lamont, Pierre Taillefer, Helen Varola and Marina Warner; a fold - out collation of texts and images exploring the dynamics of magic, art and power; and an illustrated selection of props and offbeat ephemera from the world of theatrical magic.

A Cultural Anthropologist and STS scholar by training, she studies knowledge politics and other socio - cultural dynamics related to global environmental change, environmental sustainability and deveCultural Anthropologist and STS scholar by training, she studies knowledge politics and other socio - cultural dynamics related to global environmental change, environmental sustainability and devecultural dynamics related to global environmental change, environmental sustainability and development.

NOTE: Eligible courses include but are not limited to the 2007, 2009 and 2011 Meaningful Child Participation in Family Justice Processes courses presented by IICRD and CLEBC, and may cover such topics as: effects of separation and divorce on parents and children; communication skill development of children; family dynamics; adult and child dynamics; parent and child bonding and attachment theory; child development; empirical research on developmental needs, children's ages, gender systems and structural family theory; opinions and effects of parenting arrangements; ethno ‐ cultural family dynamics; family violence, power imbalance, and control issues; alcohol and substance abuse issues.

(a) Document a minimum of twenty - four hours of academic preparation or board approved continuing education coursework in counselor supervision training including training six hours in each area as follows: (i) Assessment, evaluation and remediation which includes initial, formative and summative assessment of supervisee knowledge, skills and self - awareness; components of evaluation e.g. evaluation criteria and expectations, supervisory procedures, methods for monitoring (both direct and indirect observation) supervisee performance, formal and informal feedback mechanisms, and evaluation processes (both summative and formative), and processes and procedures for remediation of supervisee skills, knowledge, and personal effectiveness and self - awareness; (ii) Counselor development which includes models of supervision, learning models, stages of development and transitions in supervisee / supervisor development, knowledge and skills related to supervision intervention options, awareness of individual differences and learning styles of supervisor and supervisee, awareness and acknowledgement of cultural differences and multicultural competencies needed by supervisors, recognition of relational dynamics in the supervisory relationship, and awareness of the developmental process of the supervisory relationship itself; (iii) Management and administration which includes organizational processes and procedures for recordkeeping, reporting, monitoring of supervisee's cases, collaboration, research and evaluation; agency or institutional policies and procedures for handling emergencies, case assignment and case management, roles and responsibilities of supervisors and supervisees, and expectations of supervisory process within the institution or agency; institutional processes for managing multiple roles of supervisors, and summative and formative evaluation processes; and (iv) Professional responsibilities which includes ethical and legal issues in supervision includes dual relationships, competence, due process in evaluation, informed consent, types of supervisor liability, privileged communication, consultation, etc.; regulatory issues include Ohio laws governing the practice of counseling and counseling supervision, professional standards and credentialing processes in counseling, reimbursement eligibility and procedures, and related institutional or agency procedures.