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- Lindbom, Louise, 1960-, et al.
(författare)
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How does tutoring help the screenwriting process?
- 2014
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The knowledge created in the professional meeting between tutor and student is crucial for the student’s ability to develop the screenwriting skills, not only the tools for writing and the necessary ability to be a good listener, but to be brave enough to master the art by making conscious choices. Further to develop the different writing abilities needed, especially the skill of rewriting. Silent knowledge is crucial in the tutoring and how the tutor responds to the student is very important.What is in this silent knowledge? How is it used and pedagogically transformed in the tutoring process? In order to investigate this we analyse the tutoring process from pitch to final script, of our own students during the spring semester 2014. The script developing process is an unexplored area and for instance held behind locked doors in the film business. The goal of both a tutor and professional dramaturge is a good script, but a tutor works with a student for a longer time in order to also make a good screenwriter, though both of them have an interest in the process of rewriting.The tutoring process of Lindbom will be followed, observed and analyzed by Svens. Student interviews give perspectives on the process. From the different perspectives of a tutor and a scientist we hope to clarify some of what takes place in the process and how silent knowledge is used in order to make the student realize the importance of rewriting. How does this knowledge emerge and how does the student realize how to use it? What is it in the tutor’s feedback that makes the student rewrite and develop the script?
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- Özçetin, Seda, et al.
(författare)
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Making a case for mapping a ToSsphere
- 2023
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Ingår i: Proceedings of Relating Systems Thinking and Design, RSD12. - : Systemic Design Association.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Terms of Service agreements now govern the ongoing relations between users and digital technologies. However, with their text-based medium preferring complex and lengthy technical and legal jargon, they have demonstrated to be failing in obtaining informed consent. While they have been approached from a perspective of usability in human-computer interaction, in this exhibit, we attempt to introduce a different scale. We start by reading a Terms of Service and Privacy Policy. Then, we translate our repetitive readings into a relational mapping, which we later transpose into a spatial mapping. These mappings not only make visible actors and relations that constitute the complex policy ecosystems that we call ToSspheres, but also serve as entry points to understanding and intervening into these policy ecosystems.
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- Volodina, Elena, 1973, et al.
(författare)
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A Friend in Need? Research agenda for electronic Second Language infrastructure.
- 2016
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Ingår i: Proceedings of the Swedish Language Technology Conference. - Umeå : Umeå Universitet.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In this article, we describe the research and societal needs as well as ongoing efforts to shape Swedish as a Second Language (L2) infrastructure. Our aim is to develop an electronic research infrastructure that would stimulate empiric research into learners’ language development by preparing data and developing language technology methods and algorithms that can successfully deal with deviations in the learner language.
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- Muschiol, Sandra, et al.
(författare)
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A small-molecule inhibitor of type III secretion inhibits different stages of the infectious cycle of Chlamydia trachomatis
- 2006
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Ingår i: National Academy of Sciences, USA. - Washington : Proceedings of the National Academy of Sciences. ; , s. 14566-71
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The intracellular pathogen Chlamydia trachomatis possesses a type III secretion (TTS) system believed to deliver a series of effector proteins into the inclusion membrane (Inc-proteins) as well as into the host cytosol with perceived consequences for the pathogenicity of this common venereal pathogen. Recently, small molecules were shown to block the TTS system of Yersinia pseudotuberculosis. Here, we show that one of these compounds, INP0400, inhibits intracellular replication and infectivity of C. trachomatis at micromolar concentrations resulting in small inclusion bodies frequently containing only one or a few reticulate bodies (RBs). INP0400, at high concentration, given at the time of infection, partially blocked entry of elementary bodies into host cells. Early treatment inhibited the localization of the mammalian protein 14-3-3beta to the inclusions, indicative of absence of the early induced TTS effector IncG from the inclusion membrane. Treatment with INP0400 during chlamydial mid-cycle prevented secretion of the TTS effector IncA and homotypic vesicular fusions mediated by this protein. INP0400 given during the late phase resulted in the detachment of RBs from the inclusion membrane concomitant with an inhibition of RB to elementary body conversion causing a marked decrease in infectivity.
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- Danielsson, Anna, 1978-, et al.
(författare)
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Studying Power and Knowledge in the Technology Classroom: Towards a Conceptual Framework
- 2014
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Ingår i: BERA Annual Conference 2014.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper reports on an empirical exploration of the constitution of power and knowledge in science and technology (S&T) classrooms. A deepened examination of the teaching of S&T is partly motivated by high status of these subjects in society, how they are portrayed as crucial both for the individual, in order to function in an increasingly technologically advanced society, and for the society at large, while finding it increasingly difficult to attract interest among the youth. The aim of this paper is to develop and illustrate the use of a conceptual framework for exploring how power relations are constituted in the technology classroom – in terms of what Foucault (1982/2002) conceptualises as ‘actions upon actions’ (p. 340) – by the research questions: 1) How are teacher actions communicating how and what knowledge is privileged in the classroom? 2) How is this knowledge privileging establishing power relations, in terms of possibilities for student actions? The conceptual framework makes use of practical epistemological analysis (Wickman & Östman 2002) as an analytical tool for describing teacher actions that involves a privileging of a certain educational content. Furthermore, it also utilises an adaptation of Brousseau’s (1997) concept ‘didactical contract’ that includes a Foucauldian conceptualisation of power. The empirical design relies on a purposive sampling of classrooms, documenting classroom activities using video recordings. This paper will illustrate the use of the conceptual framework, by an analysis of a case of three lessons in one Swedish technology classroom in grade 8. The topic of these lessons concerns solid and stable constructions. The pupils work in smaller groups with construction of bridges, a very common activity when working with this topic in Swedish classrooms. The first stage of the analysis focuses the actions initiated by the teacher, through the identification of epistemological moves (Lidar et al. 2006), such as instructional or confirming moves. In a second stage, the analysis focuses on how these ‘moves’ are functional in constituting a ‘didactical contract’, that is ‘the (specific) set of behaviours of the teacher which are expected of the students and the set of behaviours of the student which are expected by the teacher’ (Brousseau & Warfield 1999, p. 47). In summary, we argue that the investigation of how power and knowledge interrelate in moment-to-moment interactions in the classroom may provide additional clues to how micro-inequalities, adding up to patterns of exclusion in S&T (Rosser 2012), occur in the classroom context.
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