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Dissertation Presentation

Transcript: National image building has long been of interest to scholars of communication Most of the studies have focused on the effect of country image on foreign policy and product perception The media representation of national image building is a relatively new area the movie is an epic film marking the 90th anniversary of the founding of the Communist Party of China 6,200 screens & ¥320,000,000 box office modern production methods screen stars to attract younger audiences Methodology This is a huge mountain Research Question Why... China's soft power abroad nation branding as an efficient and ongoing strategy external audiences “Made in China” vs. “China Experience” China the media is the “first rate competitors for the number one position as national image former” (Galtung & Ruge, 1965, p. 65; Tanstall, 1970, p. 260) the most important media effect is to “structure and organize our world for us” (McCombs, 1994, p. 3) visual analysis + discourse analysis to be continued... Conceptual Framework a historical image which extends through time, and the more conscious a people is of its history and culture, the stronger the national image is likely to be (Boulding, 1969). Literature Review Soft power rests on the ability to shape the preferences of others; it grows out of culture and value system and usually in terms of culture (or tourism), institutions (or education) and information technology (or mass communications) (Nye, 2004). LSE Dissertation How to find a balance point and make the “propaganda” acceptable to all domestic audiences? "Beginning of the Great Revival" ("The Founding of a Party") HISTORY the social construction of reality regards communication as created and negotiated; in other words, meaning (such as messages, signs, symbols) is not fixed, but rather, negotiated and embedded in society (Berger & Luckman, 1966) “[k]nowledge is always socially constructed. It always organizes experience, and it always shapes meaning”; in the context of communication, media texts are the key to people’s understandings of social phenomenon (Tuchman, 1978, p. 217). Real Huge China's soft power at home the Chinese film industry has become a highly sought after vehicle for China’s national image building at home internal audiences visual images are never innocent and they are displayed in very particular ways to interpret the world (Rose, 2007) ...as carriers of values, ideologies and beliefs and can provide audiences with information for interpreting the world Dissertation Proposal Introduction ...a land of great opposites Natioanl Image Media and Representations National Image Building today cinema becomes the most effective, consistent form of mass-media propaganda in presenting a party-blessed version of history USC Dissertation an exellent excuse to watch a lot of movies China seeks to re-define the scope of the term “soft power” fewer attention has been devoted to China's soft power at home the rise of China’s Post-80s and Post-90s generation modernization + commercialization = more sophisticated strategic communication at home China’s soft power at home: the contemporary cinema representations of China’s national image building Soft Power

Dissertation Presentation

Transcript: What is it to exist? Does existence have a purpose? Is there an objective difference between right and wrong? Are we free? Are we responsible for our actions? What is the right sort of religious, political, or sexual commitment? How should we face death? "Nausea" (1938) "Being and Nothingness" (1943) Existentialist philosopher who came up with the term “existence precedes essence”. Exists is to say "that" it is, essence is to say "what" it is. Objectivity focuses on "what" we believe whereas subjectivity focuses on "how" the facts matter to us and how they affect the meaning of our lives. "Either/Or" (1843) "The Concept of Anxiety" (1844) No Country for Old Men Untruth, in fact, can be more useful for survival than truth. Morality is the result of historical, biological, and psychological pressures. Is the first major figure in what we now identify as the existentialist movement. Was raised in a religious household but broke with Danish Lutheranism and generally opposed organized religion. Rejected Hegelian philosophy. Rejected any systematic attempt to find the truth by means of a complete, logical explanation. Can film philosophize? Friedrich Nietzsche (1844-1900) Existentialism Conclusion Topic Like Kierkegaard he attacks the view of truth as abstract and absolute, graspable by a systematic inquiry. Instead he sees truth as the results of historical, cultural, and biological forces. An existentialist analysis of the Coen brothers' filmography. Determinism vs. Free Will Subjectivity and morality Issues around existence The role of religion in society The meaning of life Søren Kierkegaard Jean-Paul Sartre (1905-1980) Anton Chigurh Friedrich Nietzsche Friedrich Nietzsche He felt that people believed in the Judeo-Christian tradition not because they were true in any objective sense but because it provided a comfortable and attractive worldview and he believed that it no longer serves its original purpose. Søren Kierkegaard Jean-Paul Sartre For that reason he famously proclaimed “God is dead”. He divides the things that exist into three kinds: human beings, artefacts, and naturally occurring objects. In the case of human beings existence precedes essence. In the case of artefacts essence precedes existence and in the case of naturally occurring objects existence and essence coincide. The ability of cinema to show us philosophical insights sometimes surpasses the philosophers' attempts to tell them. When you watch a film you engage both perceptually and intellectually with the cinematic events in front of you. "The Birth of Tragedy" (1872) "Thus Spoke Zarathustra" (1883-1885) Søren Kierkegaard (1813-1855) He is not just making a technical point about systematic philosophy, he celebrates the perspective of the concrete individual. He was a skeptic regarding any knowledge of a world outside our experience. “Existence separates and holds the various moments of existence discretely apart; systematic thought consists of the finality which brings them together.”

Dissertation Presentation

Transcript: The location of the stigmatiser has shifted. Impacted way people manage stigma. Stigma Methodology RQ 2: How it all began The responses to attitudes, stereotypes and stigmas. Stereotypes, stigmas, associations of tattoos/tattooees. Discover current attitudes and practices individuals adopt to protect status and manage stigma. RQ 1: Aim:

Dissertation Presentation

Transcript: Introduction: Kevin Rozario: disaster narratives William Cronon: telling stories, narrative arcs. Problem of post-Katrina narratives: what is the narrative told about the "new" New Orleans? - how narrative frames art and politics of belonging - William Cronon: belonging Agency transnationality transregionalism assemblages of actants Trethewey: Beyond Katrina Jungleland Ball-pit in the Marigny The Marigny Kickstarter page for Ente's Ball-Pit http://www.kickstarter.com/projects/1394857195/a-giant-ball-pit-in-an-abandoned-house-naturally The Strategy of Belonging: Inscriptions of Agency in the Post-Katrina Landscape

Dissertation Presentation

Transcript: Contribution to phonological studies Input 2 Preparation for data collection Data gathering / preparation A comparison of minimal pairs embedded in text Current status of French today in Switzerland Examples mettre - maître Interviews François Grosjean Data collection - Minimal pairs embedded in text voie - voix reine - renne Write text with words embedded Qualitative analysis Gap in field vie - vit The bridge from France to Switzerland Previous work in field Process Literature review!! Swiss-French vowel length Research Input 3 Research questions Input 1 patte - pâte Fill gap in field cru - crue Swiss French in relation to Franco-Provençale and France in general Output Dissertation Expected results - Swiss French continues to differentiate between vowel length which has now been lost in Parisian French

Dissertation Presentation

Transcript: THE ROLE OF PERSONAL RESOURCES AND MASTERY EXPERIENCE ON WORK ENGAGEMENT Nirali Buch Hypothesis 1 - Pro active personality is positively related to work engagement Hypothesis 2 - Self efficacy is positively related to work engagement Hypothesis 3 - Personal resources are positively related to mastery experience Hypothesis 4 - Mastery experience mediates the relationship between personal resources and work engagement LIMITATIONS Self reported data Cross sectional study IMPLICATIONS PERSONAL RESOURCES Support Outside Work Audience Involvement: Check my rationale has been explained well Review my questionnaire How to increase the response rate Opportunity for questions at the end PRO ACTIVITY Taking initiative in improving current circumstances or creating new ones SELF EFFICACY An individual’s perceptions of their ability to meet demands in a broad array of contexts WORK ENGAGEMENT WHY IS IT IMPORTANT? Mastery Experience Work Engagement Personal Resources Mastery Experience VIGOR DEDICATION ABSORPTION Aims and objectives Significance Hypotheses Method Implications WORK ENGAGEMENT WHAT DOES IT MEAN? Theories: Job Demands Resources Theory Conservation of Resources Theory WORK ENGAGEMENT MASTERY EXPERIENCE WHAT DOES IT MEAN? Manager development Research: THEORY DATA ANALYSIS MASTERY EXPERIENCE BARRIERS AND ENABLERS How to get more participants? Incentives to encourage participation? Theory Sample population: <50% on Job Resources question Minimum sample size: 74 employees Procedure & design: Between subjects quantitative design AIMS OF PROJECT WHY THIS TOPIC? WHY IS IT IMPORTANT? WHAT DOES CURRENT THEORY AND RESEARCH SHOW? MY METHODOLOGY ETHICAL CONSIDERATIONS DATA ANALYSIS POTENTIAL BARRIERS IMPLICATIONS AND LIMITATIONS SUMMARY PERSONAL RESOURCES WHY THIS TOPIC? DEFINITION A positive, fulfilling, work-related state of mind that is characterised by 3 aspects Research: Xanthopoulou et al (2007) - confident about your future Bakker & Demerouti (2008) - achieve success DEFINITION Challenging off-job experiences that provide opportunity for learning and success UNDERSTAND THE RELATIONSHIP BETWEEN PERSONAL RESOURCES, MASTERY EXPERIENCE AND WORK ENGAGEMENT TO ADD TO THEORETICAL RESEARCH TO EXPLAIN THE IMPLICATIONS TO THE ORGANISATION TO SUGGEST RECOMMENDATIONS BASED ON THE FINDINGS PERSONAL RESOURCES WHAT DOES IT MEAN? ETHICAL CONSIDERATIONS HYPOTHESES AND RESEARCH MODEL Research: Bakker & Demerouti (2008) - employee growth, learning & development Bakker & Leiter (2010) - maintain engagement in demanding conditions Organisational needs METHODOLOGY WHAT I WILL BE COVERING THE IMPACT OF MASTERY EXPERIENCES Effort Recovery Model Conservation of Resources WORK ENGAGEMENT AIMS AND OBJECTIVES OF PROJECT Briefing – on email Consent – on Survey Monkey Confidentiality and Anonymity Debriefing – on Survey Monkey Measurement ANY QUESTIONS? DEFINITION Aspects of the self linked to resiliency and refer to individual’s sense of ability to control and impact upon their environment successfully Measures: Utrecht Work Engagement Scale - 17 items Proactivity Personality Scale - 10 items General Perceived Self Efficacy Scale - 10 items Recover Experience Questionnaire - 4 items

Dissertation Presentation

Transcript: Method Focus on the information in individual sources and try to assess how we might perceive them as contextually radicle for Henrician England Historiography: Traditional Revisionist Post-revisionist Tentative Findings Radical ideas are present There are similar ideas within different texts Potential redefinition of the term 'radicalism' needed The Thesis An analysis of popular politics during the Henrician Reformation, to question why radical ideologies did not have great uptake within England at this time. Post-revisionism Peter Marshall - 'gradual yet profound cultural transformation' Gunther and Shagan fit into this Questions to consider How do we define'Radical' Reformation? To what extent does such radicalism develop? Why do we not see radicalism take a greater hold in the Henrician period? How can this idea of radicalism influence our understanding of the Henrician Reformation? Revisionist Christopher Haigh J. J. Scarisbrick - 'loosely described as an Erasmian reform programme' Plan of Approach Aproach in the manner Gunther and Shagan suggest - 'an approach... that echews essentializing and normative categories, and instead considers ideas within their own contexts' ? Popular Politics and The Henrician Reformation Traditionalists A. G. Dickens - 'modest and mundane reforms sprang naturally from our Tudor age, with its deep aspirations to good order in Church, commonwealth and society at large'. G. Elton - 'all sorts of people... wrote busily on issues real and imaginary- on the reform of the Church, on the true faith... on unemployment and poor relief...' Revisionists C. Haigh - J. J. Scarisbrick E. Duffy Post-revisionist Peter Marshal Karl Gunther Ethan H. Shaga Primary Sources Letters and Papers The work of potentially 'radical' evangelicals' Clement Armstrong Henry Brinkelow Robert Trueman and Thomas Derby

Dissertation presentation

Transcript: What? Southampton primary school, hopefully with two year five classes (children ages 9-10). Previous tuition of things like the days of the week has been met with limited success. They do not currently use songs as part of language learning. Using minors - teacher permission - parental consent - fact sheet for children Reducing the anxiety of the participants given the nature of the task Interest in the use of song Mainly anecdotal comments, lacking a theoretical or evidential base. From studies that have looked at song as an aid to learning results have been largely inconclusive so far. Participants: anglophones learning French grammar. Findings: was unable to conclude that verb forms of the present, compound past and imperfect were learnt more effectively through music. Research questions: Problems and Limitations Ethical Considerations Participants: 48 seven to eight year old native Spanish speakers with limited English. Methodology: 4 different learning conditions: 1) Read story no illustrations 2) Read story with illustrations 3) Sung story without illustrations 4) Sung story with illustrations Children both before in a pre-test and after in a post-test then a time after in a delayed post-test were orally presented words which they had to match with a picture on a screen. Findings: The mean vocabulary gain scores were consistently higher for the music and illustration groups,Concluded that gain in vocabulary due to the story/song condition were enough to make singing very worthwhile in the classroom. Singing was also rated as the most favourable activity for the learners. Ayotte (2004) How important is melody to language learning? Current situation Any questions? Looked at the effect of music on adult vocabulary acquisition in China. Participants: 105 law students at a university in China formed the participants for this study. Methodology: Split into three different learning conditions, 1)Music 2)Half music 3)No music All were taught by the same instructor and all were taught the same content. Used a pre-test, post-test and delayed post-test to assess participants’ knowledge and understanding of the vocabulary. Findings: Groups who were exposed to the most amount of tuition through music had much higher post-test and delayed post-test scores. Positive attitude produced greater confidence. Who else has looked at this? The importance of melody, a ‘forerunner’ in language learning? Mehler and Dupoux (1992) study of French babies Caregiver speech, the input young infants receive. Hazel Obarow (2004) Why? Singing songs as an aid in foreign language learning a) Are young learners are more likely to remember the words learnt through song? b) Are young learners are more likely to produce correct pronunciation of words learnt through song? Where? Medina (1990) Dissertation Presentation How? My methodology: Li and Brand (2009) Chloe Allan Benefits of early language learning in immersion situation for achieving native competency. Problem of classroom language learning, problem of motivation and concentration of an entire class. My Year Abroad Project Not currently compulsory. Survey of 100 local authority advisors, at least 4 out of 5 schools in their area were offering a foreign language as part of the curriculum. (CILT) How can teachers easily but effectively engage their class in learning a foreign language? Consent forms Carrying out my research in good time Not large scale Little theoretical knowledge What to do if I gather no significant results Conducting a similar test to that of Medina , looked at the short-term and long-term effects of acquiring vocabulary through music. No statistically significant results to suggest vocabulary is acquired more effectively through song. Participants- 2 year five classes Methodology- Two learning conditions: 1) Material taught through song 2) Material taught through games and repetition Children will then be asked afterwards to recall the words learnt. The same test will be carried out with the same participants in a delayed post-test. Considerations- same amount of time and repetition. nothing written. teacher will not practice it with the children in any other way than was presented in the learning conditions. It is most likely that months of the year will be the focus but if not then parts of the body or classroom instructions will be examined. Teaching in primary schools on my year abroad. Personal and friend’s comments. Surprisingly little has been written about this subject.

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