Academic literature on the topic 'Film lecturer'
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Journal articles on the topic "Film lecturer"
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Marais, Elma. "A journey through digital storytelling during COVID-19 Students preparedness to use technology for learning in the language classroom." Research in Social Sciences and Technology 6, no. 2 (2021): 169–82. http://dx.doi.org/10.46303/ressat.2021.17.
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The COVID-19 pandemic has forced lecturers at South African universities to reconceptualise their teaching and learning activities. Universities had to embark on remote teaching to salvage the 2020 academic year. This created the opportunity to draw on students’ creative and digital skills to promote digital storytelling as a way of enhancing their learning experience. This article describes the journey of a teacher educator and a group of students registered for a language didactics module in an initial teacher education programme. Film study was traditionally presented through lively conversations in a contact session where students could exchange their perceptions and opinions regarding various aspects of film. Because of the COVID-19 lockdown this approach had to be reviewed. The lecturer in question employed digital learning competencies to transform learning through the innovative use of digital tools and resources to rethink student engagement with film. Students were invited to create digital stories. The outcome of the process not only improved their understanding of teaching film but also promoted their digital competencies and empowered them to create resources they could use in their careers.
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Rachmijati, Tri, Mutijah Mutijah, and Rahmini Hadi. "Pola Pembelajaran Multimedia (Studi Proses Pembelajaran di STAIN Purwokerto)." Jurnal Penelitian Agama 15, no. 1 (2014): 133–51. http://dx.doi.org/10.24090/jpa.v15i1.2014.pp133-151.
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Abstract: Multimedia learning useful for improving learning outcomes. Lecturersat STAIN Purwokerto environment also seemed to respond positively STAINPurwokerto effort that has been providing electronic media in the form of LCDprojectors in every classroom. This is evident in the use of laptops and LCD projectorsas a medium of learning in the lecture. Nevertheless, the use of laptops and LCDprojectors require caution in order not to make the learning becomes centered onthe lecturer alone. The results showed that most of the lecturers STAIN Purwokertohave used laptops and LCD in the learning process. Multimedia learning undertakenutilizing text, pictures/photos, sound, animation, and film/video. More than half of therespondents expressed consent to and support for the lectures with a laptop/computerand LCD projector or multimedia learning.Keywords: Learning, Multimedia, Laptop/Computer, SCL.
 Abstrak: Pembelajaran multimedia bermanfaat bagi upaya peningkatan hasilbelajar. Dosen-dosen di lingkungan STAIN Purwokerto juga tampak meresponpositif upaya STAIN Purwokerto yang telah menyediakan media elektronik yangberupa LCD proyektor di setiap kelas. Hal tersebut terlihat pada penggunaan laptopdan LCD proyektor sebagai media pembelajaran dalam proses perkuliahan. Meskidemikian, penggunaan laptop dan LCD proyektor tersebut menuntut kehati-hatianagar tidak membuat pembelajaran yang menggunakan komputer menjadi berpusatpada dosen saja. Permasalahan yang dikaji melalui penelitian adalah: [1]Bagaimanakah pola pembelajaran multimedia oleh para dosen STAIN Purwokerto?[2] Seberapa banyak pembelajaran multimedia tersebut, dan untuk fungsi apasaja? [3] Bagaimana kesesuaian pembelajaran multimedia dengan strategipembelajaran yang semestinya dilaksanakan berdasarkan tujuan pembelajaranyang ingin dicapai? Dan [4] Bagaimana penilaian mahasiswa peserta kuliah terhadappembelajaran multimedia? Hasil penelitian menunjukkan bahwa sebagianbesar dosen STAIN Purwokerto telah memanfaatkan dan menggunakan laptopdan LCD dalam proses pembelajaran. Pembelajaran multimedia yang dilaksanakanmemanfaatkan teks, gambar/foto, suara, animasi, dan film/video. Lebihdari separuh responden menyatakan kesetujuan dan dukungannya terhadapperkuliahan dengan menggunakan laptop/komputer dan LCD proyektor ataupembelajaran multimedia. Selain itu, ada saran agar lebih variatif dalam menggunakanmedia dan metode pembelajaran, atau sesekali perlu belajar di luarkelas, sehingga terpaku pada materi di power point.Kata Kunci: Pembelajaran, Multimedia, Laptop/Komputer, SCL.
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Firman, Firman, Novita Wulandari, and Acep Irawan. "Perancangan Sistem Informasi Jurnal Mengajar Dosen Berbasis Web Pada Fakultas Keguruan Dan Ilmu Pendidikan Universitas Pendidikan Muhammadiyah Sorong." JURNAL PETISI (Pendidikan Teknologi Informasi) 1, no. 1 (2020): 33–43. http://dx.doi.org/10.36232/jurnalpetisi.v1i1.386.
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The lecturer teaching journal is a device that must be provided by the lecturer after teaching. From the lecturer's teaching jural, it can be known data such as lecture material, courses, meetings, days, times, dates and even the number of students either present or permission and absenteeism. With the development of technology makes people think to be able to work more efficiently. One of them is making a conventional system into a computerized system. For this reason, in the design of a teaching journal information system for lecturers using the R&D (research and development) method and the waterfall model, by utilizing web facilities connected to the internet, the aim is to fill lecturer teaching journals efficiently.In this study a web-based information system was designed using DreamWeaver CS6 and XAMPP 3.2.2. Journal information system testing for teaching lecturers uses blackbox, small scale and large scale testing. With this system, it can make it easier to fill teaching journals of lecturers at the PTI Study Program, Faculty of Teacher Training and Education, Unimuda Sorong From the results of research that has been carried out, the writer implements the results of the research into the Information System Design of Lecturer Journal in the Study Program at the PTI Faculty of Teacher Training and Education, Unimuda Sorong.
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Widowati, Dyah Mustika Nency, Kodrat Iman Satoto, and Kurniawan Teguh Martono. "Pembuatan Portal Kegiatan Perkuliahan Bagi Dosen Sistem Komputer UNDIP." Jurnal Teknologi dan Sistem Komputer 2, no. 2 (2014): 157–61. http://dx.doi.org/10.14710/jtsiskom.2.2.2014.157-161.
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In any lectures, the lecturer must fill journal lectures. Journal of the activity is used to determine the subject matter of the lecture material delivered. In addition as an evaluation if there is material that has not been delivered. Each journal lectures will be always monitored by the Head of the Department to meet its obligations if the lecturers in teaching or not. In the process of implementation, all lectures still be entered manually using paper. It made less cumbersome and complicates monitoring of the Head of Department to monitor any lectures . So the need for making the portal lectures to assist monitoring and lectures journal entry. Making these lectures portals using PHP programming language and MySQL database . As well as using the waterfall method and blackbox testing . Waterfall method includes user requirements, analysis, design, implementation and testing. Blackbox testing is used to test the program without the test of functional design specifications and program code. Used also Entity Relationship Diagram, Data Flow Diagram and in the design of the information system. The results of the application design in the form of web-based desktop application, which is easier for professors to fill any lectures that have been done , knowing the schedule of lectures and the material that was presented at each meeting. As well as Head of the Department to facilitate monitoring any existing faculty.
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Budzik, Justyna Hanna, and Marta Kasprzak. "O pewnej tendencji (współczesnego) kina francuskiego… „Kino przedmieść” i jego wizualne parateksty na przykładzie "Nienawiści" Mathieu Kassovitza i "Nieustraszonej" Danielle Arbid." Panoptikum, no. 23 (August 24, 2020): 150–67. http://dx.doi.org/10.26881/pan.2020.23.11.
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In this paper we elaborate on the educational use of film posters understood as film paratexts in Gérard Genette’s theory as well as in later media research. The subject of our research is cinéma de banlieue – a French film movement that situates the protagonists not only spatially, but also socially (such as La Haine, dir. M. Kassovitz, 1995, Entre les murs, dir. L. Cantet, 2008, Peur de rien, dir. D. Arbid, 2015, and Dheepan, dir. J. Audiard, 2015). By analyzing film paratexts, we include these materials in the context of cultural representations of the Parisian suburbs. Our research is established in educational and academic practice whose essential part is the in-depth work with the paratexts conducted by students and facilitated by the lecturer.
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De Friez, William, and Veronica McCarthy. "Documentaries: Both informing and entertaining new zealanders." New England Journal of Entrepreneurship 6, no. 2 (2003): 11–13. http://dx.doi.org/10.1108/neje-06-02-2003-b002.
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William (“Bill”) De Friez and Veronica (“Ronni”) McCarthy own and operate Raconteur Film and Television Productions located in downtown Christchurch. Bill serves as part-time director; his full-time position is faculty lecturer in the Film Department of the University of Canterbury. Ronni is the full-time producer for their small business operation that completes an average of three documentaries per year as well as a network children℉s series and other special projects. She won the prestigious Winston Churchill Fellowship in 1995 to study children℉s television outside of New Zealand.
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Bahruddin, Muh. "Peningkatan Kemampuan Berpikir Kritis Mahasiswa pada Media melalui Film dan Model Discovery Learning." JUPIIS: JURNAL PENDIDIKAN ILMU-ILMU SOSIAL 12, no. 2 (2020): 321. http://dx.doi.org/10.24114/jupiis.v12i2.17116.
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This study aims to determine the increase in critical thinking skills of Visual Communication Design studens at Universitas Dinamika in the mass media. This research focuses on the ability to identify, discover, and solve problems. Researcher used a film medium called "Green Hornet" (2011) by Michel Gondry combined with the discovery learning model. This film tells the story of the production process of the media (newspapers) in the hands of readers. There are interference from media owners, journalists, and other conditions on an issue that will be published by the media. The "discovery learning" model provides an opportunity for students to actively search for, gather, and compile information in order to describe a knowledge. While a lecturer provide data or instructions (models) to find out what students must learn. The lecturer must also review and provide a review of the student's independent learning outcomes. Researcher ask questions that fit the indicators of critical thinking using newspapers and television media. The results of this study were the students' critical thinking skills improved. In cycle 1, students are able to increase their critical power when identifying titles, subtitles, words, phrases, sentences, paragraphs, and captions. While in cycle 2, improvement occurs when students identify images or visuals, tables, charts, and problem solving.
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Holá, Oľga. "The Application of Multimedia at the Lecture-experimental Tours at Secondary Schools." International Journal of Information and Communication Technologies in Education 1, no. 1 (2012): 17–27. http://dx.doi.org/10.1515/ijicte-2012-0002.
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Abstract The lecture-experimental tours at secondary schools of Slovakia have been realized within the scope of the APVV (The Slovak Research and Development Agency) project solving: “Physics and Chemistry in our Life Today and Tomorrow”. These lectures consist of lectures supported by power-point presentations, illustrative demos of lectured problems, as well as simple experiments. In the lecture part various information and communication means are used - e.g. the Internet connection, various CDs, DVDs and our own video film library. In our paper we inform of these courses and of their objectives and responses.
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Supriatna, Encep. "Penggajian Berbasis Mobile di Universitas Ma’soem." INTERNAL (Information System Journal) 3, no. 1 (2020): 51–64. http://dx.doi.org/10.32627/internal.v3i1.95.
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Design a Mobile Based Lecturer Payroll Information System at Ma’soem University to provide solutions to several lecturers who have limited time so they do not have time to fill in lecturer attendance after completing lectures so that it affects the work of the finance and curriculum sections,The approach method used is an object-oriented approach (object oriented) which consists of object-oriented analysis (OOA), and object-oriented design (OOD). The system development method used is prototype. While the author's modeling system uses Unified Modeling Language (UML).With the design of the lecturer payroll information system, it is expected to facilitate lecturers in completing attendance and seeing details of their income, the finance department does not have to work overtime to make lecturer salary reports, and the curriculum section is more facilitated in controlling lecturer performance.
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Hamidah, Hamidah, and Marsiah Marsiah. "Pembelajaran Maharah Al-Istima’ dengan Memanfaatkan Media Youtube: Problematika dan Solusi." Al-Ta'rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya 8, no. 2 (2020): 147–60. http://dx.doi.org/10.23971/altarib.v8i2.2282.
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In learning Maharah al-Istima, a lecturer at a college in Palangka Raya uses films from Youtube. Learning to listen to a foreign language cannot separated from problems, but students try to find solutions. This qualitative descriptive study aims to explore the use of films from Youtube in Maharah al-Istima's learning, listening problems and their solutions. The data were collected through observation, interview and documentation techniques, and the data were analyzed through the stages of data collection, data reduction, data presentation and conclusion drawing. The results showed that the lecturer used movies from Youtube offline and online by collecting, selecting, verifying credibility and evaluating the quality of the film. This activity trains students to listen to Arabic and increase their knowledge so that the results of listening of the students are good. The problems faced by students while learning to listen are the fast Arabic pronunciation, the lack of clarity in conversations and the difficulty in vocabulary. Students solve the first problem by playing back, focusing on listening or using dictionaries and other learning strategies. For the second problem, the students overcome them by focusing and understanding the context of the sentences, using a dictionary or other learning strategies. For the third problem, the solution is to train hearing, using a dictionary and reading frequently. The implication of this study is that multimedia communication can help improve the student's listening ability in both offline and online learning.
Dissertations / Theses on the topic "Film lecturer"
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Jaudon, Raphaël. "Politiques du cinéma : pour une lecture esthétique de l’engagement des films." Thesis, Lyon, 2017. http://www.theses.fr/2017LYSE2101/document.
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Partant de la difficulté qu’il y a à définir le « cinéma politique », ce travail se propose dans un premier temps de synthétiser, d’organiser et d’actualiser les savoirs disponibles sur le sujet. L’objectif est d’esquisser un panorama, non des films eux-mêmes, mais des discours théoriques qui accompagnent leur développement et fixent leurs objectifs. Ces discours peuvent être rassemblés en trois grands modes de lecture, en fonction de la définition qu’ils donnent de la politique et de la manière dont ils la rendent disponible pour les films. La deuxième partie procède à partir d’une hypothèse inverse : certes, on peut identifier des formes d’engagement dans les arts, mais on peut également constater que la politique est traversée par des logiques esthétiques, au sens de ce qui a trait à la perception et à la sensation (fictions, procédés de mise en scène, modes de distribution de l’espace et du temps). Or, si l’expérience esthétique est une modalité de l’expérience politique, cela signifie que les œuvres d’art peuvent avoir un rôle à jouer dans la manière dont une société se donne à voir, à éprouver, se transforme. À partir de là, il reste à imaginer les conséquences de cette hypothèse dans le champ de la théorie du cinéma, l’enjeu étant de parvenir à formuler un quatrième mode de lecture des films : la lecture esthétique. Les onze thèses qui composent la troisième partie s’efforcent d’en dessiner les contours, sur le plan à la fois théorique et méthodologique. Enfin, des analyses de films des années 1960 (une période qui passe souvent pour « moins politique » que la suivante) viennent mettre en pratique la lecture esthétique, explorer ses possibilités, éprouver ses limites. Chaque analyse se présente comme le contrechamp d’une thèse, de manière à illustrer la complémentarité des discours et des images. L’ambition de ce travail est donc de proposer une nouvelle analytique du cinéma politique, mais aussi de montrer ce que les films sont susceptibles d’ajouter aux problèmes politiques dont ils héritent<br>Noticing how difficult it is to understand the notion of “political cinema”, I intend to summarize, arrange and update the knowledge on this subject. Part I presents an overview of theoretical discourses that try to define the purpose of political films. These theories can be gathered into three major reading frameworks, depending on the definition of politics they rely on and the way they extend it to include filmic phenomena. Part II reverses the perspective: it certainly is possible to identify several forms of commitment in the movies, but one can also notice that politics itself is woven from aesthetic logics, i.e. issues of perception and sensation (fictions, staging, directing, partitions of space and time). Yet if aesthetic experience is involved in political experience, it means that works of art can play a crucial part in the way a given society takes its definite shape, produces determined feelings, evolves. This hypothesis prepares the ground for a fourth reading framework that I present as a legitimate candidate to fulfill the task of understanding political cinema: the aesthetic reading. Part III consists of eleven theses that try to outline it, from both a theoretical and a methodological point of view. Finally, I put the aesthetic reading into practice by providing analyses of films from the 1960’s, a time often seen as “poorly committed”. The intention is to investigate the relevance of the aesthetic reading and its limits. Since politics is about discourses and images complementing one another, the whole part adopts an alternate structure, each analysis immediately following and expanding on a thesis. This study thus aims at renewing the methods and purposes of political film analysis, but also intends to understand what a film can do to the political problems it inherits
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Holtmeier, Matthew. "Sigma Tau Delta Lecture Series." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7823.
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Holtmeier, Matthew. "ETSU Philosophy Club Lecture Series." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7821.
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Roy, André 1963. "Une lecture politique de Star trek /." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=61800.
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Cencig, Javier Esteban. "Estrategias do discurso no cinema não ficcional." [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/284666.
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Orientador: Marcius Cesar Soares Freire<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes<br>Made available in DSpace on 2018-08-12T14:55:04Z (GMT). No. of bitstreams: 1
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Previous issue date: 2008<br>Resumo: Este trabalho tem como objetivo identificar estratégias do discurso no domínio documentário ou não ficcional a partir da análise de três filmes de diferentes épocas e suas particularidades metodológicas, abordando a formação histórica que os envolve. O principal critério para a escolha dos filmes, além do grande apreço que lhes tenho, foi o fato de terem como tema condições de vida em cenários de exclusão, quer seja por meio da marginalização ou da reclusão, de homens e mulheres em diferentes contextos sociais<br>Abstract: This work's main purpose is to identify discourse strategies in the non-fictional domain based on the analysis of three movies from different moments and their methodological particularities, approaching their historical formation. The choice of the movies was carried out based on the fact they share the subject of life conditions in exclusion scenarios, whether it is by reclusion or marginalization, of men and women in different social contexts.<br>Mestrado<br>Mestre em Multimeios
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Habibi, Mohamed. "Le Film de fiction comme texte de lecture en classe de français langue étrangère." Lille 3 : ANRT, 1989. http://catalogue.bnf.fr/ark:/12148/cb37614090b.
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Habibi, Mohamed. "Le film de fiction comme texte de lecture en classe de francais langue etrangere." Paris 3, 1988. http://www.theses.fr/1988PA03A018.
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L'objectif est d'integrer le film de fiction dans l'enseignement du francais langue etrangere au maroc. Une description du contexte scolaire marocain a montre que l'enseignement de et part l'image n'y est pas encore pris en consideration. Sur un autre plan, la television scolaire marocaine, en depit de plusieurs erreurs, deploie quelques efforts qui, malheureusement, ne permettent pas d'atteindre les objectifs escomptes. La television scolaire est aujourd'hui largement supplantee par la nouvelle technologie. Le film de fiction est materiellement accessible. Il suscite l'enthousiasme de l'apprenant. A l'appui de la theorie structurale. L'exploitation du film permettra de lever des tabous et favoriser une approche reflechie et rationnelle de ce genre de texte. Vladimir propp, claude bremont, gerard genette constituent une excellente reference pour aborder "l'histoire" et la narration dans le film<br>The purpose would be to introduce films within the teaching of french as a foreign language in moroccan school system. A study of this system has shown that the teaching of french by and through images is non-existent. At an other level, the moroccan scholar television, dispite some mistakes, makes some efforts, to no avail, unfortunately. Today, the scholar television has been outraced by new technology. This is not the case for morocco, owing to the tremendous cost of this technology. Films can be easily found. It has aroused the student enthusiasm. Stengthened by the structuralist theory, the film industry will eventually help remove some taboos and favor a sensible approach of this kind of text. Vladimir propp, claude bremond, gerard genette form an excellent basis to begin studying "history" and narration in the film
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Germain, Bernard. "Documentaires, spectateurs et institutions : lectures du réel au cinéma et à la télévision." Paris 3, 1997. http://www.theses.fr/1998PA030024.
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Cette these interroge les relations entre les documentaires de creation, leur espace de realisation et la visee spectatorielle des institutions impliquees dans la production ou la diffusion. La recherche est centree sur la prevision du spectateur: d'une part par les actants de l'espace de realisation (auteurs, realisateurs, techniciens), d'autre part par les institutions (producteurs, commanditaires, diffuseurs divers, dont les chaines de televisions). Les concepts de spectateur et de lecture du film sont deplaces en amont de la diffusion traditionnelle afin de considerer une succession d'"horizons d'attente" lors des etapes qui vont de la decision de production a l'achevement de l'oeuvre filmique. Les reactions spectatorielles etudiees sont en premier lieu celles de professionnels du cinema ou de la television qui s'accordent ou s'opposent sur l'effet produit, ou sur l'effet a produire, chez le spectateur final. Les documentaires realises par l'auteur de la these, et leurs declinaisons par les institutions, servent de corpus de base. La chaine des professionnels (scenariste, realisateur, producteur, cadreur, monteur, etalonneur, mixeur, diffuseur etc) en s'imposant une lecture d'equipe induit un texte filmique et l'oriente plus ou moins sciemment vers un standard, un type suppose universel de subjectivite, a moins que l'instance personnelle du realisateur ne s'attache a resingulariser le propos et son expression. Ces pratiques prospectives et les conflits de lectures du reel qui en resultent sont analyses a la lumiere de deux theories de la reception: la theorie de la lecture litteraire, "la lecture comme jeu", de michel picard qui situe l'activite lectorielle dans l'aire transitionnelle de winnicott, et la semio-pragmatique de roger odin qui propose une analyse de la participation des institutions a la reception des films<br>This reception theory-based dissertation investigates the relationship between creative documentaries, the film-making process they involve, and the spectator envisioned by the institutions which produce or broadcast them. The spectator reactions studied are primarily those of cinema or television professionals who either agree or disagree on the effect produced or to be produced on the traditional end-of-the-line spectator. The documentaries made by the author of the dissertation, along with their adaptations by various institutions, serve as a basis for the research. By imposing upon themselves a team-reading, the chain of professionals (film-maker, producer, cameraman, director of photography, editor, broadcaster, etc. ) invents a filmic text and orients it more or less consciously toward a standard product - whose subjectivity is supposed universal -, unless the film-maker makes a particular effort to personalize his work. The reception theories on which the analysis of these practices is based are michel picard's literary theory of "reading as play", which situates reading in winnicott's transitional space, and roger odin's semio-pragmatic theory which proposes an analysis of institutional involvement in the reception of films
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Aidoudi, Wejdene. "Figures féminines dans l’œuvre de Zola : des romans aux films : lecture sémiologique." Thesis, Université de Lorraine, 2018. http://www.theses.fr/2018LORR0275/document.
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Cette thèse de doctorat s’articule autour de trois axes. Elle a trait d’abord à la configuration de la sexualité féminine dans l’œuvre des Rougon-Macquart et dans son adaptation cinématographique. La recherche est ainsi centrée sur la représentation du corps féminin et de sa métamorphose dans l’œuvre romanesque zolienne ainsi que dans l’œuvre filmique correspondante. Quant au deuxième axe de recherche, il se rapporte à l’étude des photogrammes, des lexies au niveau de l’incipit et de l’excipit des romans zoliens et à partir de l’ouverture et du dénouement des adaptations qui en ont été faites. Les divergences entre les romans et leur mise en scène interrogent par ailleurs la question de la fidélité du cinéma à la littérature dont il s’inspire, qui reste jusqu’au jour d’aujourd’hui une question assez problématique. Une analyse des seuils filmiques et romanesques a été jugée ainsi fort utiles. Ces seuils s’avèrent un espace où le sens de la créativité et le don artistique du concepteur de l’œuvre filmique ou romanesque voient le jour. Au terme de notre recherche, nous avons constaté que la femme zolienne évolue dans un milieu où interfèrent le réel, l’imaginaire et le symbolique. Et c’est à à travers son rapport avec les lieux et les objets que cette femme accède au rang de figure. La métaphore animalière constitue ainsi l’essence même de la figuralité zolienne qui met en relief ces corps féminins et les dotent d’une présence mythologique. Finalement le naturalisme zolien est-il d’une veine expressionniste<br>This doctoral thesis is structered around three axes. It deals with the configuration Of the female sexuality in the work of Rougon-Maquart and it its film adaptation. The research is centered on the representation of the female body and its metamorphosis in Zola’s novel works as well as in the corresponding film works. As for the second axis of research, it relates to the study of photograms in the incipit and excipit of Zola’s novels and from the opening and settlements that have been made. The divergences between the novels and their staging also question the question of the film’s fidelity to the literature on which it is based , which remains a rather problematic issue until today. An analysis of filmic and novel thresholds was found to be very useful. These thresholds turn out to be a space where the creativitity and artistic gift of the designer of the filmic or romantic work are born . At the end of our research, we have noticed that Zola’s female evolves in a background where the real , imaginary and symbolic interfere. And it is through her contact with the settings and objects that she reaches the rank of a figure. The animal metaphor thus constitutes the very essence of Zola’s figurality which hilghlights these female bodies and endows them with a mythological presence. Finally is Zolian naturalism an expressionist vein ?
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Fauré, Philippe. "Le fil rompu du temps : une lecture de Nostalghia d'Andreï Tarkovski." Thesis, Toulouse 2, 2015. http://www.theses.fr/2015TOU20067.
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Proposer une lecture de Nostalghia à travers une analyse exhaustive, éclairer sa structure, son écriture et ses moyens dans leurs rapports aux réseaux de significations qu’ils véhiculent, dans leurs potentialités à susciter notre sensibilité, tel est le but de ce mémoire. Car la structure d’un film, à tous ses niveaux, est une succession de discontinuités dont la réception est une tresse continue de conscience et d’inconscience. En ce sens, le film est un édifice d’images, de sons, de signes, « réalité figée » qui n’engendre pas une, mais de multiples réceptions sans pour autant invalider le projet du créateur. Le langage d’Andreï Tarkovski est celui de la vérité, nous offrant tout d’abord une extraordinaire puissance du sensible qui puisse susciter une transcendance. Aucune des ressources ici mises en œuvre n’est anodine. Nostalghia, est une réalité organique, un agencement d’images, de sons, autant de fragments de temps et de mémoire, tissés entre eux. Leur plasticité s’impose avant de nous proposer une signification : la sensation au-delà du message, éprouver plutôt que prouver<br>Through an exhaustive analysis, this dissertation aims to offer a reading of the film Nostalghia, to elucidate its structure, its writing and its cinematographic means, through their potentialities to awaken our sensitivity. Indeed, the structure of the film, on all levels, is a succession of discontinuities whose reception is a continuous interweaving of consciousness and unconsciousness. In that sense, the film is an edifice of images, of sounds and of signs, a "fixed reality" that is not generating just a single reception, but a multiplicity of receptions, without ever invalidating the project of the author. Andreï Tarkovski’s language is one of truth; it offers us primarily an extraordinarily powerful sensorial dimension that is capable of arousing transcendence. None of the resources used in this work is anodyne. Nostalghia is an organic reality, a layout of images and sounds, operating as fragments of time and memory woven together. Their plasticity is what strikes us first, before proposing a signification: it is about the sensation beyond the message; it is about experiencing before proving
Books on the topic "Film lecturer"
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Carcaud-Macaire, Monique. Pour une lecture sociocritique de l'adaptation cinématographique: Propositions méthodologiques. Edition du CERS, Université Paul-Valéry, 1995.
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Living room lectures: The fifties family in film and television. University of Texas Press, 1995.
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Kopp, Robert, Pascal Fouché, and Alban Cerisier. Gallimard 1911-2011: Lectures d'un catalogue. Gallimard, 2012.
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Lodge, David. The practice of writing: Essays, lectures, reviews, and a diary. Viking, 1996.
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Aziza, Claude. Encyclopédie de poche de la science-fiction: Guide de lecture. Presses Pocket, 1986.
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Literatura y cine: Lecturas cruzadas sobre las Memorias del subdesarrollo. Universidade de Santiago de Compostela, 2010.
Find full textBook chapters on the topic "Film lecturer"
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Lacasse, Germain. "The Film Lecturer." In A Companion to Early Cinema. Blackwell Publishing Ltd., 2012. http://dx.doi.org/10.1002/9781118274453.ch25.
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Mwema, F. M., Esther T. Akinlabi, and O. P. Oladijo. "Demystifying Fractal Analysis of Thin Films: A Reference for Thin Film Deposition Processes." In Lecture Notes in Mechanical Engineering. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4488-0_19.
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Toyoura, Masahiro, Mamoru Kunihiro, and Xiaoyang Mao. "Film Comic Reflecting Camera-Works." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-27355-1_38.
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Bendall, Mark J. "Film and Superheroes as a Pedagogic Tool." In Teaching Literature and Language Through Multimodal Texts. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5796-8.ch002.
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Hollywood film has a mass-market and global appeal. As such it is already well received and known by many learners and offers a method to build from this into more sophisticated theoretical concepts. The chapter makes the case for film as a viable and valuable teaching strategy. In an environment where many are visual learners, film offers a multisensory pedagogic tool which can draw students away from the handheld mobile devices which often compete for attention with the lecturer. It also notes the risks in film and answers potential objections. Then it applies these broader pedagogic concerns to the specific case of superhero films, and how it can illuminate complex terminology in social sciences, such as polysemy, inter-textuality, sociopolitics, psychopolitics, cultural and visual criminology. Other concepts discussed include notions of the denotative and the connotative, and the metonym. Questions of identity, gender, nation, and liminality are included.
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Yusuf, Muhammad. "Film." In The Boko Haram Reader. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190908300.003.0011.
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(c. DECEMBER 2008) [Trans.: Abdulbasit Kassim] Available at: https://www.youtube.com/watch?v=xthVNq9OKD0 This lecture, tentatively dated to early December 2008, is a supplement to Yusuf’s polemic against the government and the scholars who argued against his methodology. The lecture can be classified into three sections: thefirst section...
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"Lectures on o-minimality." In Fields Institute Monographs. American Mathematical Society, 2001. http://dx.doi.org/10.1090/fim/015/02.
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Eller, Jonathan R. "An American Icon." In Bradbury Beyond Apollo. University of Illinois Press, 2020. http://dx.doi.org/10.5622/illinois/9780252043413.003.0032.
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Bradbury’s honors soon included the Mark Twain Literary Award and a screenwriting award founded in his name by the Science Fiction and Fantasy Writers of America. Chapter 31 continues through Bradbury’s unsuccessful attempt to interest Ted Turner in a new film adaptation of Fahrenheit 451, and his keynote fundraising address to support the Challenger Center for Science Education. In June 1993, screenings of Bradbury films were featured in the American Film Institute’s 7th annual International Film Festival. The various lectures, engagements, and circulating film projects continued to draw time and creativity away from story writing; chapter 31 concludes with an accounting of his low story production and his lack of success with magazines beyond specialty markets.
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"Lecture and seminar skills." In Film: The Essential Study Guide. Routledge, 2008. http://dx.doi.org/10.4324/9780203002926-6.
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"Cézanne [Lecture, New School 1949]." In Schriften zu Kunst und Film, edited by Guenther Anders, Reinhard Ellensohn, and Kerstin Putz. Verlag C.H.BECK oHG, 2020. http://dx.doi.org/10.17104/9783406747724-195.
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Bick, Sally. "Copland on Hollywood." In Unsettled Scores. University of Illinois Press, 2019. http://dx.doi.org/10.5622/illinois/9780252042812.003.0002.
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This chapter provides a critical discussion on Copland’s writings about film music, particularly the lecture he delivered at the Museum of Modern Art (MoMA) but also in his other publications, such as his book What to Listen for in Music and his articles in the popular press. In the MoMA lecture, a reflection of Copland’s initial experiences in Hollywood composing the score for Lewis Milestone’s film Of Mice and Men, he provides a critical assessment of Hollywood’s industrial enterprise and contemporary film composers such as Max Steiner, George Antheil, Ernst Toch, Warner Jansen, and Alfred Newman. Copland’s later writings present a synthesized and theoretic approach to the varied functions of music in film that became influential in subsequent film music scholarship.
Conference papers on the topic "Film lecturer"
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Pfennig, Anja. "Lessons learnt – The role of peer-to-peer lecture films in a first year material science laboratory course." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.10953.
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At HTW Berlin material science is taught to first year students in combination with laboratory exercises on materials testing. Still, basic knowledge upon theory is necessary to work practically during lab sessions. Therefore homework reading is assigned and additionally lecture films guide students through the laboratory routine prior to class. Initially inspired by students these lecture films were conducted during a one term student semester project according to the peer-to-peer approach supervised by lecturers and film experts. Since establishing the lecture films in summer semester 2015 time consuming explanations were redundant and the students were prepared better gaining more knowledge during practical work than those who did not have access to the films. After watching the introductory films download activities increased and online lectures were prepared carefully. However, the initial increase in final test results is not valid taken into account all grades from 2015 up to now. Still, even if the academic output is not better with our without the implementation of lecture films, the better handling of laboratory equipment and the more smoothly running lab courses account for at least a part time success.
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Pfennig, Anja. "Successfully planning and implementing peer-to-peer lecture films – “Making it work”." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7503.
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Since summer 2015 lecture videos are implemented in “inverted classroom” teaching scenarios to teach material science to first year students studying mechanical and automotive engineering at HTW Berlin. Lecture videos so far cover subjects such as material testing, corrosion, composites, defects in crystals, hardening mechanisms and materials families. These videos were initially inspired by students. Each semester a set of lecture videos is conducted during a one term semester project supervised by lecturers and film experts (peer-to-peer approach). The peer-to-peer approach is an important aspect because students` needs and their perspective on teaching material is directly included in the videos. Recordings of lectures were also successfully implemented teaching general phase diagrams and the iron-carbon-phase diagram. Both, lecture films and recordings of lectures were used to study themes after class, prepare for classes (inverted classroom scenarios) and the final exam. Students are familiar with videos as learning source, enjoyed to work independently and not only according to contact hours and were generally more active and better prepared during class resulting in better grades. The teaching method “inverted classroom” and class results directly relate to the quality of the video material. Practice examples introduce the teaching method and evaluation of both, videos and teaching method.
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Pfennig, Anja, and Jörg Maier-Rothe. "Successfully planning and implementing peer-to-peer lecture films – “Making of”." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7504.
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Videos implemented in higher education are widely used by students and provide an audio and visual stimulus covering different learning methodologies. Lecture videos that are analogous to the desired learning outcomes of the lecture are considered a reinforcement. These videos covering scientific background on short sequences need to be of a certain standard to gain students` interest and become a fully accepted learning material. Since summer 2015 lecture videos are implemented in “inverted classroom” teaching scenarios to teach material science to first year students studying mechanical and automotive engineering at HTW Berlin. These videos were initially inspired by students resulting in the conduction of a set of lecture videos during a one term semester project each semester. The “making-of” is supervised by lecturers and film experts (peer-to-peer approach). The peer-to-peer approach is an important aspect because students` needs and their perspective on teaching material is included directly in the videos. Because we were asked many times: what does it take to prepare successful peer-to-peer lecture films this paper practically contributes to those who are thinking about producing lecture videos and implementing these in face-to-face lectures or online/blended learning scenarios.
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Pfennig, Anja. "Meeting diversity during the covid-19 pandemic in a fully online learning environment." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12793.
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Diversity among engineering students is growing more and more acknowledgeable in higher education – especially in first year classes where in applied universities students from many backgrounds form new classes. Differences in education (high school, job training, dual careers, etc.) are as common as various social aspects (family duties, etc.) that delay full time studying. This challenges students as well as lecturers especially in the covid-19 pandemic of 2020/2021. A standard based portfolio grading enables students to participate and place different skills in their cumulative assessment. The online course structure using Moodle as content management system (CMS) is based on inverted classroom teaching scenarios. These are supported by peer-to-peer lecture films and micro-lectures along with various online teaching materials and online meeting sessions. The portfolio cumulatively grades lectures, presentations, forum discussions, written homework and glossary entries. Although benefits of present classes are obvious the course results improved over previous semester especially for students with language difficulties. This paper reflects on the possibility to meet diversity in the covid-19 pandemic and enable first year mechanical engineering students to grow more homogeneous regarding scholarly work.
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Pfennig, Anja. "Improvement of learning outcome in material science through inverted classroom techniques and alternative course assessment." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.4936.
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Material Science is known to first year mechanical engineering students as one of the fundamental courses with high work load. The knowledge of the complex science of materials enables students to select appropriate engineering materials in different designs due to acquired knowledge on the correlation of materials properties, microstructure and their intended manipulation. These abilities are not well constituted in one final exam. Therefore peer-to-peer lecture film supported inverted classroom szenarios were estabilished to work in the course. These were accompanied by a newly developed moodle course following the blended learning approach that gives students the chance to cumulative accomplish micro-grades via multiple activities, such as tests, lectures, presentations, forum discussions, written homeworks and glossary entries. These grades are summed to obtain the overall course grade. Improved learing outcomes are demonstrated in high quality class discussions and most -important to students- in better grades (average 43/60=B) compared to those being assessed by one final exam only (average 39/69=C+). The majority of students agreed on enhanced study skills when forced to study throughout the entire semester instead of learing intensely towards the end of the semester. This paper introduces the learning structure as well as graded activities, evaluates the course and compares activity results to former class results.
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Tajima, Hiroshi. "Toward the Improvement of Education in Mechanics." In ASME 2005 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/detc2005-84659.
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Two catch phrases of my half year lectures of Mechanics, which are given at two Universities, are as follows: “Three dimensions from the beginning”, and “Various methods to derive the equations of motion”. We often do not have enough time to teach kinematics and dynamics from two-dimensional matters first and then proceed to three dimensions. In many cases three-dimensional subjects are considered to be something advanced, or something which two-dimensional methods can be applied to. As a result we often lose chances to teach three-dimensional matters. I think there are few universities that give clear and firm teaching of three dimensional kinematics and dynamics. Many teachers often escape from three-dimensional discussions saying two dimensions are fundamental. I feel that there are very few teachings and discussions in Japan on the methods for deriving the equations of motion. There are many teachers who tell the importance of the equations of motion, but there are few who can discuss various methods to derive them. Discussion and Recognition of various methods not only broaden the application ability but also give clearer understanding in mechanics itself that will connect to the creation of new methodology. My lecture is a direct answer to these points, and my five year experience gives me more confidence in the importance of them. My recent effort is to get more chances to teach it not only within the universities, but also outside of them, getting more sympathetic people. At present I feel that my lecture will surely give some certain effects to the engineering education in mechanics in Japan.
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Cohen Zilka, Gila. "Distance Learning During the COVID-19 Crisis as Perceived by Preservice Teachers." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4776.
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Aim/Purpose: This study examined learning during the COVID-19 crisis, as perceived by preservice teachers at the time of their academic studies and their student teaching experience. Background: The COVID-19 crisis is unexpected. On one hand, it disrupted learning in all learning frameworks, on the other, it may create a change in learning characteristics even after the end of the crisis. This study examined the productive, challenging, and thwarting factors that preservice teachers encountered during their studies and in the course of their student teaching practice during the COVID-19 period, from the perspective of preservice teachers. Methodology: The study involved 287 students studying at teacher training institutions in Israel. The preservice teachers were studying online and, in addition, engaged in online teaching of students in schools, guided by their own teacher. The study used a mixed method. The questionnaire included closed and open questions. The data were collected in 2020-2021. Contribution: Identifying the affecting factors may deepen the understanding of online learning/teaching and assist in the optimal implementation of online learning. Findings: Online learning experience. We found that some of the lessons at institutions of higher learning were delivered in the format of online lectures. Many preservice teachers had difficulty sitting in front of a computer for many hours—“Zoom fatigue.” Some preservice teachers wrote that collaborating in forums with others made it easier for them. Some suggested diversifying by digital means, incorporating asynchronous units and illustrative films, and easing up on online lectures as a substitute for face-to-face lectures. Online teaching experience in schools. The preservice teachers’ descriptions show that in lessons taught in the format of lectures and communication of content there were discipline problems and non-learning. According to the preservice teachers, discipline problems stemmed from difficulties concentrating, physical distance, load, and failure to address the students’ difficulties. Recommendations for Practitioners: The findings suggest that it is recommended to combine synchronous lectures and meetings with asynchronous learning that integrates 21st century skills. It is advisable to use collaborative tools, such as forums, shared files, and open content repositories, and to encourage meaningful dialogue between learners, and between learners and their teachers, to better deal with the physical distance. Recommendations for Researchers: A change in the learning medium also requires a change in the definition of objectives and goals expected of each party—students, teachers, and parents. All parties must learn to view online learning as a method that enables empowerment and the application of 21st century skills. Impact on Society: Teachers’ ability to deploy 21st century skills in an online environment depends largely on their experience, knowledge, skills, and attitude toward these skills. Future Research: This study examined the issue from the perspective of preservice teachers. The issue should also be studied from the perspective of lecturers in academia, teachers in schools, and school students. Future studies should examine whether the change that took place during the COVID-19 period in relation to the deployment of 21st century skills, as experienced by all parties, led to the continued use of these skills in the post-corona period. Continued use depends largely on past experiences, knowledge, skills, and attitudes toward these skills. *** NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 18, 141-159.] Click DOWNLOAD PDF to download the published paper. ***
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Hofsäss, Hans C. "Ion Beam Deposition of Thin Films: Growth Processes and Nanostructure Formation." In THE PHYSICS OF IONIZED GASES: 22nd Summer School and International Symposium on the Physics of Ionized Gases; Invited Lectures, Topical Invited Lectures and Progress Reports. AIP, 2004. http://dx.doi.org/10.1063/1.1843499.
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Jaiswal, Prabhat K., S. Puri, Joaquín Marro, Pedro L. Garrido, and Pablo I. Hurtado. "Spinodal dewetting of thin films." In MODELING AND SIMULATION OF NEW MATERIALS: Proceedings of Modeling and Simulation of New Materials: Tenth Granada Lectures. AIP, 2009. http://dx.doi.org/10.1063/1.3082315.
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Qiu, Fangya. "The Effective Application of Micro-lecture Mode in Vocal Music Teaching in Film and Television Performance." In Proceedings of the 3rd International Conference on Art Studies: Science, Experience, Education (ICASSEE 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/icassee-19.2019.153.
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