This fluent and comprehensive field guide responds to increased interest, across the humanities, in the ways in which digital technologies can disrupt and open up new research and pedagogical avenues. It is designed to help scholars and students engage with their subjects using an audio-visual grammar, and to allow readers to efficiently gain the technical and theoretical skills necessary to create and disseminate their own trans-media projects. Documentary Making for Digital Humanists sets out the fundamentals of filmmaking, explores academic discourse on digital documentaries and online distribution, and considers the place of this discourse in the evolving academic landscape. The book walks its readers through the intellectual and practical processes of creating digital media and documentary projects. It is further equipped with video elements, supplementing specific chapters and providing brief and accessible introductions to the key components of the filmmaking process. This will be a valuable resource to humanist scholars and students seeking to embrace new media production and the digital landscape, and to those researchers interested in using means beyond the written word to disseminate their work. It constitutes a welcome contribution to the burgeoning field of digital humanities, as the first practical guide of its kind designed to facilitate humanist interactions with digital filmmaking, and to empower scholars and students alike to create and distribute new media audio-visual artefacts.
A young woman named Viviana Suárez writes a series of letters to her friend in the United States, telling the story of Dorotea Bazán, "said to have been captured by Indians in the late nineteenth century," and resistant of rescue. Years later, grown and married, Viviana finds herself in the middle of the eternal conflict between a seemingly rigid father and a rebellious teenage son.
This student workbook includes practice assessment tasks, practical activities, field work, and student designed projects, as outlined in the study design.
This book suggests that Old Testament scholars should strengthen their growing links with neighbouring academic disciplines and encourage a number of interpretative interests within biblical studies. Given such a pluralistic context, the author's contention is that the 'canonical' approach to Old Testament study will have a distinctive contribution to make to the discipline without necessarily displacing other traditions of historical and literary inquiry, as many scholars have assumed. Dr Brett offers a comprehensive critique of the canonical approach as developed by Brevard Childs, and examines the development of Childs's exegetical practice, his hermeneutical theory, and the many critical responses which his work has elicited. In responding to these criticisms, the author examines the most problematic aspects of the canonical approach (notably Childs's inadequate reply to those who emphasize the ideological conflicts that lie behind biblical texts in their final form) and seeks to reconstruct the approach in light of contemporary discussions of interpretation in literary theory and the social sciences.
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