scholarly journals Whoa.Nu: (Re)Constructing and Learning Swedish Hip-Hop Online

2020 ◽  
Vol 10 (12) ◽  
pp. 381
Author(s):  
Ketil Thorgersen
Keyword(s):  
Learning Environment ◽  
Popular Music ◽  
Hip Hop ◽  
Learning Processes ◽  
Important Place ◽  
The Public ◽  
The Core ◽  
Learning Platform ◽  
Hip Hop Education

Whoa.nu started in 2000 as a community where members discussed all aspects of hip-hop in Sweden. The community became the most important place not only for discussions among members but also for releasing free albums and songs to the public and for arranging events. Moreover, the site was an educational hub for members to learn about hip-hop. The core of Whoa.nu was the community, wherein the communicating environment of members developed as artists, audience, and critics. Whoa.nu was not only a place for individuals’ learning processes and development but a place where Swedish hip-hop evolved and changed its regional frames, forming its own identity. The aim of this article was to present an analysis of the development of Whoa.nu as a learning platform for hip-hop in Sweden based on interviews with the two administrators of the site. Further, we wanted to use this as a steppingstone to discuss how listeners learned about popular music online during different eras. Two questions were at the forefront of this research: (1) How do the interviewees describe the internal views of the relation between how Whoa.nu and Swedish hip-hop changed over 13 years? and (2) how can Whoa.nu be understood as a learning environment? I henceforth present insights into how musical learning can happen outside of institutions and how Swedish hip-hop has grown from subculture to mainstream, which is how Whoa.nu outgrew itself. Hip-hop education is currently institutionalized in the same way that jazz and rock once were institutionalized. It went from being rebellious and subversive to being embraced by the larger society and integrated into academia. The results herein present a story of one example where musical learning in a subculture occurred. The insights presented, then, can help educators prepare for similar transformations of learning arenas in future musical subcultures. These insights could aid teachers and educators to assist students involved in music subcultures not discussed in schools. Hopefully, this article inspires additional ways of learning music.

scholarly journals Re-defining gender as a heinous crime: A case study from the Brazilian Chamber of Deputies

2020 ◽  
pp. 095792652097721
Author(s):  
Janaina Negreiros Persson
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Gender Ideology ◽  
Critical Discourse ◽  
Public Hearing ◽  
Rhetorical Invention ◽  
Social Actors ◽  
The Public ◽  
The Core

In this article, we explore how the discourses around gender are evolving at the core of Brazilian politics. Our focus lies on the discourses at the public hearing on the bill 3.492/19, which aimed at including “gender ideology” on the list of heinous crimes. We aim to identify the deputies’ linguistic representation of social actors as pertaining to in- and outgroups. In addition, the article analyzes through Critical Discourse Analysis how the terminology gender is represented in this particular hearing. The analysis shows how some of the conservative parliamentarians give a clearly negative meaning to the term gender, by labeling it “gender ideology” and additionally connecting it with heinous crimes. We propose that the re-signification of “gender ideology,” from rhetorical invention to heinous crime, is not only an attempt to undermine scientific gender studies but also a way for conservative deputies to gain more political power.

Questions of style: notes on Italian hip hop

Popular Music ◽  
1995 ◽  
Vol 14 (3) ◽  
pp. 333-348 ◽  
Author(s):  
Tony Mitchell
Keyword(s):  
Communist Party ◽  
Political Party ◽  
Hip Hop ◽  
Rock Music ◽  
Public Image ◽  
Slow Process ◽  
Explosive Material ◽  
The Public ◽  
Music And Politics ◽  
The Relationship

In his article ‘Rock music and politics in Italy’, Umberto Fiori deploys the example of an open-air concert by Genesis in Tirrenia in the province of Pisa, promoted in the summer of 1982 by the Italian Communist Party (PCI) as part of its annual Feste dell'Unita, as a summary example of de-politicisation of the consumption and production of rock music in Italy, and the institutionalisation of the oppositional, dissenting aspects of rock music that had previously been so potent there throughout the 1970s. To Fiori, the Genesis concert representedan unmistakeable step forward in the slow process of the ‘normalisation’ of the relationship between rock and politics in Italy. Explosive material until a few years before, rock music in the 1980s seems to have returned to being a commodity like any other, even in Italy. The songs are once again simply songs, the public is the public. The musicians are only interested in their work, and the organisers make their expected profits. If they happen to be a political party, so much the better: they can also profit in terms of public image and perhaps even votes. … Italy now learnt how to institutionalise deviation and transgression. An ‘acceptable’ gap was re-established between fiction and reality, desire and action, and music and political practice. (Fiori 1984, pp. 261–2)

Step It Up and Go

2020 ◽  
Author(s):  
David Menconi
Keyword(s):  
Working Class ◽  
Popular Music ◽  
Hip Hop ◽  
The State ◽  
College Town ◽  
American Idol ◽  
Recorded Music ◽  
American Popular Music ◽  
The Many ◽  
Nina Simone

This book is a love letter to the artists, scenes, and sounds defining North Carolina’s extraordinary contributions to American popular music. David Menconi spent three decades immersed in the state’s music, where traditions run deep but the energy expands in countless directions. Menconi shows how working-class roots and rebellion tie North Carolina’s Piedmont blues, jazz, and bluegrass to beach music, rock, hip-hop, and more. From mill towns and mountain coves to college-town clubs and the stage of American Idol, Blind Boy Fuller and Doc Watson to Nina Simone and Superchunk, Step It Up and Go celebrates homegrown music just as essential to the state as barbecue and basketball. Spanning a century of history from the dawn of recorded music to the present, and with sidebars and photos that help reveal the many-splendored glory of North Carolina’s sonic landscape, this is a must-read for every music lover.

Learning objects management and evaluatio in an e-learning environment

1970 ◽  
Vol 6 (2) ◽  
Author(s):  
Hugo Rego ◽  
Tiago Moreira ◽  
Francisco José García-Peñalvo
Keyword(s):  
Knowledge Management ◽  
Learning Environment ◽  
Learning Process ◽  
Group Learning ◽  
Learning Objects ◽  
Authoring Tools ◽  
Learning Platform ◽  
E Learning ◽  
Teaching Learning ◽  
Educational Contents

The main aim of the AHKME e-learning platform is to provide a system with adaptive and knowledge management abilities for students and teachers. This system is based on the IMS specifications representing information through metadata, granting semantics to all contents in the platform, giving them meaning. In this platform, metadata is used to satisfy requirements like reusability, interoperability and multipurpose. The system provides authoring tools to define learning methods with adaptive characteristics, and tools to create courses allowing users with different roles, promoting several types of collaborative and group learning. It is also endowed with tools to retrieve, import and evaluate learning objects based on metadata, where students can use quality educational contents fitting their characteristics, and teachers have the possibility of using quality educational contents to structure their courses. The learning objects management and evaluation play an important role in order to get the best results in the teaching/learning process.

scholarly journals El artículo 53 de la Constitución Española de 1978: esquema de la evolución y del estado de situación de sus instrumentos de reconocimiento y garantía de las libertades y derechos fundamentales (1978-2017) // Article 53 of the Spanish Constitution of 1978: outline of the evolution and the situation of their instruments for the guarantee of the Fundamental Rights (1978-2017)

2017 ◽  
Vol 1 (100) ◽  
pp. 1099
Author(s):  
Alberto Oehling de los Reyes
Keyword(s):  
Fundamental Rights ◽  
Practical Realization ◽  
Public Authorities ◽  
The Public ◽  
Constitutional Protection ◽  
The Core ◽  
Spanish Constitution ◽  
Core Content ◽  
The Social ◽  
Practical Reality

Resumen:El artículo 53 de la Constitución española recoge tres cuestiones básicas: en primer lugar, determina que los derechos y libertades vinculan a todo el poder público; en segundo lugar, determina la protección constitucional y judicial de los derechos y libertades y de los derechos fundamentales; en tercer lugar, reconoce los principios rectores de la política social y económica. En este artículo se analizan estos preceptos y conceptos constitucionales, pero también se estudia su desarrollo legislativo desde 1978 y la realidad práctica hasta el día de hoy. En el artículo también se hace análisis de algunas incoherencias de la jurisprudencia del Tribunal Constitucional en materias fundamentales del artículo 53 de la Constitución española de 1978. La intención es dar una visión de conjunto del artículo 53 de la Constitución desde 1978 hasta hoy.Summary:1. Introduction. 2. The structure of the practical realization of the article 53. 3. Preconditions of the legislation of the rights and freedoms and fundamental rights: 3.1 The principle of subjection and legally binding of all public authorities. 3.2 The principle of legal reserve. 3.3 The core content of the rights and freedoms. 4. The preferred procedure and ordinary summary of the article 53: 4.1 Outline of evolution and situation of the preferred procedure and summary inthe jurisdictional divisions. 4.2 About the protection of fundamental rights with procedural nature. 5. The remedy of amparo in the context of the article 53.2. 6. Approximation to the practical sense of the principles recognized in Chapter III Title I.Abstract:The article 53 of the Spanish Constitution specifies three basic issues: First, determines that the rights and liberties link all the public authorities; Secondly, determines the judicial and constitutional protection of the rights and freedoms and fundamental rights in Spain; Thirdly, recognizes the guiding principles of the social and economic policy. In this article are analysed these constitutional provisions and concepts, but also is studied their legislative development since 1978 and the practical reality until the present day. In the article are also analysed some inconsistencies in the jurisprudence of the SpanishConstitutional Court on fundamental issues about the article 53 of the Spanish Constitution of 1978. The intention is to give an overview of the article 53 of the Constitution from 1978 until today.

scholarly journals From eLearning to Digital Transformation: A Framework and Implications for L&D

2016 ◽  
Vol 9 (2) ◽  
pp. 27 ◽  
Author(s):  
Sabine Seufert ◽  
Christoph Meier
Keyword(s):  
Human Resource Development ◽  
Human Resource ◽  
Corporate Training ◽  
Resource Development ◽  
Digital Transformation ◽  
Learning Processes ◽  
Organizational Level ◽  
The Core ◽  
Learning Function ◽  
Business Engineering

<p class="Abstract">How can the learning function (L&amp;D) support learning and innovation at the level of an entire organization in times of digital transformation? The core challenges in this are twofold: 1) Competence clarification: What are relevant “digital competences” in terms of knowledge, skills and attitudes that employees need in order to cope with digital transformation? 2) Competence development: How to organize, design and support learning processes contributing to digital competences and digital transformation?</p>Building on a framework originating in the context of business engineering and applying it to corporate training and human resource development, we explicate what digital transformation implies for the L&amp;D function. As L&amp;D functions explore and exploit the options sketched out, they live digital transformation in a way that enables them to effectively and efficiently contribute to digital transformation at an organizational level.

scholarly journals Students’ Perceptions of Flipped Approach in EFL Classroom: A Survey Research

2020 ◽  
Vol 5 (2) ◽  
pp. 393
Author(s):  
Eka Duriyatul Muhlisoh ◽  
Asih Santihastuti ◽  
Eka Wahjuningsih
Keyword(s):  
Language Learning ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Flipped Classroom ◽  
Learning Processes ◽  
Flipped Learning ◽  
Learning Platform ◽  
Writing Class ◽  
E Learning ◽  
Acceptance Model

<p>This research investigated the implementation of Flipped Approach in EFL classroom with the implementation of the E-learning platform. The participants were 42 sophomore English majors of Advanced Paragraph Writing class at Jember University. A within-subjects research design exposed all participants to have Writing Class by flipped learning and to use the E-learning platform. A one-shot survey design was used in this research by distributing two questionnaires “Perception of Flipped Learning Experience” and “Technology Acceptance Model” and doing the in-class observations as “Flipped Note” to collect the data. Data were analyzed quantitatively through SPSS 16.0 by applying the formula of Descriptive Statistics. The results of this research revealed that the implementation of the flipped approach in the classroom: (1) motivated the students in learning the materials, (2) enhanced the students’ knowledge, (3) and engaged them more in the learning tasks. They explained that the flipped approach gave them a new experience in language learning processes, in which they learned the materials before coming to the classroom so that they could criticize the materials. This way of learning aligns with the idea of student-centred learning. It is notable, however, that the students who did not learn the materials yet, could not criticize the materials and could not reach better outcomes in flipped classroom Moreover, the use of E-learning in the flipped classroom gave the students beneficial outcomes in the learning processes. Students revealed on the Technology Acceptance Model questionnaire that E-learning facilitates them properly, and they wanted to look forward to having E-learning in the future learning processes. Despite this finding, there remain limitation on the “server down” issue which needs to be straightened for more accessible E-learning among users.</p>

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