Conceptualisation And Exposition

While the concept of the fictional character has been widely discussed at interdisciplinary level, a foundational theory of character creation is yet to follow. As a result, creative writing students and beginner writers refer to post-construction analysis, as well as the step-by-step advice often suggested by popular writing manuals. Aiming to fill this gap and at the same time reconcile approaches in writing and criticism, this book proposes a theory of character creation based on the in-depth analysis of the concept, as well its place within the narrative. The approach suggested herein consists of two interrelated stages: conceptualisation and exposition. Conceptualisation entails the in-depth understanding of what constitutes the fictional character, as well as the dynamics of its correlation with the reader, the author and its real counterpart, the human person; Exposition refers to the conveyance of such understanding on paper. Viewing creative writing as an art and craft, the author builds her theory on the notion that comprehension of the world and the concept of character itself is an essential prerequisite in order to construct consistent and believable fictional persons. Varotsi also introduces her four stages of creation: Observation, Perception, Empathy and Imagination to inspire a method of work according to which personal craftsmanship and artistry can be successfully combined with pedagogic technique.

Annotation The main goal of the COOP conferences is to contribute to the solution of problems related to the design of cooperative systems, and to the integration of these systems in organizational settings. The main assumption behind the COOP conferences is that cooperative design requires a deep understanding of cooperative work in groups and organizations, involving both artifacts and social practices. The COOP 2002 conference is mainly devoted to the following issues: the gap between 'virtual' and 'material' artifacts in human collaboration; collaboration among mobile actors; the WWW as a platform for cooperative systems and changing practices and organizations in the wake of the cooperative systems.

This important book makes a vital academic and political statement in the cause of social justice. It begins with an appreciation of the seminal contributions of Peter Townsend (1928-2009), and applies them to contemporary policy debates. It brings together many of the leading contributors to current debates in this field and provides a compelling manifesto for change for students and researchers in the social sciences, policy makers and practitioners, and everybody with an interest in creating a more equal and socially just society.

​This book explores ‘nothingness’, the negative way found in Buddhist and Christian traditions, with a focused and comparative approach. It examines the works of Nagarjuna (c. 150 CE), a Buddhist monk, philosopher and one of the greatest thinkers of classical India, and those of John of the Cross (1542-1591), a Carmelite monk, outstanding Spanish poet, and one of the greatest mystical theologians. The conception of nothingness in both the thinkers points to a paradox of linguistic transcendence and provides a novel insight into via negativa. This is the first full-length work comparing nothingness (emptiness) in Nagarjuna (Mahayana Buddhism) and John of the Cross (Christianity) in any language. It augments the comparative approach found in Buddhist-Christian comparative philosophy and theology. This book is of especial interest to academics of Buddhist and Christian studies searching for avenues for intellectual dialogue.

This book unravels the formation of the modern concept of cultural heritage by charting its colonial, postcolonial-nationalist and global trajectories. By bringing to light many unresearched dimensions of the twelfth-century Cambodian temple of Angkor Wat during its modern history, the study argues for a conceptual, connected history that unfolded within the transcultural interstices of European and Asian projects. With more than 1,400 black-and-white and colour illustrations of historic photographs, architectural plans and samples of public media, the monograph discusses the multiple lives of Angkor Wat over a 150-year-long period from the 1860s to the 2010s. Volume 1 (Angkor in France) reconceptualises the Orientalist, French-colonial ‘discovery’ of the temple in the nineteenth century and brings to light the manifold strategies at play in its physical representations as plaster cast substitutes in museums and as hybrid pavilions in universal and colonial exhibitions in Marseille and Paris from 1867 to 1937. Volume 2 (Angkor in Cambodia) covers, for the first time in this depth, the various on-site restoration efforts inside the ‘Archaeological Park of Angkor’ from 1907 until 1970, and the temple’s gradual canonisation as a symbol of national identity during Cambodia’s troublesome decolonisation (1953–89), from independence to Khmer Rouge terror and Vietnamese occupation, and, finally, as a global icon of UNESCO World Heritage since 1992 until today.

This book explores the question of how the EU understands the ‘rule of law’ in its external relations, with a particular focus on development cooperation and enlargement. Although the EU’s commitment to the rule of law is strong, the relevant concept remains nebulous. On the basis of a detailed analysis of two key EU external policy areas, the main argument advanced is that the Union has adopted a mostly ‘institutional’ approach to the concept by focussing largely on judicial reform. By testing the relevant practice against the background of the constitutional traditions of the Member States and legal theory, the book attests to the significance of developing a comprehensive approach to the rule of law in EU external relations.

Instructional designers hold the responsibility of selecting, sequencing, synthesizing, and summarizing unfamiliar content to subject matter experts. To successfully achieve legitimate participation in communities of practice, instructional designers need to utilize a number of communication strategies to optimize the interaction with the subject matter expert. Instructional Design: Case Studies in Communities of Practice documents real-world experiences of instructional designers and staff developers who work in communities of practice. Instructional Design: Case Studies in Communities of Practice explains the strategies and heuristics used by instructional designers when working in different settings, articulates the sophistication of communication strategies when working with subject matter experts, and provides insight into the range of knowledge, skills, and personal characteristics required to complete the tasks expected ofthem.