LEADER 03899oam 22005174a 450 001 9910140443303321 005 20230621141314.0 035 $a(CKB)2670000000557921 035 $a(WaSeSS)IndRDA00058974 035 $a(OCoLC)1176455031 035 $a(MdBmJHUP)muse87107 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/37192 035 $a(oapen)doab37192 035 $a(EXLCZ)992670000000557921 100 $a20200721e20202012 uy 0 101 0 $aeng 135 $aur||#|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aTruth and Fiction: Notes on (Exceptional) Faith in Art$fMilcho Manchevski 210 $aBrooklyn, NY$cpunctum books$d2012 210 1$aBaltimore, Maryland :$cProject Muse,$d2020 210 4$d©2020 215 $a1 online resource (40 pages) $cillustrations; PDF, digital file(s) 311 08$a9780615647104 311 08$a0615647103 320 $aIncludes bibliographical references. 327 $aTruth and fiction : notes on (exceptional) faith in art / Milcho Manchevski -- Afterword : truth approaches, reality affects / Adrian Martin. 330 $aReflecting upon his experience making his 2010 feature film Mothers, a cinematic triptych interweaving three narratives that are each, in their own way, about the often tenuous lines between truth and fiction, and one of which actually morphs into a documentary about the aftermath in a small Macedonian town where three retired cleaning women were found raped and killed in 2008 and the murderer turned out to be the journalist covering the story for a major Macedonian newspaper, the Oscar-nominated Macedonian-born and New York-based writer-director Milcho Manchevski writes that, "Most of us look at films differently or accept stories in a different way if we believe that they are true. We watch a documentary film in a different way from the way we watch a drama. We read a magazine article in a different way from the way in which we read a short story. Sometimes, we even treat a film that employs actors differently than a regular drama because we were told that it is based on something that really happened. We treat these works based on truth or reporting on the truth in different ways. Why? What is it in our relation to reality or in our relation to what we perceive to be reality that makes us value a work of artifice (an art piece) differently depending on our knowledge or conviction of whether that work of artifice is based on events that really took place?" In this extended essay, or letter, Manchevski ruminates the different ways in which both filmmakers and audiences create, experience, and absorb the cinematic narrative with a certain trust and faith in the artwork to render, not the factual truth, per se, but the importantly shared experience of trusting "the plane of reality created by the work itself," such that "we trust its inner logic and integrity, we have faith in what happens while we give ourselves to this work of art." Truth becomes a question of what artist and audience can see and feel together: what feels real becomes the world we inhabit. The book also includes an Afterword, "Truth Approaches, Reality Affects," by internationally renowned film scholar Adrian Martin. 606 $aMotion pictures$xProduction and direction 606 $aMotion picture audiences 606 $aMotion pictures$xPhilosophy 608 $aElectronic books. 615 0$aMotion pictures$xProduction and direction. 615 0$aMotion picture audiences. 615 0$aMotion pictures$xPhilosophy. 700 $aManchevski$b Milcho$0802548 702 $aMartin$b Adrian$4edt 702 $aMartin$b Adrian$4oth 801 0$bMdBmJHUP 801 1$bMdBmJHUP 906 $aBOOK 912 $a9910140443303321 996 $aTruth and fiction$91893480 997 $aUNINA LEADER 04652nam 2200805Ia 450 001 9910954250703321 005 20251116204717.0 010 $a9786613134752 010 $a9781283134750 010 $a1283134756 010 $a9781400840731 010 $a1400840732 024 7 $a10.1515/9781400840731 035 $a(CKB)2550000001251937 035 $a(EBL)713810 035 $a(OCoLC)730151778 035 $a(SSID)ssj0000521879 035 $a(PQKBManifestationID)12251533 035 $a(PQKBTitleCode)TC0000521879 035 $a(PQKBWorkID)10524321 035 $a(PQKB)10170641 035 $a(SSID)ssj0000543428 035 $a(PQKBManifestationID)11322929 035 $a(PQKBTitleCode)TC0000543428 035 $a(PQKBWorkID)10530892 035 $a(PQKB)11108202 035 $a(OCoLC)733057089 035 $a(MdBmJHUP)muse43166 035 $a(DE-B1597)453591 035 $a(OCoLC)979755087 035 $a(DE-B1597)9781400840731 035 $a(Au-PeEL)EBL713810 035 $a(CaPaEBR)ebr10478246 035 $a(CaONFJC)MIL313475 035 $a(MiAaPQ)EBC713810 035 $a(Perlego)735237 035 $a(iGPub)PUPB0001215 035 $a(EXLCZ)992550000001251937 100 $a20040105d2004 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt 182 $cc 183 $acr 200 14$aThe dark sides of virtue $ereassessing international humanitarianism /$fDavid Kennedy ; illustrated by Doug Mayhew 205 $aCourse Book 210 $aPrinceton, NJ $cPrinceton University Press$dc2004 215 $a1 online resource (399 p.) 300 $aDescription based upon print version of record. 311 08$a9780691123943 311 08$a0691123942 311 08$a9780691116860 311 08$a0691116865 320 $aIncludes bibliographical references and index. 327 $tFrontmatter --$tContents --$tPreface --$tAcknowledgments --$tPART I The International Humanitarian as Advocate and Activist --$tONE The International Human Rights Movement: Part of the Problem? --$tTWO Spring Break: The Activist Individual --$tTHREE Autumn Weekend: The Activist Community --$tPART I I The International Humanitarian as Policy Maker --$tFOUR Humanitarian Policy Making: Pragmatism without Politics? --$tFIVE The Rule of Law as a Strategy for Economic Development --$tSIX Bringing Market Democracy to Eastern and Central Europe --$tSEVEN The International Protection of Refugees --$tEIGHT Humanitarianism and Force --$tPART III What International Humanitarianism Should Become --$tNINE Humanitarian Power --$tIndex 330 $aIn this provocative and timely book, David Kennedy explores what can go awry when we put our humanitarian yearnings into action on a global scale--and what we can do in response. Rooted in Kennedy's own experience in numerous humanitarian efforts, the book examines campaigns for human rights, refugee protection, economic development, and for humanitarian limits to the conduct of war. It takes us from the jails of Uruguay to the corridors of the United Nations, from the founding of a non-governmental organization dedicated to the liberation of East Timor to work aboard an aircraft carrier in the Persian Gulf. Kennedy shares the satisfactions of international humanitarian engagement--but also the disappointments of a faith betrayed. With humanitarianism's new power comes knowledge that even the most well-intentioned projects can create as many problems as they solve. Kennedy develops a checklist of the unforeseen consequences, blind spots, and biases of humanitarian work--from focusing too much on rules and too little on results to the ambiguities of waging war in the name of human rights. He explores the mix of altruism, self-doubt, self-congratulation, and simple disorientation that accompany efforts to bring humanitarian commitments to foreign settings. Writing for all those who wish that "globalization" could be more humane, Kennedy urges us to think and work more pragmatically. A work of unusual verve, honesty, and insight, this insider's account urges us to embrace the freedom and the responsibility that come with a deeper awareness of the dark sides of humanitarian governance. 606 $aHumanitarian assistance 606 $aHumanitarianism 615 0$aHumanitarian assistance. 615 0$aHumanitarianism. 676 $a361.2/6 676 $a361.26 700 $aKennedy$b David$f1954-$0623466 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910954250703321 996 $aThe dark sides of virtue$94551307 997 $aUNINA LEADER 07970oam 22006614a 450 001 9911072398103321 005 20231206224121.0 010 $a9782760553958 010 $a2760553957 035 $a(CKB)5590000000429204 035 $a(MiAaPQ)EBC6420005 035 $a(OCoLC)1226591384 035 $a(MdBmJHUP)muse95172 035 $a(Au-PeEL)EBL6420005 035 $a(PPN)253621267 035 $a(MiAaPQ)EBC30800394 035 $a(DE-B1597)673657 035 $a(DE-B1597)9782760553965 035 $a(FR-PaCSA)88908185 035 $a(FRCYB88908185)88908185 035 $a(EXLCZ)995590000000429204 100 $a20200818d2020 uy 0 101 0 $afre 135 $aur|||||||nn|n 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 13$aLa gestion du changement à l'école$ePetit manuel à l'intention des cadres scolaires /$fChristine Brabant, Jean Bernatchez, Christiane Caneva ; pre?face, Claude St-Cyr 205 $a1st ed. 210 1$aQue?bec (Que?bec) :$cPresses de l'Universite? du Que?bec,$d[2020] 210 3$aBaltimore, Md. :$cProject MUSE, $d0000 210 4$d©[2020] 215 $a1 online resource (xviii, 226 pages) 225 0 $aLeadership et administration en e?ducation ;$v10 311 08$a9782760553965 311 08$a2760553965 327 $aCouverture -- Collection Leadership et administration de l'e?ducation -- Cre?dits -- Table des matie?res -- Pre?face -- Remerciements -- Liste des tableaux -- Liste des sigles et acronymes -- Introduction -- Chapitre 1. Les fondements et les objets du changement en e?ducation -- 1. Les fondements du changement en e?ducation -- 1.1 Une de?finition neutre du concept de changement?? -- 1.2 La re?forme et le renouveau du syste?me scolaire que?be?cois -- 1.3 Des changements paradigmatiques -- 2. Les objets du changement en e?ducation -- 2.1 Les finalite?s -- 2.2 Les activite?s -- 2.3 Les acteurs -- 2.4 Les environnements -- 2.5 L'e?volution dans le temps -- Re?fe?rences -- Chapitre 2. Des de?finitions et des typologies relatives a? la gestion du changement -- 1. Des de?finitions du changement -- 2. Des typologies du changement -- 2.1 Le changement endoge?ne/exoge?ne -- 2.2 Le changement majeur/mineur -- 2.3 Le changement individuel/collectif/organisationnel/syste?mique/institutionnel -- 2.4 Le changement programme?/e?mergent/impose? -- 2.5 Le changement progressif/brutal -- 3. Des approches de la gestion du changement -- 3.1 L'approche rationaliste/gradualiste -- 3.2 Le mode?le descendant/ascendant/local -- 3.3 Le leadership distribue?/des enseignants -- 3.4 La strate?gie hybride/le leadership par le milieu -- Chapitre 3. Les finalite?s et les modalite?s de la gestion du changement en e?ducation -- 1. Une finalite? e?ducative -- 1.1 Trois utopies e?ducatives classiques -- 1.2 Trois utopies e?ducatives contemporaines -- 1.3 Trois grands projets de changement en e?ducation -- 2. Une modalite? de?mocratique -- 2.1 L'administration, la gestion et la gouvernance -- 2.2 La de?mocratie directe, repre?sentative et participative -- 2.3 La gestion de?mocratique de la classe, de l'e?cole et du syste?me e?ducatif -- Chapitre 4. Le processus de gestion descendante du changement. 327 $a1. La conduite du changement -- 1.1 Le choix des acteurs -- 1.2 Le diagnostic -- 1.3 Le de?ploiement -- 1.4 Le pilotage -- 2. Le pilotage strate?gique du changement -- 2.1 L'analyse -- 2.2 La pre?paration -- 2.3 La gestion -- Chapitre 5. La gouvernance re?flexive et syste?mique -- 1. La gouvernance re?flexive -- 1.1 Les fondements e?thiques et politiques -- 1.2 Le processus de capacitation des acteurs -- 1.3 Les e?tapes du processus d'apprentissage et ses conditions de re?ussite -- 2. Le ro?le des cadres dans le soutien du changement ascendant -- 2.1 Des cadres en apprentissage -- 2.2 Le leadership distribue? -- 2.3 Le leadership des enseignants -- 3. Le changement syste?mique -- 3.1 La strate?gie hybride -- 3.2 Le leadership par le milieu -- Chapitre 6. La nouvelle gestion publique?: un paradigme conflictuel -- 1. La fonction strate?gique -- 2. La fonction financie?re -- 3. La fonction ressources humaines -- 4. La fonction marketing -- Chapitre 7. Deux exemples d'instruments de changement -- 1. La communaute? d'apprentissage professionnelle -- 1.1 Les principes de la communaute? d'apprentissage professionnelle -- 1.2 Les modalite?s de la communaute? d'apprentissage professionnelle -- 2. L'e?cole efficace -- 2.1 Les principes de l'e?cole efficace -- 2.2 Les modalite?s de l'e?cole efficace -- Chapitre 8. Les obstacles, les re?sistances et les pre?occupations a? l'e?gard du changement -- 1. Les obstacles syste?miques et strate?giques -- 2. Les re?sistances institutionnelles -- 2.1 Le principe d'ignorance -- 2.2 Le principe d'opacite? -- 2.3 Le principe d'exception -- 3. Les pre?occupations des destinataires du changement -- Chapitre 9. La communication dans la gestion du changement -- 1. Les cinq questions -- 1.1 Pourquoi communiquer?? -- 1.2 Quoi communiquer?? -- 1.3 Comment communiquer?? -- 1.4 Qui doit communiquer??. 327 $a1.5 Quand communiquer?? -- 2. La communication dans la mise en ?uvre du changement?: types et modalite?s -- 2.1 Les trois types de communication -- 2.2 Les deux modalite?s de mise en ?uvre -- 2.3 La communication dialogique?: un mode?le pour le changement en e?ducation -- Chapitre 10. Les qualite?s du gestionnaire et les facteurs de re?ussite ou d'e?chec -- 1. La pre?disposition au changement -- 2. La polyvalence et le jugement -- 2.1 Le choix du style de conduite -- 2.2 Le choix du style de leadership -- 3. Les qualite?s manage?riales essentielles -- 3.1 La retenue et la parcimonie -- 3.2 Une vision syste?mique -- 3.3 Les habilete?s de communication -- 4. Les principes directeurs -- 5. Des facteurs d'e?chec et de succe?s -- Conclusion -- Notices biographiques -- Dans la meme collection -- Quatrie?me de couverture. 330 $a"Les cadres scolaires assument la responsabilite? de nombreux changements dans les services et les e?tablissements qui leur sont confie?s?; ils doivent e?galement s?adapter eux-me?mes a? tous ces changements. C?est pourquoi le pre?sent ouvrage met l?accent, non seulement sur leurs actions, mais aussi sur le gestionnaire lui-me?me, sur sa pre?disposition au changement et sur le ro?le qu?il joue aupre?s de son e?quipe et de la communaute? scolaire. Les apports the?oriques, les perspectives des auteurs et les activite?s d?inte?gration l?ame?neront a? mieux concevoir et accompagner divers types de changement en e?ducation, qu?ils soient impose?s, choisis ou e?mergents, mineurs ou majeurs, pe?dagogiques, culturels, technologiques ou administratifs .La gestion du changement a? l?e?cole?: petit manuel a? l?intention des cadres scolaires rassemble les meilleures trouvailles pe?dagogiques pour motiver, e?clairer, stimuler la re?flexion et l?action des cadres scolaires en formation ou en exercice, et de toute personne inte?resse?e au changement en e?ducation."--$cRe?sume? de l'e?diteur. 606 $aChangement organisationnel 606 $aEnseignement$xReforme 606 $aAdministration scolaire 608 $aElectronic books. 615 0$aChangement organisationnel. 615 0$aEnseignement$xReforme. 615 0$aAdministration scolaire. 676 $a371.2/07 700 $aBrabant$b Christine$f1969-$01899363 702 $aSt-Cyr$b Claude 702 $aBernatchez$b Jean$f1958- 702 $aCaneva$b Christiane$f1978- 801 0$bMdBmJHUP 801 1$bMdBmJHUP 906 $aBOOK 912 $a9911072398103321 996 $aLa gestion du changement à l'école$94559409 997 $aUNINA