By Lars Valerian Ahlfors, Lipman Bers
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The publication is galvanized by means of the 3rd seminar in a cycle hooked up to the celebrations of the a hundred and fiftieth anniversary of the Politecnico di Milano (July 2013). "Educating through photo. educating types vs studying kinds" was once the motto of this assembly. The contributions (coming from lectures, the poster consultation, interviews and around desk) objective to suggest an up-to-date examine visible schooling, highlighting how electronic instruments and networks have profoundly affected the "representational kinds" of the academics and the "cognitive types" of the inexperienced persons, whereas while reaffirming the significance of the interplay among the 2 teams.
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Extra resources for Advances in the Theory of Riemann Surfaces, Proceedings of the 1969 Stony Brook Conference
5 This was launched at a community cohesion event and framed in terms of addressing such policy concerns as promoting community cohesion in the wake of perceived threats of international terrorism, ethnic and religious segregation and conﬂict, and promoting unifying notions of ‘Britishness’ and shared values, in the wake of a perceived threat of increasing diversity, framed in terms of potential conﬂict in need of management (Kiwan, 2008a). , 2007). The report recommended that a fourth strand, entitled ‘Identity and Diversity: Living Together in the UK’, should be added to supplement the three strands of the original Crick Report.
Chaired by Sir Bernard Crick, this group published its report in September 2003 (Home Ofﬁce, 2003). The rationale for the work of this Life in the UK Advisory Group is set out in its report, ‘The new and the old’ (Home Ofﬁce, 2003). This refers to the government’s stated intention in the 42 Learning to be ‘British’? 2002 White Paper, ‘Secure borders, safe haven’, of raising the status of becoming a British citizen. It also describes the work as falling within broader government policy aims, including ‘a wider citizenship agenda’, ‘encouraging community cohesion’ and ‘valuing diversity’.
However, UK attitudes towards Islam cannot simply be understood in terms of an analogy with Catholicism in the nineteenth and early twentieth century; Islam is also constructed in public discourse as a security threat, especially since the events of 9/11 (Kiwan, 2008a). 621), where the state aims to diminish its own responsibility 32 Learning to be ‘British’? towards citizens and instead ‘responsibilize’ individualistic citizens. g. Apple, 2001; Olssen, 2004; Young, 1996) who construct education and schooling as a form of governmentality3 – an ideological force with power over people holding an illusion of freedom.