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In this article, we argue for a deeper integration of visual media into the study of political polarization, suggesting that visual content serves as both a driver and reflection of ideological, affective, and perceived divides in society. We propose that analyzing visual elements such as political figures, symbols, and aesthetics can enrich our understanding of how polarized attitudes evolve and are reinforced across digital platforms. We highlight recent advances in computational methods that make it possible to study visual content at scale, allowing for new insights into the role of visuals in amplifying intergroup biases and societal divides. This framework underscores the value of multimodal approaches in political communication research and identifies key research questions to more fully capture the complex dynamics of polarization in today's media ecosystem. [ABSTRACT FROM AUTHOR]

The article is devoted to the transformation of confessional images into national ones in German visual journalism during the Thirty Years' War (1618-1648). This is most clearly seen in a unique German monument from the Thirty Years' War era - illustrated single-leaf woodcuts on which images were combined with text below. The engravings of the illustrated single-leaf woodcuts reflected all the most pressing processes and events of the early modern period, including the crisis of religious consciousness and the collapse of the idea of a “universal monarchy” - a single Christian state under the auspices of the Holy Roman Emperor. During the era of the Thirty Years' War, politics could not be imagined without religion, and religious motives were not separated from political ones. The Thirty Years' War, which turned into the first pan-European catastrophe, became a new step in the secularization of consciousness, which contributed to the metamorphosis of political teachings of the 17th century. The Thirty Years' War, which turned into the first pan-European catastrophe, became a new step in the secularization of consciousness, which contributed to the metamorphosis of political teachings of the 17th century. The gap between politics and religion that began at this time was expressed, among other things, in the emergence of the idea of the nation as one of the leading leitmotifs of state development. National consciousness gradually turned into a kind of foundation for politics. During the era of the Thirty Years' War, this was reflected in the interpretation of Christian symbols and confessional images in visual media. In illustrated single-leaf woodcuts, they were increasingly associated with claims to the uniqueness of one’s own nation and the need for state sovereignty. Traditional religious meanings and motives were used to create images of both national heroes and “anti-heroes” - enemies of the state and nation

Abstract Visual media (pictures, photographs) are often used in adult literacy instruction, presumably because they are easy for adult literacy learners to process. However, relatively little research has been conducted on how adult literacy learners comprehend visual media, such as picture stories. Some have argued that picture stories could be used as a scaffold for training higher-level skills, such as inference strategies. Before such interventions can be developed, an understanding of how adult literacy learners process picture stories is warranted. The present study consisted of a contrastive case study in which adult literacy learners, less proficient college readers, and proficient college readers (three individuals per group) thought aloud while viewing picture stories. This comparison was chosen because less proficient and proficient college readers provide an aspirational comparison for many adult literacy learners who want to eventually pursue college. A qualitative analysis of participants’ think-aloud protocols demonstrated that there were strengths and challenges for the adult literacy learners, less proficient college readers, and proficient college readers in comprehending the picture stories. All three groups of participants demonstrated that they were able to establish explanatory coherence, which involves inferring the meaning of story events. However, there were differences in the extent to which efforts to achieve coherence were directed at the context of individual pictures, the local story context, or global story context. These differences will be discussed in terms of exploring the merits of using visual media in adult literacy instruction.

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Students are increasingly expected to deliver new knowledge through visual information formats without the level of consistent instruction and support that text-based information formats receive. This paper addresses the student expectation to deliver information through visual media formats and how librarians can work with faculty to support the development of visual information literacies. The disciplines of engineering and business are visual by nature because they use computerized drawings and data visualizations to develop and communicate models and ideas. This does not, however, ensure consistent and uniform visual literacy instruction and support. There is a gap in the literature comparing the experiences students have versus faculty regarding visual media assignment expectations. A survey was conducted to better understand the current state of visual media being assigned. The survey responses of engineering and business faculty were compared to engineering and business student responses. Focus groups were hosted to further explore the survey results. Despite high levels of confidence, both admitted to a level of guesswork while either assigning and grading visual media or completing visual media coursework. Both referred to the need for guidelines and a campus visual writing center. Library resources were identified to address these visual literacy needs. [ABSTRACT FROM AUTHOR]

The popularity of camera phones, the availability of photo-editing apps, and the rise of visually oriented social media platforms have made it convenient for citizens to produce and circulate visual content in contentious politics. While scholars have increasingly recognized the role of visuals in mobilizing social-mediated protests, how different types of visuals affect message engagement across different stages of protests remains underexplored. For this study, we analyzed approximately ten million tweets from Twitter for three social-mediated protests (Black Lives Matter, Stop Asian Hate, and Women's March). We found that posts with images and videos generally attracted more audience engagement than their textual counterparts. Unpacking the role of visual media across different modalities and stages of social-mediated protests, we found that the superior effects of visuals were generally more pronounced during the ignition phase of the protest than the periods before and after. By applying unsupervised image clustering on millions of protest visuals, we systematically established four common visual content categories: crowd-based protest photos, non-crowd-protest human photos, non-human photos, and non-photograph visuals. We revealed heterogeneous effects on audience engagement across content categories and protests, and explored these categories through qualitative analysis of most-engaged visuals. These findings enrich our understanding of the mobilizing power of visual media in social movements and shed light on effective communication strategies regarding social inequalities. [ABSTRACT FROM AUTHOR]

Students typically have less interest in learning mathematics because it is still seen as a challenging subject. As a result, when compared to other disciplines, the pupils' mathematics understanding abilities remained below average. The aim of this study was to find out how employing visual aids, such as Power Point, to teach geometric shapes to students improved their mathematical comprehension skills. This kind of study uses a random subject posttest design and is therefore quasi-experimental. The population of this study consisted of students in class VIII SMPN 1 Pagelaran; the samples were drawn using the purposive sampling technique from students in class VIII C, which was the experimental class, and class VIII D, which was the control class. The t-test, homogeneity test, and normalcy test are the data analysis methods employed. With a significant rate of 0.05, the testing results for the hypothesis produced tstat = 3.2 > ttable = 1.6801. This indicates that while Ha is acceptable, Ho is denied. This demonstrates how employing Power Point-assisted visual aids in mathematics instruction increases students' capacity for mathematical knowledge. [ABSTRACT FROM AUTHOR]

This article examines the work of 'image construction' and 'memory reconstruction' by focusing on World Expos held in Sydney and Brisbane, Australia. We argue the construction of urban imaginaries through triumphal narratives induces a form of mega-event amnesia: the erasure from collective memory of communities and cultural artefacts, and the suppression of protest and resistance against these events. We then show how art can be used as a form of 'memory reconstruction'. Two case studies offer alternative narratives in the form of public art and archival media. The first case forges new storylines that remember Aboriginal culture and language through a major public art project in the heart of Sydney. The second discusses how a digitised archival film made by feminist filmmakers spotlights decades of disregard for the destruction of Brisbane's working-class inner-city fabric when made accessible to new audiences. These alternative narratives reconstruct the memory of the 1879 Sydney International Exhibition and Brisbane's World Expo 88 to show how art may be used to awaken urban memories and collective remembrance. Alternative narratives also breathe new life into the complex and contested histories of mega-events. While protest and 'the art of dissent' have been widely discussed regarding the Olympics, few scholars have considered their relationship to World Expos. Fewer still have considered how art reconstructs and reinterprets mega-events decades after they were held. [ABSTRACT FROM AUTHOR]

Publicly available technologies are only truly 'public' if people are aware of them and know how to use them. In the US, significant resources have been devoted to public education around the recently released ShakeAlert® earthquake early warning (EEW) system operated by the U.S. Geological Survey; however, those efforts have been inconsistently evaluated, leaving educators and communicators with questions about their effectiveness, particularly for engaging broad, diverse, and multilingual publics. This mixed methods, dual-language (English/Spanish) study addresses this gap by examining an animated video designed to increase awareness, understanding, and action related to ShakeAlert EEW. Results indicate that the video was enjoyable, easily understandable, and positively impacted viewers' intentions to 'Drop, Cover, and Hold On' (DCHO) following a ShakeAlert-powered alert. Viewers also expressed a desire for more information about how to receive alerts and how to protect themselves in situations where DCHO is impractical. This study suggests that animated video, developed and disseminated in multiple languages, can be an effective tool for impacting public understanding and behavior related to geohazards. Additionally, the process and findings of this study suggest that outcomes may be improved by engaging multilingual and multicultural audiences earlier and throughout the video development process. [ABSTRACT FROM AUTHOR]

The paper will discuss Pieter Bruegel's painting Landscape with the Fall of Icarus and William Carlos Williams' poem 'Landscape with the Fall of Icarus' through the conceptual lens of intersemiotic translation to explore how the poem's rendition of the painting departs from the more traditional concerns of interlinguistic translation, i.e., the focus on optimum fidelity between the source and the translated text. With a focus on the visual-verbal (a)symmetries, the paper will try to look into how intersemiotic translation between pictorial and linguistic texts throws into quandary the hierarchical relationship between source text and translated text by culling out different but complementary meanings by means of their respective significatory codes to engineer an augmentation of meaning, rather than a faithful preservation of the same. [ABSTRACT FROM AUTHOR]

This practitioner reflection explores our integration of the Relational Employability Framework within the Health Research Project capstone unit of a Bachelor of Health Science degree. To address the historically low quality of student reflections, we incorporated image-based reflective activities to improve engagement and depth. These activities encouraged students to use visual media to examine their developing relational employability. We developed and implemented a series of tutorial activities designed to scaffold this process, aiming to foster deeper reflective practice and highlight its importance for career development and employability. Our reflections indicate that, while grades did not significantly increase, students showed enhanced critical thinking and engagement with reflective practice, suggesting the framework’s effectiveness in broadening awareness and enriching employability overall. We discuss the need for peer support among educators to sustain and enhance reflective practices in teaching-learning and conclude with thoughts on our ongoing efforts to embed and expand reflective practices in teaching approaches

Despite the much-touted 'sexual revolution', during the 1960s-70s, at the time most Western education systems avoided sex education. This article identifies contradictory discourses about sex as manifested in two distinct cultural expressions that co-occurred in those years in the UK. The first represented mainstream social conservatism – in the form of short sex education films produced for schools and colleges. The second, more radical alternative was the British-Australian underground magazine Oz, which expressed the sexual freedom of the counterculture. Both are discussed from the perspective of visual cultural history as competing agents of sex education – one reproducing the conservative paradigm, and the other aiming to dismantle it. While the films took a biomedical and preventive attitude to sex and embodied a patriarchal heteronormative approach , Oz supported sexual freedom and shattered taboos about such issues as abortion and sexual diversity, as well as celebrated women's sexuality. Nevertheless, male-dominant culture was also reflected on its pages, particularly in gratuitous images of female nudity. Despite this visual sexism, the article highlights the magazine as a countercultural entertainment medium educating for sexual pleasure and offering a creative, nonconformist perspective on sex that was way ahead of its time, and also of our own. [ABSTRACT FROM AUTHOR]

The aim of this research is to explain the problem based learning model in the Department of Arabic Language and Literature, Sayyid Ali Rahmatullah State Islamic University, Tulungagung, Indonesia. The research method used is a qualitative approach, especially phenomenology. Data collection techniques include observation, interviews and documentation. Data analysis includes data reduction, data presentation, and drawing conclusions. Apart from that, literature data analysis uses descriptive analysis and content analysis. This research will focus on discussions related to the role of lecturers as planners, implementers and evaluators in the application of problem based learning models based on image media in mastering vocabulary and speaking skills. The research results show that the problem-based learning model used in "kalam" learning is based on visual media, with an orientation towards solving problems related to the images presented. The results of this research are the planning stage through discussions between assigned lecturers via invitation in the WhatsApp group, then the implementation steps: Stage I involves student orientation on certain problems. In Phase II, students are organized to learn. Stage III sees the lecturer guiding the investigation. Stage IV involves students developing and presenting their work. Finally, in Stage V, analysis and evaluation of the problem solving process is carried out. And the evaluation process is carried out when students are carrying out group discussions and while playing roles. The assessment includes linguistic and non-linguistic aspects. For this reason, the role of lecturers is important in mastering vocabulary and speaking skills using Arabic for students. [ABSTRACT FROM AUTHOR]

Despite a long history of colonial, military, and extractive industry imposition on the land, waters, and people of Inuit Nunangat, resistance to such efforts is thriving. Through highlighting the work of The Place Names Program and Arnait Video Productions, I show how Nunavummiut (the people living in Nunavut) employ visual media to publicly wage their place-based knowledge as a mode of creative intervention against military and extractive forces, and the ways in which such forces have permeated Inuit bodies, lands, and waters. So successful are these visual acts of resistance that they compel southerners to reevaluate their approaches to northern development so drastically that projects are abandoned or no longer seen as viable. In putting these strategies into practice, Inuit engage with state-sanctioned systems of law and governance, but ultimately reshape these structures to better suit their own needs and the needs of the Arctic land and sea. The maps produced by the Place Names Program and films produced by Arnait Video Productions resist visions of the Arctic as a wasteland and of Inuit bodies as pollutable, instead putting forward visions of consent and reciprocity. Ultimately, I argue that seeing the Arctic in ways that challenge military and extractive representations and center Inuit epistemologies and voices, plays a significant role in halting the continued molecular and chemical colonization of Inuit lands and bodies. In other words, visual media is a tool for resisting unwanted extractive and military bodily intimacies, and insisting on consent before entry of these toxic presences.

There are many language skills that must be mastered in learning English, consequently the proper media is required to accommodate this need. Webtoon is the solution for these problems, which is a very popular digital comic application with more than 100 million downloads and provides a wide variety of genres which can help to learn English skills. The previous research examined the use of webtoon as a learning media to mastering vocabulary, improve students reading skills, speaking skills and writing skills. However, no research has been conducted on the use of webtoon for all English language skills. Therefore, this study aims to investigate of using webtoon applications for students’ English skills. This study employed qualitative approach, and the design used in this study was systematic literature review. The method of collecting data in this research is by using 25 research articles that were collected from Google Scholar, ResearchGate, Microsoft Academic, ScienceDirect, and the Perpustakaan Nasional. From twenty five articles that researchers have been investigated it was found that webtoon media has a big impact on students’ English skills. The illustration images available on the webtoon also help in understanding the story and difficult words for the readers and also do not make the students bored. Therefore, this article is structured to investigate how the use of webtoon for students could increase their English skills.

This article describes a new practice map, an “Episode of Your Life”, which adapts existing narrative “... of life” practices to an episodic story from a person’s life using metaphors from film and television production. This practice map draws significantly on ideas of “peopling the room” and the Team of Life in order to scaffold safety in imagining the process of telling painful stories through the collectivising of the storytelling process. This practice map specifically does not require that the storyteller tell the story, but rather invites them to imagine how they might tell a story from their life in a way that aligns with their values, hopes and preferred storylines. Some of the significant effects that we discovered were related to the richness of the visual metaphor for adding another layer of possible meaning-making in the storytelling process, and allowing for a “proliferation of what’s possible” in the imagining of the storytelling, such as through the use of time jumps; computer-generated imagery; inviting rich descriptions of preferred relationships, histories and values; and dignifying of stories that otherwise might be left unspoken. Participants were left with a feeling of solidarity and a “safe riverbank” from which to imagine telling their stories. [ABSTRACT FROM AUTHOR]

Copyright of Arab International Journal of Information Technology & Data is the property of Arab Institution of Knowledge Management and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In line with the recent and ongoing technological changes in Saudi Arabia, which place greater emphasis on cinema and film adaptations, this study aimed to investigate the effect of incorporating films and visual media into literature courses on students’ understanding of and motivation towards literary texts. The participants were 41 fourth-level female students in the Department of English at Umm Al-Qura University, Saudi Arabia. The treatment group (n=21) read Henrik Ibsen’s play A Doll’s House (1879) and watched the adapted film, whereas the control group (n=20) was asked to only read the play and discuss it in class. The findings revealed that the treatment group performed better in terms of answering questions about play after watching the film adaptation. It is suggested that incorporating film adaptations into literature courses has a positive impact on English as a foreign language students’ understanding of assigned literary texts. This research adds a new case study to the expanding literature. Limitations and future research directions are discussed. [ABSTRACT FROM AUTHOR]

This research has the intention to describe how the implementation and benefits of visual media in learning Maharotul Kalam in the accelerated Arabic program at MTs eL-BAS Ciamis. This research is a field research that uses a qualitative research type methodology. The data in this study were collected through interviews and observation methods, through primary data sources, Arabic teachers and students of the MTs eL-BAS Ciamis language acceleration program. Data analysis was carried out using deductive qualitative, choosing a conceptual framework, collecting data, analyzing data and drawing conclusions. The results obtained from this study are the implementation and benefits of visual media in learning Maharotul Kalam in the Arabic acceleration program at MTs eL-BAS (bina anak sholeh institute) Ciamis in the form of increasing student enthusiasm in the learning process which facilitates understanding of some students, encourages active participation of students in learning, and support teachers in conveying material effectively. In an effort to use it, the teacher uses visual media in the form of Arabic phrase pamphlets (Ibaroh kosiroh), Arabic vocabulary cards (Mufrodat), and Arabic posters. [ABSTRACT FROM AUTHOR]

With the wide application of digital media technology and augmented reality, in order to enhance the design experience of mobile visual media design. This paper uses domain processing, point processing, big picture processing and model processing in numerical algorithms, construction of visual media images based on additive and multiplicative models, integrating the SOR model with the EDT model, build PLS model. Depending on the interactivity, patios-temporal fixity and degree of immersion of the virtual object, analyze the results of PLS experience conceptual model construction by combining system characteristics and cognitive elements of mobile visual media design. To explore the mechanisms by which digital media technologies and augmented reality technologies influence the design factors of mobile visual media, and evaluate the measurement model and structural model. The results of the evaluation found that accuracy 0.325, flexibility 0.472 and completeness 0.328 positively and significantly influenced information quality (R=0.697), system quality (R=0.52) and service quality (R=0.741). The system quality, information quality and service quality of the mobile visual media design products are guaranteed.

This research aims to explore the effectiveness of implementing the Mim-Mem (Mimicry-Memorization) Method with the support of visual media in enhancing Arabic speaking proficiency in a school environment. The Mim-Mem Method combines mimicry for better understanding and memorization for vocabulary reinforcement, while visual media is utilized as a clear representation of the learning material. The research methodology employed is classroom action research with students from grade XI A at SMP IT Sahabat Alam Pelabuhan Ratu Sukabumi as the subjects. Data were collected through observations, tests, and field notes over two research cycles. The results were analyzed to measure the improvement in students' speaking abilities. The research findings demonstrate a significant enhancement in students' speaking skills after applying the Mim-Mem Method with visual media. The average scores increased from 64 in the pre-test to 81 in the post-test, indicating the effectiveness of this method as a learning approach. The discussion involves in-depth analysis regarding the positive impact of the Mim-Mem Method with visual media on Arabic speaking skills among students. The novelty of this research lies in the innovative combination of methods with a visual approach, providing an effective solution to learning challenges. In conclusion, the implementation of the Mim-Mem Method with visual media makes a positive contribution to improving Arabic speaking skills among students at SMP IT Sahabat Alam Pelabuhan Ratu Sukabumi. Recommendations for future research could focus on further developing this method, including variations in teaching approaches and more specific adjustments to students' characteristics. Additionally, further studies could explore the effectiveness of this method in higher education contexts or different educational environments.

Visual Anthropology stands at the intersection of anthropology and visual media, encompassing the study, production, and analysis of visual materials as they relate to human societies and cultures. This research article delves into the multifaceted realm of Visual Anthropology, exploring its origins, methodologies, and contributions to understanding cultural diversity. By examining the evolution of visual methods in anthropological research, the article highlights the significance of visual representation in capturing and conveying the complexities of human experience and cultural practices. Through case studies and theoretical frameworks, it elucidates how visual media serve as powerful tools for documenting, interpreting, and disseminating anthropological knowledge, ultimately shaping our perceptions of the world and fostering cross-cultural understanding. [ABSTRACT FROM AUTHOR]

This article focuses on how the anthropological study of media—through an examination of its production, circulation, and consumption—elucidates issues of social organization, political economy, and alternative visions for political futures. By bringing together the studies of visual media, social movements, and hegemonic power by anthropologists and ethnographers of media since the turn of the twenty-first century, this review article provides a critical understanding of research about our current media environment, where scholarship within anthropology is heading in these domains, and what looking at these three fields together can mean for a more robust understanding of our political, social, and cultural futures. [ABSTRACT FROM AUTHOR]

Teaching the Qur'an requires more seriousness and attention from each Koran teacher to find the best way to teach the Qur'an to children. When the servant made observations at the Nurul Iman Al-Qur'an Education Park (TPA) in Luwuk Kiri Village, the servant found several problems, namely there were still many Nurul Iman TPA children who could not distinguish hijaiyah letters correctly and accurately, could not pronounce makhrajul letters correctly, cannot distinguish between short and long readings, nor can they distinguish between kasrah, dhammah and fathah readings. This problem occurs because at TPA Nurul Iman does not use learning methods when learning the Qur'an, and there is also a lack of use of learning media when studying. To solve these problems, the devotees offered to use the Iqra 'method and visual media in learning the Koran at TPA Nurul Iman on the grounds that these methods and media were very suitable and suitable for children. Children also prefer to learn to recite the Qur'an using image media. In this service, the servant uses a persuasive, educative and participatory approach. The results of the application of the Iqro method and visual media have a good influence on the children of TPA Nurul Iman. These influences include: children become more interested in the material provided, increased enthusiasm for learning at TPA Nurul Iman children, children are enthusiastic in participating in learning, children are increasingly diligent in learning to read the Koran and children don't get bored easily when following the lesson. [ABSTRACT FROM AUTHOR]

This article seeks new perspectives on one of Central Europe's most important ensembles of late medieval art and architecture - the parish church of St. James in Levoča, where research on the furnishings as a system in sacred space has been hindered by the sparsity of written sources. By expanding the scope of enquiry to take in some unstudied sources from the Reformation period, it shows how a medieval topography and furnishings were retained and developed by a Lutheran congregation that proved unusually tolerant of traditional practices. [ABSTRACT FROM AUTHOR]

Copyright of Arab International Journal of Knowledge Management is the property of Arab Institution of Knowledge Management and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article argues that the US War in Afghanistan, given its status as a Long War, must contend with a specific visual form that threatens to disclose that the war is an irreversible failure: the 'visual quagmire'. A visual quagmire is a visualization of a nation's catastrophic, self-inflicted entanglement in war. In 'Cluster fuck: The forcible frame in Errol Morris's Standard Operating Procedure ' (2010), Linda Williams argues that the 'cluster fuck' is the 'most eloquent figure of the American entanglement in Iraq'. This essay proposes that the 'visual quagmire' is an eloquent figure of the failure of America's networked war in Afghanistan. To support this, this essay analyzes the widely criticized PowerPoint slide depicting counterinsurgency dynamics in Afghanistan, which was presented to the then Commander of US Forces in Afghanistan, General Stanley A McChrystal in summer 2009. Elaborating on the form of the 'visual quagmire' underscores the importance of theorizing the processual emergence of quagmires and indexes that US military forces are responsible for strategic misguidance through how they visualize war. [ABSTRACT FROM AUTHOR]

This research aimed to determine the influence and the effectiveness of the guided inquiry model assisted by visual media to improve students' learning outcomes. This research used a one-group pretest-posttest design. The research subject is 12 class VIII students in one public Junior High School in Sidoarjo. The instrument and data collection techniques are pretest-posttest. The data analysis techniques were learning implementation analysis and learning outcomes analysis using the Wilcoxon test and normalized gain score. The results showed that the percentage of the learning implementation for the first and second meetings was very good. The average N-Gain score was 0,60, which was in the medium category. Based on this result, it can be concluded that the guided inquiry model assisted by visual media can improve students' learning outcomes.

In the context of news reporting about anti-Jesuit government actions and within the media landscape of eighteenth-century Europe, anti-Jesuitism began to posit a comprehensive superconspiracy and, in doing so, interweave religious and political aspects. Visual media played a decisive role in this process. Due to their high degree of intermediality and frequent recourse to allegory, printed news images were able to bundle ongoing debates and condense complex arguments. The allegorical pictorial language of these images was a specifically baroque form of non-linear "hypertextuality" that went far beyond the linear patterns of causality normally associated with the verbal and textual cultures of the Enlightenment. The visual dimension of news reporting was a means of cross-referencing and connecting that, by defying linear logic, promoted the idea that "nothing is as it seems" and that "everything is connected." [ABSTRACT FROM AUTHOR]

In the novels Elizabeth Costello, Slow Man, and Life & Times of Michael K, J.M. Coetzee fashions an ethical mode of "writing photographs" rather than "writing about photographs" via the technique of ekphrasis to recreate in prose several vivid and often unsettling images. Through ekphrasis, the reader becomes what Liliane Louvel terms a "reader/viewer" and is drawn into a palimpsestic encounter in which the image activates collective knowledge and experiences of visual media. The use of ekphrasis comes with unique ethical imperatives. Close analysis enables an exploration into the strategies of writing, such as foregrounding what is unseen, that Coetzee employs to respond to such concerns. [ABSTRACT FROM AUTHOR]

Copyright of Musicology of Lithuania / Lietuvos muzikologija is the property of Lithuanian Academy of Music & Theatre and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Annals of Cultural Studies / Roczniki Kulturoznawcze is the property of John Paul II Catholic University of Lublin, Institute of Cultural Studies and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

It is believed (Zaorska & Trajdowska, 2013) that autistic students are usually visual learners. It seems that the use of visual media and visually based teaching methods may be beneficial for such students. The aim of the present research was to discover whether visual media can be useful while teaching the skill of writing to autistic students. Furthermore, attempts were made to find out the difference between visually based approaches and non-specific ones when it comes to teaching autistic students. As far as inclusive education in Poland is concerned, the research aimed at showing its efficiency regarding the students with autism. In this paper, we would like to present the findings of our research because we believe that they may be useful for teachers who work with autistic students. [ABSTRACT FROM AUTHOR]

This paper contributes to the scholarship on contemporary journalism practices in today's fast-changing media landscape, by focusing on graphic reportage, an emergent journalistic approach that relies on the medium of drawn comics. There has been much recent scholarship on this drawn form of journalism in the field of English literature. Yet there has been surprisingly little published on graphic reportage in the field of journalism studies. In order to address this gap, this paper presents some of the key the findings of a journalism practice-based research project that involved the making of an original work of graphic reportage based on fieldwork in a camp for Haitians displaced by the 2010 earthquake in Haiti. Reflecting critically on her own process of researching, writing, illustrating and designing this graphic project, the author shows that graphic reportage can help to explore the perspectives of people like displaced Haitians whose perspectives are often neglected in Western media. Discussing specific examples from this work of graphic reportage, the paper also demonstrates that this drawn form can be used to ethically visually represent such vulnerable sources in ways that would be more difficult if not impossible in more standard visual media forms. [ABSTRACT FROM AUTHOR]