Florence Martin – författare

Examined within their economic, cultural, and political context, the work of women Maghrebi filmmakers forms a cohesive body of work. Florence Martin examines the intersections of nation and gender in seven films, showing how directors turn around the politics of the gaze as they play with the various meanings of the Arabic term hijab (veil, curtain, screen). Martin analyzes these films on their own theoretical terms, developing the notion of "transvergence" to examine how Maghrebi women's cinema is flexible, playful, and transgressive in its themes, aesthetics, narratives, and modes of address. These are distinctive films that traverse multiple cultures, both borrowing from and resisting the discourses these cultures propose.

Systematic reviews aim to retrieve and synthesize existing research. This book describes the process of conducting systematic reviews in educational research and can be used by any social or behavioral scientist who is interested in research synthesis through systematic reviews.

Since the early 2000s, Moroccan cinema has emerged as a major force in the Maghreb and African cinema, driven by digital technologies, international collaborations and co-production, and a focus on authentic storytelling.This edited collection explores the complexities of Moroccan cinema's transnational dimensions, moving beyond a purely postcolonial framework to examine its global impact, political significance and diverse influences.Featuring contributions from leading international scholars in African, Arab and transnational cinema studies, alongside film critics, educators and filmmakers from Morocco, the collection analyses cinema production, distribution and reception within global networks, highlighting the dynamic interplay between local contexts and international trends.

Instructor competencies, offered as professional development frameworks, identify the knowledge, skills, and attitudes that enable effective instruction. A 2021 version of Instructor Competencies is now available from The International Board for Standards, Training, Performance and Instruction (IBSTPI). These 2021 standards, appropriate for instructors and trainers in all settings, are based on well-established instructional principles that are flexible enough to allow for adjustments to new understandings in the science of teaching and learning, the integration of best practices, and adaptability to emerging tools and technology. With this update of IBSTPI's 2004 Instructor Competencies, the framework now includes four domains of performance, 19 competencies, 150 performance statements and these three conditions defining instructors' work: core, blended, and online.

La Guyane française est étrangement absente du clan de la "francophonie". Elle l''est tout autant de celui de la "créolité", alors que le premier roman écrit en créole es l''oeuvre d''un Guyanais.Il faut donc enquêter le long des "traces-mémories" de ka Guyane : suivre une inscription à moitié effacée à même la terre, le mur du bagne, la page jaunie ;: écouter l''écho lointain du son proféré au temps d''avant celui du souvenir conscient ; suivre la voie de la trace écrite et la voix des ondes sonores que le caillou littéraire lancé répercute là-bas, dans le grand espace de ce territoire sud-américain.Dépister les "marronnages" dans les dits et les textes : lire comment le texte guyanais, puis antillais, travaille l''écrit de l''intérieur, lui donne une dynamique subversive, pousse l''élan littéraire dans ses retranchements, fait résonner d''autres langues (orales) au sein même de la langue écrite, pour enfin résister à l''injonction du sens giratoire officiel : on ne tourne plus autour de la France, on s''en distancie, on tente même d''en détourner le sens.Florence Martin, professeur à Goucher College, Baltimore (Etats-Unis), est chercheur en littérature et cinéma francophones.Isabelle Favre est professeur de littérature française à l''Unviersité du Nevada de reno (Etats-Unis).

This book provides a comprehensive overview on the theories, processes, and solutions relevant to effectively creating, using, and managing digital media in a variety of instructional settings. In the first section of the book, the authors provide an overview of the theories, development models, and principles of learning with digital media. In the second section, the authors detail various digital media solutions, including: Instructional Videos, Instructional Simulations and Games, Online Learning, Mobile Learning, and Emerging Learning Technologies. Overall, this book emphasizes the theoretical principles for learning with digital media and processes to design digital media solutions in various instructional settings. The readers are also provided with multiple case studies from real world projects in various instructional settings.

This book provides a comprehensive overview on the theories, processes, and solutions relevant to effectively creating, using, and managing digital media in a variety of instructional settings. In the first section of the book, the authors provide an overview of the theories, development models, and principles of learning with digital media. In the second section, the authors detail various digital media solutions, including: Instructional Videos, Instructional Simulations and Games, Online Learning, Mobile Learning, and Emerging Learning Technologies. Overall, this book emphasizes the theoretical principles for learning with digital media and processes to design digital media solutions in various instructional settings. The readers are also provided with multiple case studies from real world projects in various instructional settings.

This book provides a comprehensive overview on the theories, processes, and solutions relevant to effectively creating, using, and managing digital media in a variety of instructional settings. In the first section of the book, the authors provide an overview of the theories, development models, and principles of learning with digital media. In the second section, the authors detail various digital media solutions, including: Instructional Videos, Instructional Simulations and Games, Online Learning, Mobile Learning, and Emerging Learning Technologies. Overall, this book emphasizes the theoretical principles for learning with digital media and processes to design digital media solutions in various instructional settings. The readers are also provided with multiple case studies from real world projects in various instructional settings.

This book project unfolds and analyzes the work of Moroccan director, producer, and scriptwriter Farida Benlyazid, whose career extends from the beginning of cinema in independent Morocco to the present. This study of her work and career provides a unique perspective on an under-represented cinema, the gender politics of cinema in Morocco, and the contribution of Arab women directors to global cinema and to a gendered understanding of Muslim ethics and aesthetics in film. A pioneer in Moroccan cinema, Farida Benlyazid has been successful at negotiating the sometimes abrupt turns of Morocco’s rocky 20th century history: from Morocco under French occupation to the advent of Moroccan independence in 1956; the end of the international status of Tangier, her native city, in 1959; the “years of lead” under the reign of Hassan II; and finally Mohamed VI’s current reign since 1999. As a result, she has a long view of Morocco’s politics of self-representation as well as of the representation of Moroccan women on screen

This book project unfolds and analyzes the work of Moroccan director, producer, and scriptwriter Farida Benlyazid, whose career extends from the beginning of cinema in independent Morocco to the present. This study of her work and career provides a unique perspective on an under-represented cinema, the gender politics of cinema in Morocco, and the contribution of Arab women directors to global cinema and to a gendered understanding of Muslim ethics and aesthetics in film.

A pioneer in Moroccan cinema, Farida Benlyazid has been successful at negotiating the sometimes abrupt turns of Morocco’s rocky 20th century history: from Morocco under French occupation to the advent of Moroccan independence in 1956; the end of the international status of Tangier, her native city, in 1959; the “years of lead” under the reign of Hassan II; and finally Mohamed VI’s current reign since 1999. As a result, she has a long view of Morocco’s politics of self-representation as well as of the representation of Moroccan women on screen

Instructor competencies, offered as professional development frameworks, identify the knowledge, skills, and attitudes that enable effective instruction. A 2021 version of Instructor Competencies is now available from The International Board for Standards, Training, Performance and Instruction (IBSTPI). These 2021 standards, appropriate for instructors and trainers in all settings, are based on well-established instructional principles that are flexible enough to allow for adjustments to new understandings in the science of teaching and learning, the integration of best practices, and adaptability to emerging tools and technology. With this update of IBSTPI’s 2004 Instructor Competencies, the framework now includes four domains of performance, 19 competencies, 150 performance statements and these three conditions defining instructors’ work: core, blended, and online.

Instructor competencies, offered as professional development frameworks, identify the knowledge, skills, and attitudes that enable effective instruction. A 2021 version of Instructor Competencies is now available from The International Board for Standards, Training, Performance and Instruction (IBSTPI). These 2021 standards, appropriate for instructors and trainers in all settings, are based on well-established instructional principles that are flexible enough to allow for adjustments to new understandings in the science of teaching and learning, the integration of best practices, and adaptability to emerging tools and technology. With this update of IBSTPI’s 2004 Instructor Competencies, the framework now includes four domains of performance, 19 competencies, 150 performance statements and these three conditions defining instructors’ work: core, blended, and online.