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Introduction to Film Screening of Pablo Larrain's NO

Series
Foundation for Law, Justice and Society
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By Alan Angell, author of *Democracy after Pinochet*SPEAKER: Alan Angell, Member of the Latin America Centre, Oxford; Emeritus Fellow of St Antony's College, Oxford; and author of Democracy after Pinochet.
As the UK emerges from its own bruising referendum campaign, we present a screening of NO — the Oscar nominated dramatization of the 1988 referendum in Chile to decide the future of the country’s military dictator Augusto Pinochet.

Rather than focusing on the negative legacy of sixteen years of brutal dictatorship, the ‘No’ campaign enlisted the services of a young advertising executive to present a message filled with the promise of hope and happiness on offer under a new democratic system.

Interweaving documentary footage of the surreally optimistic actual advertising campaign, the film uses a now obsolete video format to seamlessly blend documentary and drama. In doing so, it raises probing questions about both the line between truth and fiction, and the possibilities and pitfalls of direct democracy.

Nominated for Best Foreign Language Oscar and starring Gael García Bernal, NO is a funny and inspiring account of a referendum campaign that offers a much-needed lesson from history in the wake of recent campaigns in the UK, Colombia, and Hungary.

Alan Angell, author of Democracy after Pinochet and Emeritus Fellow at St Antony's College, Oxford, will give an introductory talk to accompany the screening. He was an observer at the 1988 referendum in Chile and ran a programme for academic refugees from Chile to study in the UK. He is an Associate Member of the Latin America Centre, Oxford, and has written on many aspects of Chilean democracy and on the left in Latin America.

Episode Information

Series
Foundation for Law, Justice and Society
People
Alan Angell
Keywords
chile
democracy
politics
Latin America
Pinochet
Department: Centre for Socio-Legal Studies
Date Added: 01/11/2016
Duration: 00:10:06

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Does market competition and/or the growth of participation foster diversity in higher education systems?

Series
Department of Education Public Seminars
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Professor Simon Marginson, ULC Institute of Education, gives a talk for the Department of Education Public Seminar Series.
This seminar returns to a long-standing issue in the literature on higher education systems, that of the relationship, if any, between diversity (horizontal differentiation based on variation in HEI mission, organisational cultures, educational practices etc), the growth of participation levels, and marketisation.
The classical American literature suggested that diversity, participation and competition all tended to advance together but more recent empirical studies in the English-speaking world suggest that markets foster vertical differentiation rather than horizontal variety and encourage imitating behaviour which reduces diversity, while the growth of participation is neutral in relation to horizontal diversity. States have contrary implications for diversity: sometimes they regulate greater homogenisation, sometimes they deliberately foster variety in the form of specialist institutions or sectors.
The paper surveys the world wide terrain, in which participation is rapidly advancing—in 56 countries more than 50% of the young age cohort enters higher education. It finds that the principal features of the present period, in association with growth, are (1) the advance of the multi-purpose multi-disciplinary research multiversity as the main institutional form, (2) a secular decline in the role of non-university sectors and specialist institutions, (3) an increase in internal diversity in the large multiversities, (4) an increase in vertical stratification in many systems, (5) no increase in horizontal diversity overall and a probable decline in diversity, except for the rise of for-profit colleges in some countries.

Episode Information

Series
Department of Education Public Seminars
People
Simon Marginson
Keywords
education
teaching
learning
diversity
Department: Department of Education
Date Added: 01/11/2016
Duration: 00:37:35

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The Systemic Qualities of the International Legal Order

Series
Public International Law Discussion Group (Part II)
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Dr Gleider Hernandez, Reader in Public International Law, University of Durham, October 2016
Dr Gleider I Hernández is Reader in Public International Law at Durham Law School and Deputy Director of the Durham Global Policy Institute. Originally from Canada, Gleider took a D.Phil from Wadham College, Oxford, an LL.M degree from Leiden, and BCL & LL.B degrees from McGill. His DPhil, The International Court of Justice and the Judicial Function, was published by the OUP in 2014, and was shortlisted for the Peter Birks Prize. His second book, International Law, will be published in 2017, also by the OUP. Gleider is currently an AHRC Research Leadership Fellow on a project entitled 'Constructing Authority in International Law'.

Besides his academic position at Durham, Gleider serves as Junior Faculty with the Harvard Institute for Global Law and Policy and is a Visiting Senior Fellow at the TMC Asser Institute in The Hague. He has previously has been Visiting Fellow at McGill and Amsterdam universities.

In terms of practice and consultancy work, Gleider currently serves as Expert on the group of experts drafting the NATO/CCDCOE Tallinn Manual on Cyber Operations in International Law, and has just completed a mandate as Special Assistant to an ICSID investment tribunal. He also served from 2008-2010 as Associate Legal Officer to Judges Peter Tomka and Bruno Simma at the International Court of Justice. He is also a Member of the Legal Action Committee of GLANLaw.org, a non-governmental organisation dedicated to challenging injustice through innovative legal strategy.

Finally, nearly a decade ago, he served as the Convenor of the Public International Law Discussion Group of the Oxford Law Faculty, to which he returns with fond memories.

Abstract:

This paper attempts to understand the authority asserted by certain norm-applying institutions (‘law-applying authorities’ or officials) as part of their practice of responding to situations of indeterminacy in the law. Indeterminacy is explored as but a temporary gap, one which can be resolved through mechanisms of determinability within the legal system. The authority of norm-applying institutions is purportedly defended as necessary for the existence of law and the legal system, but is in fact rooted in social practices that legitimate the exercise of authority through recognition. Such a claim to authority is specifically with respect to content-independent authority, to the extent that it relies on the identity of the law-applying actor, rather than on the substance of the reasoning invoked.

There is a circularity in identifying law-applying authorities through reference to the rules of the legal system, yet presuming their existence as a necessary condition for the existence of the legal system. Instead, the answer is partly also to be found in the existence of common discourse rules between various international actors, who together constitute an epistemic community and whose canons, forms of discourse and methods serve to define the practice of international law. It is through this combination of social recognition and adherence to socially-constructed canons and discourse rules that authority in law-application, law-creation and development privilege, over all other priorities, the coherence and authority of the system as a whole.
Creative Commons Licence
Creative Commons Attribution-Non-Commercial-Share Alike 2.0 UK (BY-NC-SA): England & Wales; https://creativecommons.org/licenses/by-nc-sa/2.0/uk/

Episode Information

Series
Public International Law Discussion Group (Part II)
People
Gleider Hernandez
Keywords
public international law
international legal order
Department: Faculty of Law
Date Added: 31/10/2016
Duration: 00:33:48

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The Remedy

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The Remedy
This series explores different religious and secular approaches to healing. In each episode, DPhil candidate Naomi Richman interviews a representative from a religious or secular movement to find out how their perspectives on spirituality influence their attitudes to health and modern medicine. Through these conversations, Naomi discovers ancient truths that can assist us in our contemporary search for well-being, from ayuverda to transhumanism. This project won the The Oxford Research Centre for the Humanities (TORCH) Graduate Fund Award and is supported by the Wellcome Trust for Science and Humanities Public Engagement initiatives. The full series was initially broadcast live on Radio Brockley, London's longest running hospital radio station based at the Royal National Orthopaedic Hospital, in celebration of Radio Brockley's 50th anniversary.

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Macedonian Lawgiver Kings and the Young: ΝΕΟΤΗΣ ΓΕΓΥΜΝΑΣΜΕΝΗ: The David Lewis Lecture 2016

Series
Faculty of Classics
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The 2016 David Lewis Memorial Lecture, delivered by Professor Miltiades B. Hatzopoulos of the International Hellenic University. Introduced by Robert Parker.

Episode Information

Series
Faculty of Classics
People
Miltiades B. Hatzopoulos
Robert Parker
Keywords
classics
ancient history
Macedonia
greece
Department: Faculty of Classics
Date Added: 31/10/2016
Duration: 00:58:07

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How the BBC reaches digital audiences in South Asia

Series
Reuters Institute for the Study of Journalism
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Roopa Suchak, South Asia workstream lead, BBC gives a talk for the Business and Practice of Journalism seminar series. Introduction by Richard Sambrook.

Episode Information

Series
Reuters Institute for the Study of Journalism
People
Roopa Suchak
Keywords
politics
bbc
journalism
information
technology
news
asia
South Asia
Department: Department of Politics and International Relations (DPIR)
Date Added: 31/10/2016
Duration: 00:35:12

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From Afghanistan to a more dangerous world

Series
Reuters Institute for the Study of Journalism
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Christina Lamb, Foreign affairs correspondent, Sunday Times, gives a talk for the The Business and Practice of Journalism seminar series. Introduction by Richard Sambrook.

Episode Information

Series
Reuters Institute for the Study of Journalism
People
Christina Lamb
Keywords
journalism
news
information
technology
sunday times
Department: Department of Politics and International Relations (DPIR)
Date Added: 31/10/2016
Duration: 00:40:54

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Education in divided societies: The role of school collaboration

Series
Department of Education Public Seminars
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Professor Tony Gallagher, University of Belfast, gives a talk for the Department of Education Public Seminar Series on 24th October 2016.
Mass education has traditionally been used as an integrating force, perhaps most notably in the role of the public school in the United States.
In the latter part of the 20th century overt assimilation through education was increasingly critiqued and attention shifted towards the incorporation of various forms of multiculturalism in schools. In some societies separate schools operated in recognition of different identities: in some contexts separate schools were used to maintain patterns of domination­oppression, but in others it was an attempt to allow minorities to maintain their own identities.
Northern Ireland has operated separate schools for over a century, and many pointed to this as a factor in social division and political violence: various interventions were applied during the years of the violence, but few showed evidence of creating positive systemic change. For the last decade a new approach, based on promoting collaborative networks of Protestant and Catholic schools, has been put in place. ‘Shared education’ seeks to create dialogic processes between communities, at all levels, by using network effects to change the nature of the relationship between schools and communities in local areas while focusing on social, educational and economic goals.
This presentation outlines the background to the development of shared education in Northern Ireland and traces how it has developed. The paper also will examine briefly how the idea has been adopted in other contexts, most notably in Israel.

Episode Information

Series
Department of Education Public Seminars
People
Tony Gallagher
Keywords
education
public education
society
learning
teaching
Department: Department of Education
Date Added: 31/10/2016
Duration: 00:51:36

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Making use of international large- scale assessment data in national contexts: PIRLS for Teachers

Series
Department of Education Public Seminars
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Dr Therese N Hopfenbeck, Department of Education, Oxford, gives a talk for the Department of Education Public Seminar Series on 17th October 2016. Co-written with Dr Jenny Lenkeit
More information is available here;
http://oucea.education.ox.ac.uk/research/recent-research-projects/pirls-for-teachers/
There is a knowledge gap between information provided by international large-scale assessments (ILSA) such as PIRLS, PISA, and TIMSS, the publically available research results and what is of interest and use to teachers in England.
Considering the public costs needed to participate in international studies, the link between this form of assessment and its impact on classroom pedagogy is alarmingly low and questions about the use of this data and related research grow more urgent. But, the understanding of how to engage the users of research is still developing and the use and impact of research on practice is as yet minimal. One reason for this is seen in excluding practitioners from research activities that concern their professional field.
The PIRLS for Teachers project (ESRC IAA funded) first engaged with teachers to increase their knowledge about PIRLS and their capacity to use data and information provided by the survey. Second, it aimed to increase researchers’ understanding of the challenges teachers face in dealing with PIRLS findings and identifying their specific needs and interests. Third, teachers and researchers acted as co-producers of relevant new knowledge by jointly interpreting the PIRLS findings, addressing new research questions and finding ways in which results can be used to improve teaching practice.
We will outline the rationale of our project, discuss the challenges for us as researchers and for the teachers, present the materials developed in collaboration with teachers and discuss the impact and dissemination strategy.
We expect the outcomes of the project to enhance not only teachers’ professional learning about PIRLS and its use for improving classroom practice but also that of researchers about practitioners’ needs for understanding and using findings provided in ILSA. We also expect teachers to wrestle with the possible contradicting evidence from their own classrooms and from PIRLS. Overall, outcomes of this research will contribute to strengthening the link between ILSA, teachers’ understanding of its findings and the improvement of classroom practices, partly through possible new research collaborations.

Episode Information

Series
Department of Education Public Seminars
People
Jenny Lenkeit
Therese N Hopfenbeck
Keywords
education
teaching
learning
assessment
Department: Department of Education
Date Added: 31/10/2016
Duration: 00:31:03

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Better evidence for better health care

Series
Evidence-Based Health Care
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Professor Carl Heneghan gives a talk for the MSc in Evidence-Based Health Care programme.

Episode Information

Series
Evidence-Based Health Care
People
Carl Heneghan
Keywords
Health
Medicine
healthcare
evvidence based healthcare
Department: Medical Sciences Division
Date Added: 31/10/2016
Duration:

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