"En términos sencillos, un avalúo es el proceso mediante el cual se determina cuánto vale algo. Es como una especie de radiografía financiera que se hace a un objeto, propiedad o incluso a un proyecto, para entender su valor en términos monetarios [...] Si eres un artista, escritor, músico o c
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ualquier tipo de creador, el avalúo es crucial para entender el valor de tu obra en el mercado. ¿Cuánto estarían dispuestos a pagar por tu pintura en una galería de arte? ¿Qué valor tiene esa novela que escribiste en términos de derechos de autor? Estas son preguntas que un buen avalúo puede ayudar a responder. Un avalúo no es una ciencia exacta y puede involucrar varios factores, como el valor de uso y el valor simbólico que ya discutimos. También puede considerar aspectos como la demanda del mercado, el costo de producción y hasta el valor emocional que la gente le da a lo que has creado. Entonces, la próxima vez que te encuentres preguntándote cuánto vale tu obra, recuerda que el avalúo es tu mejor amigo. Es la herramienta que te permite ponerle un valor cuantificable a tu talento y creatividad, permitiéndote navegar el mundo del arte y la cultura con un poco más de certeza y confianza." (Página 20-22)
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"Este documento presenta el libro "Periodismo DaDá" de Pere Ortín, el cual invita al lector a desconfiar del periodismo convencional y propone nuevas formas de periodismo que pongan en crisis los enfoques tradicionales. Ortín sugiere olvidar la lógica de la noticia, actualidad e información par
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a experimentar otros estilos periodísticos creados desde perspectivas alternativas. El libro usa un estilo collage para transmitir estas ideas de un modo inteligente e irónico." (Descripción de la casa editorial)
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"This document is a different kind of guide. Meaning, it's less of a guide and more of an invitation. An invitational guide, if you will. For us, narrative research has become one door into a bigger, older, interrelated question about how we inspire one another to change. This document tries to conn
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ect some of the contemporary ideas about narrative practice to some of the wisdom and inspiration that can be found in related practices—from Afrofuturism to artistic activism to peacebuilding—all while offering questions to inspire thinking about your own practice, examples from our partners' initiatives, reflections from our experience, and resources for your own exploration. We lay out six elements (or, as we call them, spice blends) that describe and invite creativity, reflection, and exploration for activism and advocacy: problem spaces; creativity; visioning & imagination; hope, values, emotions; experiences & relationships; people. Each element emerged from the work of the teams we partnered with, and they build on and point towards the work that has inspired and informed our own thinking. They are intended to be explored, played with, changed, and built upon. They are meant to be a resource and a source of inspiration and reflection for practitioners and funders alike." (Page 7)
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"Being creative and collaborative” is the motto of UNESCO’s Young Digital Creators (YDC). YDC is designed for young people of different cultures to collaboratively construct deeper understanding of each other’s cultural values and shared perspectives on global issues of our time. In YDC, the d
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igital tools are used to carry out creative projects, to show them and to talk about them with people from different cultures. YDC is a programme that makes the Internet and the web work to the benefit of young creators around the globe. This YDC Educator’s Kit is designed to help teachers and educators working in schools, youth clubs, community centres, and training institutes to generate and manage project-based learning activities with young people. The focus is on the creative use of information and communication technologies, global challenges of development, cultural diversity and inter-cultural dialogue. The first part of the Kit explains some basic concepts of the initiative. It starts with a brief introduction on project-based learning, then discusses creative thinking and expression, as well as cultural diversity. The last section of the first part gives an introduction to online cooperation in creative projects with Internet and web learning environments. The second part of the Kit introduces a detailed lesson plan with a number of learning activities that are expected to be implemented in sequence. The lesson plans are designed to help educators carry out a full project-based learning process with young people, starting from brainstorming and framing of the themes of the project to presenting the results of the project through exhibitions or concerts." (Introduction, page 16)
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"This book contains 50 stories, all of which have been specifically chosen to help you deal with the difficult and complex process of change. Some of the stories have been lent by other authors, some are my own creation, some were developed by participants during storytelling workshops and some have
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been re-told or adapted to address a particular aspect of change. As with my previous books, there is a ‘moral’ attached to the bottom of each story. In some situations you may feel it appropriate to disclose the suggested moral to your listener(s), but in others it may be more appropriate to allow them to reflect and formulate their own understanding. There is a danger of being over-prescriptive when sharing the meanings of stories; they always contain more than one meaning, as I have found on many occasions – and there’s usually at least one that you never thought of! There is also guidance in this book on how you might use the stories to promote reflection and meaningful discussion." (Publisher description)
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"Im ersten Teil wird ein Arbeitsmodell der verschiedenen Parameter der Kreativität entworfen, in welchem personale, prozessuale und soziale Elemente integriert sind. Der zweite Teil beschäftigt sich mit dem Komplex Kreativität und Gruppe. Es werden die Leistungsvorteile der Gruppe dargestellt und
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jene Bedingungsfaktoren erörtert, deren Berücksichtigung erst die volle Wirksamkeit einer Gruppe garantieren. Der dritte Teil bietet ein ausgearbeitetes Trainingsprogramm, welches vor allem drei Prinzipien des schöpferischen Problemlösungsprozesses einüben will: das "Prinzip der verzögerten Bewertung", das "Prinzip der Verfremdung" und das "Prinzip des spielerischen Experimentierens"." (Verlagsbeschreibung)
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"Die Beiträge dieses Bandes suchen einen interdisziplinären Zugang zum Verhältnis von Fernsehen und Religion. Aus verschiedenen Fachperspektiven setzen sie sich mit der Frage auseinander, ob das Fernsehen Kommunikationsformen und Funktionen der Religion übernommen hat." (Verlagsbeschreibung)
"The objective of the two week long 1972 Dag Hammarskjold Seminar was to break away from traditional and theoretical concepts of information work in order to gain a practical insight into communication, especially as it applies to social and economic development. Fifty participants and lecturers fro
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m developed and developing countries in Europe and Africa focused on applied communications, management, sensitivity training, the function of work models, and group dynamics in a series of reports, lectures, discussions, and experiments. Following reports of communication programs in each represented country were talks on specific issues, including transition and social change in rural and industrialized societies, the function of communication in the change process, the crucial management problem of internal communications, radio communications, and models as applicable tools. The description of several advertising campaigns illustrated the importance of creativity in communication. Participants scrutinized total communications campaigns in the fields of nutrition, family planning, and traffic. The seminar concluded with a participant evaluation of the program. Some articles in the report are adaptations of the seminar lectures." (http://worldcat.org/identities/lccn-n84222263)
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