Ellen Peck, Author and Director of National Organization for Non-Parents

General note: Title and date provided by Bettye Lane.

Merle Hoffman (long, blond hair), director of "Choices" an abortion clinic in NYC. Rally in front of St. Patrick's Cathedral

General note: Title and date provided by Bettye Lane.

Director William Friedkin takes questions from press following press preview of "Cruising"

General note: Title and date provided by Bettye Lane.

Director William Friedkin takes questions from press following press preview of "Cruising"

General note: Title and date provided by Bettye Lane.

Personnel director interviewing job applicant

Inscriptions: Verso: [stamped] Photograph by Freda Leinwand. [463 West Street, Studio 229G, New York, NY 10014].

Book publishing editor discusses schedules with art director

Inscriptions: Verso: [stamped] Photograph by Freda Leinwand. [463 West Street, Studio 229G, New York, NY 10014].

Personnel director

Inscriptions: Verso: [stamped] Credit must be given to Leinwand from Monkmeyer Press Photo Service]

Personnel director talking on telephone

Inscriptions: Verso: [stamped] Credit must be given to Leinwand from Monkmeyer Press Photo Service]

Personnel director interviewing job applicant

Inscriptions: Verso: [stamped] Photograph by Freda Leinwand. [463 West Street, Studio 229G, New York, NY 10014].

Women at work: director of half-fare program for the handicapped.

Inscription: Verso: Women at work: miscellaneous occupations. Sandra Schnur, director of the half-fare program for the handicapped, New York.

Women at work: personnel director interviewing applicant.

Inscription: Verso: Women at work: miscellaneous occupations. Gail Lewis, personnel directior interviewing applicant, Hertz Corp.

I film therefore I am: process and participation, networks and knowledge ��� examples from Scottish community media projects.

This chapter examines community media projects in Scotland as social processes that nurture knowledge through participation in production. A visual and media anthropology framework (Ginsburg, 2005) with an emphasis on the social context of media production informs the analysis of community media. Drawing on community media projects in the Govan area of Glasgow and the Isle of Bute, the techniques of production foreground ���the relational aspects of filmmaking��� (Grimshaw and Ravetz, 2005: 7) and act as a catalyst for knowledge and networks of relations embedded in time and place. Community media is defined here as a creative social process, characterised by an approach to production that is multi-authored, collaborative and informed by the lives of participants, and which recognises the relevance of networks of relations to that practice (Caines, 2007: 2). As a networked process, community media production is recognised as existing in collaboration between a director or producer, such as myself, and organisations, institutions and participants, who are connected through a range of identities, practices and place. These relations born of the production process reflect a complex area of practice and participation that brings together ���parallel and overlapping public spheres��� (Meadows et al., 2002: 3). This relates to broader concerns with networks (Carpentier, Servaes and Lie, 2003; Rodr��guez, 2001), both revealed during the process of production and enhanced by it, and how they can be described with reference to the knowledge practice of community media.

O director de turma como mediador entre o concelho de turma, os alunos, e os encarregados de educa����o: Contributos para a avalia����o da direc����o de turma

O presente estudo tem como objectivo investigar o reconhecimento e a relev��ncia do papel do Director de Turma enquanto gestor interm��dio para os alunos, os encarregados de educa����o e para os pr��prios, tendo em conta a interface inter-relacionai em que a fun����o se desenvolve. Este trabalho teve como pressupostos de base a convic����o de que a Educa����o �� um fen��meno complexo que, para al��m de outras, mobiliza dimens��es sociol��gicas, psicol��gicas e epistemol��gicas, al��m de necessitar, constantemente, de reflex��o sobre as suas pr��ticas. Assim, conscientes de que o papel do Director de Turma �� de grande import��ncia nas organiza����es escolares, foi nosso objectivo estud��-lo sob o ponto de vista te��rico a partir de uma reflex��o na pr��tica e efectuar um estudo emp��rico do modo como a fun����o �� percepcionada como elo de liga����o entre os Alunos, os Encarregados de Educa����o e a Escola. Aborda-se a figura do Director de Turma, enquanto gestor pedag��gico interm��dio da organiza����o escolar, tendo em conta as atribui����es que lhe s��o consagradas na lei e a forma como os demais parceiros v��m a sua fun����o, em especial numa Escola do 2�� e 3�� ciclos do Ensino B��sico, de acordo com as perspectivas/representa����es dos pr��prios actores educativos. O estudo visou em concreto, proporcionar uma an��lise sustentada do reconhecimento e valoriza����o da figura do Director de Turma enquanto mediador entre o aluno, os encarregados de educa����o e a Escola. Pretendeu-se, nomeadamente, questionar te��rica e empiricamente, a interac����o e a articula����o entre a forma����o pessoal, a actua����o e as representa����es dos Directores de Turma. Assim, investigou-se de que modo o Director de Turma, considerado como um agente de media����o, �� ou n��o reconhecido e valorizado enquanto figura respons��vel pela liga����o do aluno e do seu encarregado de educa����o �� Escola. Como op����o metodol��gica optou-se por um estudo de caso, recorrendo �� complementaridade entre os procedimentos quantitativos e qualitativos, de acordo com os objectivos visados. Assim, as t��cnicas de recolha de dados utilizados neste estudo foram o inqu��rito, por question��rio, e a entrevista. Estes instrumentos foram sendo sucessivamente aperfei��oados. Participaram, a n��vel do inqu��rito por question��rio, duas turmas, uma do 2�� ciclo e outra do 3�� ciclo (num total de 45 alunos e respectivos encarregados de educa����o) e a n��vel da entrevista, os dois Directores de Turma das turmas envolvidas. Procurou-se, deste modo, contribuir para elucidar em que medida a figura do Director de Turma �� reconhecida e valorizada como elo de liga����o entre os Alunos, os Encarregados de Educa����o e a Escola enquanto gestor interm��dio. Nas Conclus��es ap��s o confronto entre as quest��es de partida, o quadro te��rico e os resultados do estudo emp��rico, discutem-se as dificuldades e limita����es que um estudo desta natureza envolve. Avan��a-se, por fim, com algumas sugest��es que a investiga����o realizada permite, no sentido de utilizar o conhecimento produzido para melhorar o relacionamento entre o Aluno, os Encarregados de Educa����o e a Escola e, consequentemente, o processo ensino-aprendizagem. ABSTRACT; The purpose of this study is to investigate the recognition and relevance of the role of the classroom director as an intermediate supervisor to the students, the parents and the classroom director himself, having in mind the inner- relation interface the function takes place. This work was conceived on the basic notion that Education is a complex-phenomenon, setting in motion, among other things, sociological, psychological and epistemological dimensions, as well as requiring, frequently, reflection about its practices. Therefore, conscious of the fact that the role of the class director is of enormous importance within a school environment, our aim was to study it from the theoretical point of view by a reflection in practice and performing an empirical analysis on the way it is understood as a link among the students, parents and the school. The role of classroom director is thus analysed as a pedagogical director in a school setting. Taking into consideration the rights conferred to him/her by law and the way all the other partners assign to the class director, particularly in a 2nd and 3rd cycle of the Elementary School system, in accordance with the perspectives/representations of the education actors. More specifically, this study is an in-depth analysis of the recognition and the valuation of the class director figure as a mediator among the pupils, the parents and the school. ln other words, the interaction between theory and practice in the daily performance of the classroom director were questioned and studied for further analysis. Hence, questioned the way in which the classroom director, seen as a mediation agent, could be considered as a coordinator, recognized and valorized as the responsible figure by the linking among the pupil and his/her parents to the school. The case was realized in the 2nd and 3rd cycle of an elementary school in the Alentejo. As a methodological option, quantitative and qualitative processes were both employed, thus keeping in line with the main objective of this work. Therefore, the data collected and herein utilized were the result of queries, i.e., questionnaires and personal interviews. The former were addressed at the pupils of two classes, one of the 2nd cycle and another of the 3rd cycle of the school and their parents (45 pupils and the same number of parents in total), and the two classroom directors of the classes implicated in the study. ln the Conclusion, a balance of the study is presented, comparing the initial research questions, the theoretical framework, and the results of the empirical analysis developed. A few suggestions are presented from the experience gained in this investigation, i.e., using the knowledge acquired in order to improve and enrich the relationship among the pupils, the parents, the school, and the teaching learning process.

A film director���s challenge : To manage ��� to manage? ��� The creative process in a film project

The aim of this text is to discuss how it is possible to manage the art creating process in a film project, where the circumstances are often turbulent. In normative project management literature one proceeds from the idea that a project is realised in a stable world from a clear goal. In a film project there is often a need to change your plans, to improvise both in front of the camera as well as behind the camera. In the theoretical cinematic literature the responsibility for the final film text is more and more being viewed as a product of not only the director, but of the whole team���s work. Consequently, the narrative of leadership/management in a film team can be viewed from a relational perspective where the director and those s/he interacts with, are responsible for the action, relations and social situations they construe jointly in the process of filmmaking. The organization of a film project is a temporary one. The members of a team are seldom the same from one production to another, as well as the creative process always being unique. According to process thinking, organizing can be seen as the ongoing creative activity where we structure and stabilize the chaotic, moving reality. As concerns a film project, the process of becoming of the filmic expression; careful plans, on the one hand, and improvisation and flexibility in action, on the other hand, are a precondition for its realisation. The director when setting a linguistic formulation to what is to be done, can be considered as a practical author.

O director de turma como actor socioeducativo: as necessidades de acompanhamento escolar dos alunos

Disserta����o de mest. em Observa����o e An��lise da Rela����o Educativa, Faculdade de Ci��ncias Humanas e Sociais, Univ. do Algarve, 2003