Rider University

About: Rider University is a education organization based out in Lawrenceville, New Jersey, United States. It is known for research contribution in the topics: Dosimetry & Creativity. The organization has 881 authors who have published 1934 publications receiving 50752 citations.

Serving a stir-fry of market, culture and politics – on globalisation and film policy in Greater China

Abstract: This article examines film policy in China, Hong Kong and Taiwan in the context of globalisation. The three markets face a similar set of challenges posed by globalisation, and they equally see the need to promote the local film industry through policy-making. The rhetoric of their film policies converges in embracing free-market ideas and a strong economic logic. However, their specific measures diverge when it comes to the extent and nature of government intervention, restraints posed upon foreign film businesses, vigour and objectives of government film censorship and emphasis given to the cultural imperative of film policy.

The commodification of leisure: The case of the model airplane hobby and industry

Abstract: The purpose of this paper is to examine the effects of capitalist production on a leisure activity. It demonstrates that as commodities produced for exchange become the predominant objects used in a leisure activity, the leisure activity itself is reshaped. A case study of the model airplane hobby and industry illuminates this process. The history of the hobby is one of gradual control loss by hobbyists and control gain by capital.

The equivariant cohomology ring of weighted projective space

Abstract: We describe the integral equivariant cohomology ring of a weighted projective space in terms of piecewise polynomials, and thence by generators and relations. We deduce that the ring is a perfect invariant, and prove a Chern class formula for weighted projective bundles.

Teaching for Creativity: Domains and Divergent Thinking, Intrinsic Motivation, and Evaluation

Abstract: There is not yet consensus among creativity researchers about how domain-specific creativity may be, but domain specificity has huge implications for activities designed to nurture divergent thinking. I will explain why assuming domain generality poses large risks that creativity training may be ineffective if domain generality is wrong, whereas assuming domain specificity poses no such risks even if domain specificity were completely mistaken. I will also suggest ways to avoid some of the negative effects of evaluation on intrinsic motivation and creativity and describe ways to balance teaching for skills and content knowledge with teaching for creativity.