Beyond “Brutality”: understanding the Italian Filone’s violent excesses

“Brutality” has long been held up by critics to be one of the defining features of the Italian filoni; a body of popular genre film cycles (peplum mythological epics, horror films, giallo thrillers, poliziotteschi crime dramas, westerns and others) released during a frenzied period of film production between the late 1950s and mid 1980s. A disproportionate emphasis on scenes of often extreme violence and spectacle can be traced across all of the cycles, resulting in a habitual “weakening” of narrative and disruption of the filmic continuities fundamental to mainstream cinema. This emphasis and the uneasy pleasures that it provides have led to a distinct ghettoisation of the filoni within English-language film criticism, with historical accounts of Italian cinema ignoring the films completely, dismissing them as “trash” or portraying them as parasitic counterfeits of “authentic” Hollywood genre films. Furthermore, such accounts typically fail to address the question of what it is that makes these films so violent, limiting their descriptions to blanket terms such as “brutal”, “exploitative” and “sadistic”, in the process reaffirming the idea that the filoni are simply not worthy of further study. As a result, the suggestion that the films could provide pleasures which are distinctly different from those established by mainstream cinema remains largely unaddressed. This thesis seeks to reconcile the gap between my own personal engagement with the films and the lack of attention that has been devoted to them within critical Anglo-American discourses. Drawing on the “paracinematic” approach highlighted by Sconce (1995), I seek to demonstrate that it is precisely in the filoni’s often violent deviations from mainstream cinema’s established continuities where their most remarkable features lie, using Thompson’s (1986) concept of “cinematic excess” to illustrate the films’ overwhelming prioritisation of formal elements that exceed the limits of narrative motivation. Using narrative and close textual analysis of a representative body of filoni to identify patterns of violence, spectacle and excess across the films’ structures, I shall also illustrate the benefits of using film theories outwith their original context to shed light on non-mainstream films like the filoni, drawing in particular on the work of musical theorists Altman (1978) and Mellencamp (1977) to identify a “dual focus” in the films between scenes of narrative and more excessive violent “numbers”. Combining my analysis of specific filoni with an examination of representative mainstream films and Anglo-American genre theory, I shall demonstrate that while the regulation of cinematic excess is vital to the narrative pleasures engendered by the latter (suspense, characterisation, drama), in the filoni such pleasures are typically debunked in favour of the more immediate pleasures and curiosities provoked by viewing (and listening to) spectacular and violent acts that threaten the continuities surrounding them. As my analysis chapters will indicate, the filoni are far more productively analysed using theories derived from early cinema: by drawing on Gunning’s (1986) concept of cinematic “attractions” – non-narrative spectacles which exhibit a similar emphasis on the primacy of the image and the pleasures that it provides – I shall illustrate how a central viewing pleasure prioritised by the filoni arises from the frequent revelation of the filmic apparatus during scenes of spectacle and violence, where spatio-temporal continuities are frequently abandoned. By going beyond the blanket generalisations of “brutality” that have resulted in the filoni’s habitual marginalisation within film studies, this thesis shall exemplify a long-overdue “closer” approach to the films that seeks to highlight their distinctive features, study their structures and investigate the specific (dis)continuities and (dis)pleasures that they provide, at the same time exploring the possibilities of exactly what is meant by “violence” in cinema

Action learning and healthcare: affinities and challenges

Action learning has been used in healthcare settings to bring about changes to how services are delivered, to help individuals to develop their knowledge and skills, including leadership development, and to enable the development of collective abilities and communities of practice. It is evident that there are some positive elements in the healthcare environment that support the processes of action learning – what we might call affinities between the environment and these processes. However, those who have practised action learning in these environments also know that difficulties and disablers can arise, to derail or block the processes – what we might, perhaps optimistically, call challenges

Leadership Development, Wicked Problems and Action Learning: Provocations to a Debate

"The problem is the domain of the leader; unlike the puzzle, it is charged with unanswerable questions as well as unformulatable ones" (Revans, 1982: 712) If leadership is defined by a willingness to tackle the intractable or wicked issues - rather than the technical or procedural (Revans 1982: 712-4; Grint, 2005; 2007; 2010) - then, given that action learning is commonly employed on leadership development programmes, do the participants on these programmes address the unanswerable and unformulatable questions of leadership? This rather complex question arose in a conversation between the three of us at an editorial board meeting. It then led on to a protracted discussion over several months. We had all worked on leadership development programmes but had they actually tackled those challenges that formed the essence of leadership according to Revans, Grint and others? This felt like a straightforward query, yet we found it difficult to frame as a research question. The focus on the combination of leadership development, action learning and wicked problems proved hard to formulate; depending on which was taken as the "lead" term, different, if related, inquiries might follow. The question lay in the conjunction of these notions, and in our individual and joint experiences of trying to grasp it we found echoes of Revans' descriptions of leadership work

Simple waves and shocks in a thin film of a perfectly soluble anti-surfactant solution

We consider the dynamics of a thin film of a perfectly soluble anti-surfactant solution in the limit of large capillary and Peclet numbers in which the governing system of nonlinear equations is purely hyperbolic. We construct exact solutions to a family of Riemann problems for this system, and discuss the properties of these solutions, including the formation of both simple-wave and uniform regions within the flow, and the propagation of shocks in both the thickness of the film and the gradient of the concentration of solute

Untangling approaches to management and leadership across systems of medical education

Aims: How future doctors might be educated and trained in order to meet the population and system needs of countries is currently being debated. Incorporation of a broad range of capabilities, encompassed within categories of management and, increasingly, leadership, form part of this discussion. The purpose of this paper is to outline a framework by which countries’ progress in this area might be assessed and compared. Methods: Key databases and journals related to this area were reviewed. From relevant articles potential factors impacting on the incorporation of aspects of management and leadership within medical education and training were identified. These factors were tested via an online survey during 2013 with six members of a European Association of doctors who promote medical involvement in hospital management, including members from countries less represented in the health management literature. Results: A framework for analysing how management and leadership education is being approached within different systems of healthcare is developed and presented. Conclusions: More systematic work across a wider range of countries is needed if we are to have a better understanding of how countries within and beyond Europe are approaching and progressing the education of doctors in management and leadership. Keywords: Medical education, Management, Leadership, Competency framework

Human service organisations: implications for management and organisation development

In modern complex organisations the dominant paradigm is one of 'technocratic bureaucracy’. It is characterised by a focus on management as the rationalising force - as the key group which exercises influence in the organisational sphere. Thus, the most prevalent principles for the operation of organisations are still based on hierarchical control and co-ordination, e.g. MBO, Management Information Systems, budgetary systems etc. This dominant paradigm permeates theory and practice in the fields of Management and Organisation Development and is based almost entirely on the experience of large-scale industrial and commercial businesses and of multi nationals. Yet it is becoming increasingly clear to many practitioners in the UK and USA that some organisations, at least, fail to conform to this picture. This paper considers the special case of ’Human Service Organisations’ (HSOs) and compares them with mainstream industrial and commercial enterprises. It examines some insights drawn from recent British and American research, particularly in the area of ’domain theory’ and suggests possible reasons for the ambivalent performance of MD/OD strategies in HSOs. Finally, it uses these theoretical insights together with the experience of one internal consultancy/research/training unit within the National Health Service to suggest what the implications for practitioners might be and also reflects on the possible impact of this discussion on mainstream MD/OD

Action learning as a developmental practice for clinical leadership

Clinical leadership is assuming a higher profile in the healthcare systems in the UK. This paper seeks to clarify the nature of clinical leadership, and proposes action learning as a developmental practice that is well suited to its enhancement. The paper reviews recent definitions of clinical leadership and examines action learning as both ethos and practice, and its application in the NHS. The paper identifies a need to strengthen clinical leadership and, with the flexibility of approach and track record of application in healthcare, proposes that action learning is a highly appropriate developmental approach for the enhancement of clinical leadership