20/X: Visuality, Representation and Epistemology in the Age of Intelligent Seeing Machines

Leonardo ◽  
2018 ◽  
Vol 51 (1) ◽  
pp. 71-74
Author(s):  
Shannon C. McMullen ◽  
Fabian Winkler

To understand, critique and shape the impact of machines that can see in ways exceeding human capabilities, humans may need to learn to see like machines, to understand their abstractions and categorizations. The installation 20/X explores visuality, representation and epistemology in the age of intelligent seeing machines. This project is a collaboration between artists and biomedical researchers in an attempt to bring science, technology and the arts together to create an opportunity for public dialogue around an invention that will soon permeate the designed world.

2019 ◽  
Vol 8 (4) ◽  
pp. 52
Author(s):  
Victoria Kakooza ◽  
Robert Wamala ◽  
James Wokadala ◽  
Thomas Bwire

There have been several attempts in developing countries to reduce both graduate and overall unemployment; with the majority attempts centered on changes in the education sector. To better understand this avenue, this study intends to comparatively establish the impact of the two broad discipline categories of- Arts and science related disciplines- on the overall unemployment. The study employed the Vector autoregressive (VAR) model to analyse Uganda’s data between 1991 and 2017. The findings of the study showed that the arts/humanities graduates have a slightly higher impact on unemployment than their counterparts from the science/technology disciplines in the short run in Uganda; with both groups of graduates having no significant effect on unemployment in the long run. 


2020 ◽  
pp. 004208592091436
Author(s):  
Carla C. Johnson ◽  
Toni A. Sondergeld

There has been considerable movement in the United States toward an integrated approach to science, technology, engineering, and mathematics (STEM) which leverages English/language arts, social studies/history, and the arts as contexts and tools for solving the grand STEM challenges of our society. Selective STEM schools have been demonstrated as having positive student outcomes, but enroll students based upon academic criteria rather than interest and effectively exclude underrepresented groups in STEM. In this study, we examine the impact of an integrated STEM high school on student academic outcomes. Findings indicate students significantly outperformed the 13 comparison schools in district on American College Testing (ACT) and school exams.


Author(s):  
Luis Roniger ◽  
Leonardo Senkman ◽  
Saúl Sosnowski ◽  
Mario Sznajder

This book explores how Argentina, Chile, Paraguay, and Uruguay have been affected by postexilic relocations, transnational migrant displacements, and diasporas. It provides a systematic analysis of the formation of exile communities and diaspora politics, the politics of return, and the agenda of democratization in the late twentieth and early twenty-first centuries, focusing on the impact of intellectuals, academics, activists, and public figures who had experienced exile on the reconstitution and transformation of their societies following democratization. Readers are offered a kaleidoscope of intellectual itineraries, debates, and contributions held in the public domain by individuals who confronted and fought authoritarian rule. The book covers their contributions to the restructuring and transformation of scientific disciplines and of the humanities and the arts, as well as their collective institutional impact on higher education, science and technology, and public institutions. Bringing together sociopolitical, cultural, and policy analysis with the testimonies of dozens of intellectuals, academics, political activists, and policymakers, the book addresses the impact of exile on people’s lives and on their fractured experiences, the debates and prospects of return, the challenges of dis-exile and postexilic trends, and, finally, the ways in which those who experienced exile impacted democratized institutions, public culture, and discourse. It also follows some crucial shifts in the frontiers of citizenship, moving analysis to transnational connections and permanent diasporas, including the diasporas of knowledge that increasingly changed the very meaning of being national and transnational, while connecting those countries to the global arena.


Author(s):  
Daisy Fancourt

This chapter outlines the first four stages in the process of designing and delivering arts in health interventions. Using business models from industry, management, and health care, it provides a step-by-step guide to conceptualizing and planning effective arts in health interventions that meet a real need within health care. It shows how to scope national and local opportunities, identify specific challenges that the arts could address, select appropriate target groups, understand the needs of patients, public, and staff, undertake consultations, identify relevant research, develop initial ideas, plan for a pilot, and model the impact that the intervention could have. These steps will provide the foundation for a creative and novel intervention with the potential to have real impact and sustainability.


Author(s):  
Crispin Coombs ◽  
Donald Hislop ◽  
Stanimira Taneva ◽  
Sarah Barnard

One of the most significant recent technological developments concerns the application of intelligent machines to jobs that up to now have been considered safe from automation. These changes have generated considerable debate regarding the impacts that the widespread adoption of intelligent machines could have on the nature of work. This chapter provides a thematic review, across multiple academic disciplines, of the current state of academic knowledge regarding the impact of intelligent machines on knowledge and service work. Adopting a work-practice perspective, the chapter reviews the extant literature concerning changing relations between workers and intelligent machines, the adoption and acceptance of intelligent machines, and ethical issues associated with greater machine human collaboration. A key finding is that much of the research discusses intelligent machines complementing and extending human capabilities rather than removing humans from work processes. The concept of augmentation of humans and human work, rather than wholesale replacement from automation, flows through the literature across a range of domains. The chapter concludes with a discussion of the main gaps in existing knowledge and ways in which future research may provide a deeper understanding of how people (currently and in the near future) experience intelligent machines in their day-to-day work practice. These include the need for multi-disciplinary research, the role of contexts, the need for more and better empirical research, the changing relationships between humans and intelligent machines, the adoption and acceptance of the technology, and ethical issues.


2020 ◽  
Vol 27 (4) ◽  
pp. 449-465
Author(s):  
Stanley N. Katz ◽  
Leah Reisman

AbstractThis article discusses the impact of the COVID-19 pandemic and the Black Lives Matter movement on the arts and cultural sector in the United States, placing the 2020 crises in the context of the United States’s historically decentralized approach to supporting the arts and culture. After providing an overview of the United States’s private, locally focused history of arts funding, we use this historical lens to analyze the combined effects of the pandemic and Black Lives Matter movement on a single metropolitan area – Philadelphia, Pennsylvania. We trace a timeline of key events in the national and local pandemic response and the reaction of the arts community to the Black Lives Matter movement, arguing that the nature of these intersecting responses, and their fallout for the arts and cultural sector, stem directly from weaknesses in the United States’s historical approach to administering the arts. We suggest that, in the context of widespread organizational vulnerability caused by the pandemic, the United States’s decentralized approach to funding culture also undermines cultural organizations’ abilities to respond to issues of public relevance and demonstrate their civic value, threatening these organizations’ legitimacy.


2020 ◽  
Vol 27 (4) ◽  
pp. 477-480
Author(s):  
Angela Martins ◽  
Vicensia Shule

Africa as a continent has been hit by the coronavirus – the COVID-19 pandemic – as have many parts of the world. Many African Union (AU) member states were badly hit by the virus, while others were only mildly impacted. The arts, culture, and heritage sectors have been severely hit by the pandemic. Fortunately, in many countries in Africa, arts, culture, and heritage were placed at the heart of strategic priorities at the national, regional, and continental levels of combating COVID-19.


2021 ◽  
Vol 13 (2) ◽  
pp. 969
Author(s):  
Marina Checa-Olivas ◽  
Bladimir de la Hoz-Rosales ◽  
Rafael Cano-Guervos

This study aims to contribute new information on how and through which factors employment quality and housing quality can be improved from a human development approach so that people can live the life they want. Using the human capabilities approach as a theoretical reference framework, the article analyses the effect of involuntary part-time employment and overcrowded housing on the Human Development Index (HDI). The empirical analysis is based on the panel data technique, which is applied to data from the European Statistical Office (Eurostat) and the United Nations Development Programme (UNDP) for the 28 member countries of the European Union. The results shed new evidence on how involuntary part-time work and overcrowded housing limit or hinder people from living the lives they want, at least in the dimensions measured by the HDI.


2013 ◽  
Vol 83 (1) ◽  
pp. 15-39 ◽  
Author(s):  
Jennifer Groff

In this article, Jennifer Groff explores the role of the arts in education through the lens of current research in cognitive neuroscience and the impact of technology in today's digital world. She explains that although arts education has largely used multiple intelligences theory to substantiate its presence in classrooms and schools, this relationship has ultimately hindered the field of arts education's understanding of the relationship between the arts, human development, and learning. Emerging research on the brain's cognitive processing systems has led Groff to put forth a new theory of mind, whole-mindedness. Here she presents the evidence and construct for this frame of mind, how it sits in relation to multiple intelligences theory, and how it might redefine the justification for arts education in schools, particularly in our digitally and visually rich world.


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