Curating Contemporary Japanese Art: Exhibition Catalogue Production for Hidden Landscapes: Yasuaki Onishi and Invisible Space

In the last decade, there has been a telling increase of attention given to contemporary Asian artists exhibited in the United States and Europe. Since 2008, artists from China, Japan, South Korea, and Central Asia have been featured in exhibitions from the Venice Biennale to the Whitney Biennale, and are becoming ever more present on the Western art stage. Meanwhile, curatorial practice, once focused on the care of objects, is shifting to encompass a wider range of creative activity. Curators are taking time to engage with living artists in a collaborative setting, rather than as impartial facilitators. This capstone seeks to address the lack of non-Western art in the rural United States Southwest in an effort to further the academic conversation around contemporary Japanese artistic practices. Through the publication of an exhibition catalogue, Northern Arizona will have the opportunity to engage with the ongoing intercultural dialogue on the globalized artistic stage, and support the international practice of emerging contemporary artist Yasuaki Onishi

Ontologies for a Global Language Infrastructure

Given a situation where human language technologies have been maturing considerably and a rapidly growing range of language data resources being now available, together with natural language processing (NLP) tools/systems, a strong need for a global language infrastructure (GLI) is becoming more and more evident, if one wants to ensure re-usability of the resources. A GLI is essentially an open and web-based software platform on which tailored language services can be efficiently composed, disseminated and consumed. An infrastructure of this sort is also expected to facilitate further development of language data resources and NLP functionalities. The aims of this paper are twofold: (1) to discuss necessity of ontologies for a GLI, and (2) to draw a high-level configuration of the ontologies, which are integrated into a comprehensive language service ontology. To these ends, this paper first explores dimensions of GLI, and then draws a triangular view of a language service, from which necessary ontologies are derived. This paper also examines relevant ongoing international standardization efforts such as LAF, MAF, SynAF, DCR and LMF, and discusses how these frameworks are incorporated into our comprehensive language service ontology. The paper concludes in stressing the need for an international collaboration on the development of a standardized language service ontology

Mental Health’s Address to the Challenging Cultural Reality of Malta

Appreciation of society as being the whole made up of so many different parts in terms of groups with various interests, skills and needs is what cultural diversity is about. Culture is defined as the distinctive customs, values, beliefs, knowledge, art and language of a society. Multiculturalism has always been embedded with the Maltese reality. However, a steep increase in the country’s population since 2011 may be presenting new realities that can translate into hefty and challenging demands. This review therefore presents the following research-based evidence on how mental health can address this phenomenon, particularly in the case of Malta and similar small countries. In particular, the following aspects were highlighted, namely: cultural safety, holistic health services, multicultural awareness, sensitive lingual expression, community integrity and cultural partnership. Practical recommendations are presented

MaCuDE IS Task Force: Final Report and Recommendations

This Phase III report of the Management Curriculum for the Digital Era (MaCuDE) disciplinary task force on information systems (IS) synthesizes the main findings of the project’s two earlier phases. Based on the synthesis, this report formulates the task force’s recommendations (Phase III) for future IS curricula and graduate competencies associated with Big Data Analytics (BDA) and Artificial Intelligence (AI). During the MaCuDE project, the task force—collaborating with Association for Information Systems leadership on education— first (Phase I) surveyed a sample of representative universities to examine the status of IS education in the digital era. During the next phase (Phase II), the task force interviewed industry leaders regarding their information systems education needs with a focus on emerging BDA and AI needs. This report builds on Phase I and Phase II results and associated feedback from project stakeholders and outlines an IS curriculum framework that identifies projected competency levels for key IS competency areas (both new and changing) within main IS program types related to BDA and AI education (undergraduate and graduate programs; IS programs, other business programs, and non-business programs) in the coming decade. The report also highlights critical policy issues to successfully implement the proposed IS curricula changes addressing BDA and AI needs

Achieving Cultural Community Through Rhetorical Means: A Study of Culture in the Bologna Process Documentation

An interesting point to consider when studying the Bologna Process, Europe’s contemporary initiative to reform the higher education systems among the 47 member countries, is how culture is represented in the official Process documentation. The official documentation contains layered definitions of culture that become problematic when determining the progress or the success or failure of this reform effort. For example, in the Sorbonne Joint Declaration (1998), the originating document of the Bologna Process, education ministers emphasized a large, overarching, definition of culture—a European culture—when they wrote that the Bologna Process is an opportunity “where national identities and common interests can interact and strengthen each other for the benefit of Europe” (para. 13), and one year later, they committed to preserve the diversity of Europe when they wrote that the Bologna Process will take “full respect of the diversity of cultures, languages, national education systems and of University autonomy— to consolidate the European area of higher education” (Bologna Declaration, 1999, para. 10)

Race and becoming: the emergent materialities of race in everyday multiculture

This thesis draws on ethnographic fieldwork in Keighley, West Yorkshire, to interrogate the turbulent sociality of everyday multicultures and the temporary, but recursive fixings of race on the ground in interaction. Arguing that the routine framing of race as a social construct in the social sciences has had a 'deadening effect' on our academic talk about race, this study takes a line of flight from social constructionist and abolitionist arguments by addressing the underside of intercultural relations in Keighley through questions of experimentation. Repeatedly questioning what race does and how race functions, this research develops a non-determinist, non-essentialist conception of race that continuously takes form through heterogeneous processes of differentiation in moments of intercultural encounter. The thesis develops an ontology of race that grasps how race is simultaneously fluid and fixing, as it momentarily takes form through arrangement bodies, things and spaces. Coupling this conception of race with theorisatdons of thinking as a layered, practical and distributed activity, I assemble a conception of race thinking as thought-in action. Here race thinking is an outcome of, and distributed across, an entanglement with the world and opens up the half-second delay as a space of prejudice during which the push of race sorts bodies, things and spaces, and coordinates thinking and action. Three empirical chapters each take a different materiality as a point of entry into the dynamic socialities of intercultural relations. A chapter on bodies examines the tendencies and distributions of differently raced bodies on the ground in Keighley. This chapter argues that bodies do not have race, but they become raced as the heterogeneous elements that constitute bodies emerge as sites of intensive difference in interaction. A chapter on the car questions how race rides on the car to examine the force of things in race thinking, and track how suspicion and innuendo stick to, and circulate through, particular objects. The final empirical chapter constructs a topographical approach to urban multiculture to evoke the life， passion and intensities of living with difference. The momentum accumulated through these perspectives works towards a distinct understanding how race is done in Keighley. Through the cumulative force of these chapters I begin to reconstruct understandings of urban multiculture from below, emphasising how urban multiculture in Keighley is practised, visceral and felt

The Lexical Grid: Lexical Resources in Language Infrastructures

Language Resources are recognized as a central and strategic for the development of any Human Language Technology system and application product. they play a critical role as horizontal technology and have been recognized in many occasions as a priority also by national and spra-national funding a number of initiatives (such as EAGLES, ISLE, ELRA) to establish some sort of coordination of LR activities, and a number of large LR creation projects, both in the written and in the speech areas

Realities, Challenges, Visions? Towards a New Foreign Cultural and Educational Policy (WIKA-Report ; 4)

Changing realities, global power shifts, and societal upheavals are resulting in new tasks and challenges for Foreign Cultural and Educational Policy. In an age of globalisation, digitisation, and growing nationalism, there is a particular need to inquire into the notion of responsibility and available spaces of action: How can strategies and networks for successful international and intercultural cooperation be drawn up, and what role do civil society actors play

Realities, Challenges, Visions?

Changing realities, global power shifts, and societal upheavals are resulting in new tasks and challenges for Foreign Cultural and Educational Policy. In an age of globalisation, digitisation, and growing nationalism, there is a particular need to inquire into the notion of responsibility and available spaces of action: How can strategies and networks for successful international and intercultural cooperation be drawn up, and what role do civil society actors play

Visual Arts Education in Chicago Public Schools: A Research Study

In the summer of 2010, the Chicago Community Trust (CCT) commissioned four organizations representing four arts disciplines treated in the Chicago Guide for Teaching and Learning in the Arts (the Guide) -- visual arts, dance, theater, and music -- to undertake a project to better understand arts education programs offered to Chicago Public School (CPS) students and teachers by arts organizations. The Art Institute of Chicago was commissioned to lead the visual arts education portion of the project. The overarching goal for the initiative was to identify how arts organizations can more effectively serve CPS students through arts education programming. Specifically, this included a better understanding of the current capacity of visual arts education organizations as well as factors that could improve the quantity and effectiveness of visual arts education programming for CPS students and teachers. The overarching goal for the initiative was to identify how arts organizations can more effectively serve CPS students through arts education programming. Specifically this included a better understanding of the current capacity of visual arts education programming. Specifically, this included a better understanding of the current capacity of visual arts education organization as well as factors that could improve the quantity and effectiveness of visual arts education programming for CPS students and teachers. The primary components of the project were an in-depth online survey and two sets of focus groups, together whcih sought to create a picture of the current capacity of visual arts organizations to collectively serve Chicago Public Schools and teachers. These tools were also intended to identify the opportunities for further development of visual arts programs and to generate a set of recommendations to funders, to CPS, and to the visual arts sector itself. Of the 124 organizations that were identified as serving CPS with visual arts education programming, 67 responded to the survey and 36 attended one of the focus group sessions. Two organizations participated in at least one focus group, but did not complete the survey, 20 participated in at least one focus group and completed the survey, while ten participated in both focus groups as well as completing the survey, In collecting survey data, organizations were asked about the format used in their projects