18,270 research outputs found

    Grasping nothing: a study of minimal ontologies and the sense of music

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    If music were to have a proper sense ÔÇô one in which it is truly given ÔÇô one might reasonably place this in sound and aurality. I contend, however, that no such sense exists; rather, the sense of music takes place, and it does so with the impossible. To this end, this thesis ÔÇô which is a work of philosophy and music ÔÇô advances an ontology of the impossible (i.e., it thinks the being of what, properly speaking, can have no being) and considers its implications for music, articulating how ontological aporias ÔÇô of the event, of thinking the absolute, and of sovereigntyÔÇÖs dismemberment ÔÇô imply senses of music that are anterior to sound. John CageÔÇÖs Silent Prayer, a nonwork he never composed, compels a rerethinking of silence on the basis of its contradictory status of existence; Florian Hecker et al.ÔÇÖs Speculative Solution offers a basis for thinking absolute music anew to the precise extent that it is a discourse of meaninglessness; and Manfred WerderÔÇÖs [yearn] pieces exhibit exemplarily that musicÔÇÖs sense depends on the possibility of its counterfeiting. Inso-much as these accounts produce musical senses that take the place of sound, they are also understood to be performances of these pieces. Here, then, thought is musicÔÇÖs organon and its instrument

    Pengembangan Profesi Keguruan

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    Corporate Social Responsibility: the institutionalization of ESG

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    Understanding the impact of Corporate Social Responsibility (CSR) on firm performance as it relates to industries reliant on technological innovation is a complex and perpetually evolving challenge. To thoroughly investigate this topic, this dissertation will adopt an economics-based structure to address three primary hypotheses. This structure allows for each hypothesis to essentially be a standalone empirical paper, unified by an overall analysis of the nature of impact that ESG has on firm performance. The first hypothesis explores the evolution of CSR to the modern quantified iteration of ESG has led to the institutionalization and standardization of the CSR concept. The second hypothesis fills gaps in existing literature testing the relationship between firm performance and ESG by finding that the relationship is significantly positive in long-term, strategic metrics (ROA and ROIC) and that there is no correlation in short-term metrics (ROE and ROS). Finally, the third hypothesis states that if a firm has a long-term strategic ESG plan, as proxied by the publication of CSR reports, then it is more resilience to damage from controversies. This is supported by the finding that pro-ESG firms consistently fared better than their counterparts in both financial and ESG performance, even in the event of a controversy. However, firms with consistent reporting are also held to a higher standard than their nonreporting peers, suggesting a higher risk and higher reward dynamic. These findings support the theory of good management, in that long-term strategic planning is both immediately economically beneficial and serves as a means of risk management and social impact mitigation. Overall, this contributes to the literature by fillings gaps in the nature of impact that ESG has on firm performance, particularly from a management perspective

    Perceptual Requirements for World-Locked Rendering in AR and VR

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    Stereoscopic, head-tracked display systems can show users realistic, world-locked virtual objects and environments. However, discrepancies between the rendering pipeline and physical viewing conditions can lead to perceived instability in the rendered content resulting in reduced realism, immersion, and, potentially, visually-induced motion sickness. The requirements to achieve perceptually stable world-locked rendering are unknown due to the challenge of constructing a wide field of view, distortion-free display with highly accurate head- and eye-tracking. In this work we introduce new hardware and software built upon recently introduced hardware and present a system capable of rendering virtual objects over real-world references without perceivable drift under such constraints. The platform is used to study acceptable errors in render camera position for world-locked rendering in augmented and virtual reality scenarios, where we find an order of magnitude difference in perceptual sensitivity between them. We conclude by comparing study results with an analytic model which examines changes to apparent depth and visual heading in response to camera displacement errors. We identify visual heading as an important consideration for world-locked rendering alongside depth errors from incorrect disparity

    A Phenomenological Study of How Active Engagement in Black Greek Letter Sororities Influences Christian Members\u27 Spiritual Growth

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    This phenomenological study explored how being part of a Black Greek Letter. Organization (BGLO) sorority impacts the spiritual growth of its Christian members. One of the issues explored was the influence relationships within these sororities have on members striving to be like Christ. There is a dichotomy of perspectives regarding Black Greek Letter Organizations (BGLOs). They have a significant role in the Black community as organizations that foster leadership, philanthropy, and sisterhood and promote education. They are admired on and off college campuses and in the broader community in graduate chapters. The objective of phenomenology is to describe phenomena of spiritual growth among Christian sorority members from the life experiences of those who live them; that premise guided the interviews conducted for this study. The results found that active engagement in a BGLO sorority positively impacts its members\u27 spiritual growth. From the emotional stories of sisterhood, service, and devotion to prayer, their experiences evidenced strengthened walks of faith. This study contrasts the Anti-BGLO narrative as a testament to these organizations\u27 legacy and practices deeply grounded in the church

    Examples of works to practice staccato technique in clarinet instrument

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    Klarnetin staccato tekni─čini g├╝├žlendirme a┼čamalar─▒ eser ├žal─▒┼čmalar─▒yla uygulanm─▒┼čt─▒r. Staccato ge├ži┼člerini h─▒zland─▒racak ritim ve n├╝ans ├žal─▒┼čmalar─▒na yer verilmi┼čtir. ├çal─▒┼čman─▒n en ├Ânemli amac─▒ sadece staccato ├žal─▒┼čmas─▒ de─čil parmak-dilin e┼č zamanl─▒ uyumunun hassasiyeti ├╝zerinde de durulmas─▒d─▒r. Staccato ├žal─▒┼čmalar─▒n─▒ daha verimli hale getirmek i├žin eser ├žal─▒┼čmas─▒n─▒n i├žinde et├╝t ├žal─▒┼čmas─▒na da yer verilmi┼čtir. ├çal─▒┼čmalar─▒n ├╝zerinde titizlikle durulmas─▒ staccato ├žal─▒┼čmas─▒n─▒n ilham verici etkisi ile m├╝zikal kimli─če yeni bir boyut kazand─▒rm─▒┼čt─▒r. Sekiz ├Âzg├╝n eser ├žal─▒┼čmas─▒n─▒n her a┼čamas─▒ anlat─▒lm─▒┼čt─▒r. Her a┼čaman─▒n bir sonraki performans ve tekni─či g├╝├žlendirmesi esas al─▒nm─▒┼čt─▒r. Bu ├žal─▒┼čmada staccato tekni─činin hangi alanlarda kullan─▒ld─▒─č─▒, nas─▒l sonu├žlar elde edildi─či bilgisine yer verilmi┼čtir. Notalar─▒n parmak ve dil uyumu ile nas─▒l ┼čekillenece─či ve nas─▒l bir ├žal─▒┼čma disiplini i├žinde ger├žekle┼čece─či planlanm─▒┼čt─▒r. Kam─▒┼č-nota-diyafram-parmak-dil-n├╝ans ve disiplin kavramlar─▒n─▒n staccato tekni─činde ayr─▒lmaz bir b├╝t├╝n oldu─ču saptanm─▒┼čt─▒r. Ara┼čt─▒rmada literat├╝r taramas─▒ yap─▒larak staccato ile ilgili ├žal─▒┼čmalar taranm─▒┼čt─▒r. Tarama sonucunda klarnet tekni─čin de kullan─▒lan staccato eser ├žal─▒┼čmas─▒n─▒n az oldu─ču tespit edilmi┼čtir. Metot taramas─▒nda da et├╝t ├žal─▒┼čmas─▒n─▒n daha ├žok oldu─ču saptanm─▒┼čt─▒r. B├Âylelikle klarnetin staccato tekni─čini h─▒zland─▒rma ve g├╝├žlendirme ├žal─▒┼čmalar─▒ sunulmu┼čtur. Staccato et├╝t ├žal─▒┼čmalar─▒ yap─▒l─▒rken, araya eser ├žal─▒┼čmas─▒n─▒n girmesi beyni rahatlatt─▒─č─▒ ve isteklili─či daha artt─▒rd─▒─č─▒ g├Âzlemlenmi┼čtir. Staccato ├žal─▒┼čmas─▒n─▒ yaparken do─čru bir kam─▒┼č se├žimi ├╝zerinde de durulmu┼čtur. Staccato tekni─čini do─čru ├žal─▒┼čmak i├žin do─čru bir kam─▒┼č─▒n dil h─▒z─▒n─▒ artt─▒rd─▒─č─▒ saptanm─▒┼čt─▒r. Do─čru bir kam─▒┼č se├žimi kam─▒┼čtan rahat ses ├ž─▒kmas─▒na ba─čl─▒d─▒r. Kam─▒┼č, dil atma g├╝c├╝n├╝ vermiyorsa daha do─čru bir kam─▒┼č se├žiminin yap─▒lmas─▒ gereklili─či vurgulanm─▒┼čt─▒r. Staccato ├žal─▒┼čmalar─▒nda ba┼čtan sona bir eseri yorumlamak zor olabilir. Bu a├ž─▒dan ├žal─▒┼čma, verilen m├╝zikal n├╝anslara uyman─▒n, dil at─▒┼č performans─▒n─▒ rahatlatt─▒─č─▒n─▒ ortaya koymu┼čtur. Gelecek nesillere edinilen bilgi ve birikimlerin aktar─▒lmas─▒ ve geli┼čtirici olmas─▒ te┼čvik edilmi┼čtir. ├ç─▒kacak eserlerin nas─▒l ├ž├Âz├╝lece─či, staccato tekni─činin nas─▒l ├╝stesinden gelinebilece─či anlat─▒lm─▒┼čt─▒r. Staccato tekni─činin daha k─▒sa s├╝rede ├ž├Âz├╝me kavu┼čturulmas─▒ ama├ž edinilmi┼čtir. Parmaklar─▒n yerlerini ├Â─čretti─čimiz kadar belle─čimize de ├žal─▒┼čmalar─▒n kaydedilmesi ├Ânemlidir. G├Âsterilen azmin ve sabr─▒n sonucu olarak ortaya ├ž─▒kan yap─▒t ba┼čar─▒y─▒ daha da yukar─▒ seviyelere ├ž─▒karacakt─▒r

    Investigating the impact of visual perspective in a motor imagery-based brain-robot interaction: A pilot study with healthy participants

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    IntroductionMotor Imagery (MI)-based Brain Computer Interfaces (BCI) have raised gained attention for their use in rehabilitation therapies since they allow controlling an external device by using brain activity, in this way promoting brain plasticity mechanisms that could lead to motor recovery. Specifically, rehabilitation robotics can provide precision and consistency for movement exercises, while embodied robotics could provide sensory feedback that can help patients improve their motor skills and coordination. However, it is still not clear whether different types of visual feedback may affect the elicited brain response and hence the effectiveness of MI-BCI for rehabilitation.MethodsIn this paper, we compare two visual feedback strategies based on controlling the movement of robotic arms through a MI-BCI system: 1) first-person perspective, with visual information that the user receives when they view the robot arms from their own perspective; and 2) third-person perspective, whereby the subjects observe the robot from an external perspective. We studied 10 healthy subjects over three consecutive sessions. The electroencephalographic (EEG) signals were recorded and evaluated in terms of the power of the sensorimotor rhythms, as well as their lateralization, and spatial distribution.ResultsOur results show that both feedback perspectives can elicit motor-related brain responses, but without any significant differences between them. Moreover, the evoked responses remained consistent across all sessions, showing no significant differences between the first and the last session.DiscussionOverall, these results suggest that the type of perspective may not influence the brain responses during a MI- BCI task based on a robotic feedback, although, due to the limited sample size, more evidence is required. Finally, this study resulted into the production of 180 labeled MI EEG datasets, publicly available for research purposes

    Learning Semantic-Agnostic and Spatial-Aware Representation for Generalizable Visual-Audio Navigation

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    Visual-audio navigation (VAN) is attracting more and more attention from the robotic community due to its broad applications, \emph{e.g.}, household robots and rescue robots. In this task, an embodied agent must search for and navigate to the sound source with egocentric visual and audio observations. However, the existing methods are limited in two aspects: 1) poor generalization to unheard sound categories; 2) sample inefficient in training. Focusing on these two problems, we propose a brain-inspired plug-and-play method to learn a semantic-agnostic and spatial-aware representation for generalizable visual-audio navigation. We meticulously design two auxiliary tasks for respectively accelerating learning representations with the above-desired characteristics. With these two auxiliary tasks, the agent learns a spatially-correlated representation of visual and audio inputs that can be applied to work on environments with novel sounds and maps. Experiment results on realistic 3D scenes (Replica and Matterport3D) demonstrate that our method achieves better generalization performance when zero-shot transferred to scenes with unseen maps and unheard sound categories

    Bridging technology and educational psychology: an exploration of individual differences in technology-assisted language learning within an Algerian EFL setting

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    The implementation of technology in language learning and teaching has a great influence onthe teaching and learning process as a whole and its impact on the learnersÔÇÖ psychological state seems of paramount significance, since it could be either an aid or a barrier to studentsÔÇÖ academic performance. This thesis therefore explores individual learner differences in technology-assisted language learning (TALL) and when using educational technologies in higher education within an Algerian English as a Foreign Language (EFL) setting. Although I initially intended to investigate the relationship between TALL and certain affective variables mainly motivation, anxiety, self-confidence, and learning styles inside the classroom, the collection and analysis of data shifted my focus to a holistic view of individual learner differences in TALL environments and when using educational technologies within and beyond the classroom. In an attempt to bridge technology and educational psychology, this ethnographic case study considers the nature of the impact of technology integration in language teaching and learning on the psychology of individual language learners inside and outside the classroom. The study considers the reality constructed by participants and reveals multiple and distinctive views about the relationship between the use of educational technologies in higher education and individual learner differences. It took place in a university in the north-west of Algeria and involved 27 main and secondary student and teacher participants. It consisted of focus-group discussions, follow-up discussions, teachersÔÇÖ interviews, learnersÔÇÖ diaries, observation, and field notes. It was initially conducted within the classroom but gradually expanded to other settings outside the classroom depending on the availability of participants, their actions, and activities. The study indicates that the impact of technology integration in EFL learning on individual learner differences is both complex and dynamic. It is complex in the sense that it is shown in multiple aspects and reflected on the students and their differences. In addition to various positive and different negative influences of different technology uses and the different psychological reactions among students to the same technology scenario, the study reveals the unrecognised different manifestations of similar psychological traits in the same ELT technology scenario. It is also dynamic since it is characterised by constant change according to contextual approaches to and practical realities of technology integration in language teaching and learning in the setting, including discrepancies between studentsÔÇÖ attitudes and teacherÔÇÖ actions, mismatches between technological experiences inside and outside the classroom, local concerns and generalised beliefs about TALL in the context, and the rapid and unplanned shift to online educational delivery during the Covid-19 pandemic situation. The study may therefore be of interest, not only to Algerian teachers and students, but also to academics and institutions in other contexts through considering the complex and dynamic impact of TALL and technology integration at higher education on individual differences, and to academics in similar low-resource contexts by undertaking a context approach to technology integration
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