Art as we don't know it

2018 marked the 10th anniversary of the Bioart Society and created the impetus for the publication of Art as We Don’t Know It. For this publication, the Bioart Society joined forces with the School of Arts, Design and Architecture of the Aalto University. The close history and ongoing collaborative relationship between the Bioart Society and Biofilia – Base for Biological Arts in the Aalto University lead to this mutual effort to celebrate together a diverse and nurturing environment to foster artistic practices on the intersection of art, science and society. Rather than stage a retrospective, we decided to invite writings that look forward and invite speculations about the potential directions of bioarts. The contributions range from peer-reviewed articles to personal accounts and inter-views, interspersed with artistic contributions and Bioart Society projects. The selection offers a purview of the rich variety, both in content and form, of the work currently being made within the field of bioart. The works and articles clearly trouble the porous and provisional definitions of what might be understood as bioart, and indeed definitions of bioart have been usefully and generativity critiqued since the inception of the term. Whilst far from being definitive, we consider the contributions of the book to be tantalising and valuable indicators of trends, visions and impulses. We also invite into the reading of this publication a consideration of potential obsolescences knowing that some of today’s writing will become archaic over time as technologies driven by contemporary excitement and hype are discarded. In so doing we also acknowledge and ponder upon our situatedness and the partialness of our purview in how we begin and find points of departure from which to anticipate the unanticipated. Whilst declining the view of retrospection this book does present art and research that has grown and flourished within the wider network of both the Bioart Society and Biofilia during the previous decade. The book is structured into four thematic sections Life As We Don’t Know It, Convergences, Learnings/Unlearnings, Redraw and Refigure and rounded off with a glossary

Relational Basis of the Organism's Self-organization A Philosophical Discussion

In this thesis, I discuss the organism’s self-organization from the perspective of relational ontology. I critically examine scientific and philosophical sources that appeal to the concept of self-organization. By doing this, I aim to carry out a thorough investigation into the underlying reasons of emergent order within the ontogeny of the organism. Moreover, I focus on the relation between universal dynamics of organization and the organization of living systems. I provide a historical review of the development of modern ideas related to self-organization. These ideas have been developed in relation to various research areas including thermodynamics, molecular biology, developmental biology, systems theory, and so on. In order to develop a systematic understanding of the concept, I propose a conceptual distinction between transitional self-organization and regulative self-organization. The former refers to the spontaneous emergence of order, whereas the latter refers to the self-maintaining characteristic of the living systems. I show the relation between these two types of organization within biological processes. I offer a critical analysis of various theories within the organizational approach. Several ideas and notions in these theories originate from the early studies in cybernetics. More recently, autopoiesis and the theory of biological autonomy asserted certain claims that were critical toward the ideas related to self-organization. I advocate a general theory of self-organization against these criticisms. I also examine the hierarchical nature of the organism’s organization, as this is essential to understand regulative self-organization. I consider the reciprocal relation between bottom-up and top-down dynamics of organization as the basis of the organism’s individuation. To prove this idea, I appeal to biological research on molecular self-assembly, pattern formation (including reaction-diffusion systems), and the self-organized characteristic of the immune system. Finally, I promote the idea of diachronic emergence by drawing support from biological self-organization. I discuss the ideas related to constraints, potentiality, and dynamic form in an attempt to reveal the emergent nature of the organism. To demonstrate the dynamicity of form, I examine research into biological oscillators. I draw the following conclusions: synchronic condition of the organism is irreducibly processual and relational, and this is the basis of the organism’s potentiality for various organizational states

Using MapReduce Streaming for Distributed Life Simulation on the Cloud

Distributed software simulations are indispensable in the study of large-scale life models but often require the use of technically complex lower-level distributed computing frameworks, such as MPI. We propose to overcome the complexity challenge by applying the emerging MapReduce (MR) model to distributed life simulations and by running such simulations on the cloud. Technically, we design optimized MR streaming algorithms for discrete and continuous versions of Conway’s life according to a general MR streaming pattern. We chose life because it is simple enough as a testbed for MR’s applicability to a-life simulations and general enough to make our results applicable to various lattice-based a-life models. We implement and empirically evaluate our algorithms’ performance on Amazon’s Elastic MR cloud. Our experiments demonstrate that a single MR optimization technique called strip partitioning can reduce the execution time of continuous life simulations by 64%. To the best of our knowledge, we are the first to propose and evaluate MR streaming algorithms for lattice-based simulations. Our algorithms can serve as prototypes in the development of novel MR simulation algorithms for large-scale lattice-based a-life models.https://digitalcommons.chapman.edu/scs_books/1014/thumbnail.jp

The development of a framework for an integrated logistics support system within a high technology industry in a developing country

Competitive and high-risk environments require complex high technology systems, which need to be supported and maintained over their respective life cycles. These systems often have a significant consequence of failure, and require complex management systems to achieve their operational objectives. Significant leadership and management challenges exist, not only in South Africa, but also in other developing countries, where systems may be utilised beyond the lifespan they were designed for and are susceptible to obsolescence. This study was conducted by following a structured process; the research consisted of three stages. The first stage dealt with the research problem, including the delimitations of the study. The second stage was further divided into three phases. The first phase deconstructed the appropriate literature, which included the interpretation of numerous definitions of logistics, integrated logistics support, and the integrated logistics support elements. In addition, the research was grounded in the fields of operations management, supply chain management and integrated logistics support. The second phase focused on the deconstruction of six case studies from four different high technology complex systems. From the analysis of the first two phases followed the third phase of research, which focused on the identification of areas requiring further research. Further research was conducted by means of a questionnaire, the results of which were analysed for variable dependency and variable association. The third stage of the research included the collation and analysis of the findings of the first two stages of research. The analysis utilised the principles of Mode 2 research and design science research, whereby an ILS framework and associated grounded technological rules have been recommended. These recommendations are robust in nature, as they can be applied in the most challenging environment and circumstances as identified. Furthermore, by grounding the theory in the disciplines of operations management, supply chain management and integrated logistics support, the reliability, validity, relevance, and applicability of the study could be substantiated. This implied that the generated theoretical knowledge could be transferred to and applied in practice, and as such, an organisation can reap substantial value added benefits, and gain considerable competitive advantage in the market place by applying this developed ILS framework and associated ILS grounded technological rules.Business LeadershipD. BL

Ensino das infecções sexualmente transmissíveis nos Cursos de Graduação em Enfermagem do Brasil: um estudo histórico

Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Ciências da Saúde, Programa de Pós-Graduação em Enfermagem, Florianópolis, 2023.Objetivo: Compreender como o tema das Infecções Sexualmente Transmissíveis vem sendo evidenciado pelos Cursos de Graduação em Enfermagem de Universidades Federais do Brasil (1972-2023). Método: Pesquisa qualitativa, sócio-histórica, cuja coleta de dados foi realizada por meio de fontes orais e documentais. Participaram 23 docentes de cinco Cursos de Graduação em Enfermagem de Universidades Federais do Brasil (Universidade Federal do Rio Grande do Sul, Universidade Federal do Rio de Janeiro, Universidade Federal do Mato Grosso, Universidade Federal da Bahia e Universidade Federal do Amazonas). Realizadas entrevistas, de março a outubro de 2022, em plataforma de reunião virtual (Google Meet). A análise dos dados utilizou o software Atlas.ti® para codificação/organização dos dados. Posteriormente, utilizou-se a Análise de Conteúdo Temática e o marco conceitual acerca dos Determinantes Sociais da Saúde, Vulnerabilidade e Cuidado de Enfermagem. As fontes documentais foram compostas por Projetos Políticos Pedagógicos, grades curriculares, ementas de disciplinas, planos de ensino e de aula disponibilizados de forma online. Resultados: Foram produzidos quatro manuscritos: Infecções sexualmente transmissíveis nos currículos dos cursos de graduação em enfermagem do Brasil; Estratégias de ensino das infecções sexualmente transmissíveis para estudantes de graduação em enfermagem do Brasil; Vulnerabilidade e populações vulnerabilizadas nos cursos de graduação em enfermagem de universidades federais do Brasil: percepção dos docentes; e Ensino das infecções sexualmente transmissíveis para estudantes de graduação em enfermagem: avanços e retrocessos. Os resultados demonstram que o ensino das infecções sexualmente transmissíveis ocorre de maneira programática em disciplinas curriculares, com ênfase em disciplinas de saúde da mulher e do adulto, majoritariamente com foco no HIV/aids e sífilis, envolvendo aspectos de promoção, prevenção, educação em saúde, diagnóstico e tratamento. Ocorre atrelado às políticas públicas vigentes e conforme os índices epidemiológicos de cada região brasileira. Quanto à vulnerabilidade e populações vulnerabilizadas nos currículos, os docentes problematizam os determinantes sociais da saúde enquanto fator que interfere no grau de vulnerabilidade dos indivíduos e citam algumas populações vulnerabilizadas, como pessoas em situação de rua, usuários de drogas, LGBTQIA+, negros, indígenas, profissionais do sexo, entre outros. É evidenciado que, apesar, de haver esse reconhecimento da vulnerabilidade de alguns indivíduos ou grupos, pouco é articulado e implementado nos currículos de forma programática, ocorrendo de maneira intencional por parte de docentes específicos. Os avanços e retrocessos percebidos pelos docentes estão relacionados ao contexto político do país e a evolução da ciência nos aspectos que englobam o atendimento a esta clientela. Conclusão: Os cursos de graduação em enfermagem e a maneira como os currículos estão organizados em termos de disciplinas e conteúdos refletem no perfil dos graduados. A temática aparece programática nos currículos dos cinco cursos; entretanto, não é possível traçar uma transversalidade para além dos ciclos de vida. Está ancorada na autonomia dos docentes em termos de cenários, conteúdos, abordagens e associações com as políticas públicas. Os conteúdos relativos a sexualidade, a vulnerabilidade e populações vulnerabilizadas permitem complexas reflexões, dentre elas, acerca das dificuldades de ações educativas e de intervenções em saúde para determinadas populações, muito embora apareçam enquanto preocupações dos docentes. O ensino de enfermagem ocorre em consonância com os avanços da ciência em termos de atendimento, diagnóstico e tratamento, como também, enfrenta retrocessos quando evidencia-se um contexto político que não valorize o tema nos espaços de educação e saúde.Objective: To understand how the topic of Sexually Transmitted Infections has been highlighted by Undergraduate Nursing Courses at Federal Universities in Brazil (1972-2023). Method: Qualitative, socio-historical research, whose data collection was carried out through oral and documentary sources. Twenty-three professors from five Undergraduate Nursing Courses from Federal Universities in Brazil participated (Federal University of Rio Grande do Sul, Federal University of Rio de Janeiro, Federal University of Mato Grosso, Federal University of Bahia, and Federal University of Amazonas). Interviews were carried out from March to October 2022, on a virtual meeting platform (Google Meet). Data analysis used the software Atlas.ti® for data coding/organization. Subsequently, Thematic Content Analysis and the conceptual framework regarding the Social Determinants of Health, Vulnerability and Nursing Care were used. The documentary sources consisted of online Pedagogical Political Projects, course schedule, subject syllabuses, teaching, and lesson plans. Results: Four manuscripts were produced: Sexually transmitted infections in the syllabuses of undergraduate nursing courses in Brazil; Teaching strategies for sexually transmitted infections for undergraduate nursing students in Brazil; Vulnerability and vulnerable populations in undergraduate nursing courses at federal universities in Brazil: faculty perceptions; and Teaching sexually transmitted infections to undergraduate nursing students: advances and setbacks. The results demonstrate that the teaching of sexually transmitted infections occurs in a programmatic manner in the syllabus subjects, with an emphasis on women's and adult health subjects, mostly focusing on HIV/AIDS and syphilis, involving aspects of health promotion, disease prevention, health education, diagnosis and treatment. It occurs linked to public policies in effect and according to the epidemiological indexes of each Brazilian region. Regarding vulnerability and vulnerable populations in the syllabuses, professors problematize the social determinants of health as a factor that interferes with the level of vulnerability of individuals and mention some vulnerable populations, such as homeless people, drug users, LGBTQIA+, black people, indigenous people, sex workers, among others. It is evident that, although the vulnerability of some individuals or groups is recognized, little is articulated and implemented in the syllabus in a programmatic way, with the theme being intentionally approached by specific professors. The advances and setbacks perceived by professors are related to the country's political context and the evolution of science in aspects that encompass serving this clientele. Conclusion: Undergraduate nursing courses and the way the syllabuses are organized in terms of subjects and content reflect the profile of graduates. The theme appears programmatically in the syllabuses of the five courses; however, it is not possible to trace a transversality beyond life cycles. It is anchored in the autonomy of professors in terms of scenarios, content, approaches, and associations with public policies. The contents related to sexuality, vulnerability, and vulnerable populations allow complex reflections, among them, about the difficulties of educational actions and health interventions for certain populations, even though they appear as concerns for professors. Nursing education occurs in line with advances in science in terms of care, diagnosis, and treatment, but also faces setbacks when there is evidence of a political context that does not value the topic in the education and health spaces