120 research outputs found

    Sound of Violent Images / Violence of Sound Images: Pulling apart Tom and Jerry

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    Violence permeates Tom and Jerry in the repetitive, physically violent gags and scenes of humiliation and mocking, yet unarguably, there is comedic value in the onscreen violence.The musical scoring of Tom and Jerry in the early William Hanna and Joseph Barbera period of production (pre-1958) by Scott Bradley played a key role in conveying the comedic impact of violent gags due to the close synchronisation of music and sound with visual action and is typified by a form of sound design characteristic of zip crash animation as described by Paul Taberham (2012), in which sound actively participates in the humour and directly influences the viewer’s interpretation of the visual action. This research investigates the sound-image relationships in Tom and Jerry through practice, by exploring how processes of decontextualisation and desynchronisation of sound and image elements of violent gags unmask the underlying violent subtext of Tom and Jerry’s slapstick comedy. This research addresses an undertheorised area in animation related to the role of sound-image synchronisation and presents new knowledge derived from the novel application of audiovisual analysis of Tom and Jerry source material and the production of audiovisual artworks. The findings of this research are discussed from a pan theoretical perspective drawing on theorisation of film sound and cognitivist approaches to film music. This investigation through practice, supports the notion that intrinsic and covert processes of sound-image synchronisation as theorised by Kevin Donnelly (2014), play a key role in the reading of slapstick violence as comedic. Therefore, this practice-based research can be viewed as a case study that demonstrates the potential of a sampling-based creative practice to enable new readings to emerge from sampled source material. Novel artefacts were created in the form of audiovisual works that embody specific knowledge of factors related to the reconfiguration of sound-image relations and their impact in altering viewers’ readings of violence contained within Tom and Jerry. Critically, differences emerged between the artworks in terms of the extent to which they unmasked underlying themes of violence and potential mediating factors are discussed related to the influence of asynchrony on comical framing, the role of the unseen voice, perceived musicality and perceptions of interiority in the audiovisual artworks. The research findings yielded new knowledge regarding a potential gender-based bias in the perception of the human voice in the animated artworks produced. This research also highlights the role of intra-animation dimensions pertaining to the use of the single frame, the use of blank spaces and the relationship of sound-image synchronisation to the notion of the acousmatic imaginary. The PhD includes a portfolio of experimental audiovisual artworks produced during the testing and experimental phases of the research on which the textual dissertation critically reflects

    Protecting Privacy in Indian Schools: Regulating AI-based Technologies' Design, Development and Deployment

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    Education is one of the priority areas for the Indian government, where Artificial Intelligence (AI) technologies are touted to bring digital transformation. Several Indian states have also started deploying facial recognition-enabled CCTV cameras, emotion recognition technologies, fingerprint scanners, and Radio frequency identification tags in their schools to provide personalised recommendations, ensure student security, and predict the drop-out rate of students but also provide 360-degree information of a student. Further, Integrating Aadhaar (digital identity card that works on biometric data) across AI technologies and learning and management systems (LMS) renders schools a ‘panopticon’. Certain technologies or systems like Aadhaar, CCTV cameras, GPS Systems, RFID tags, and learning management systems are used primarily for continuous data collection, storage, and retention purposes. Though they cannot be termed AI technologies per se, they are fundamental for designing and developing AI systems like facial, fingerprint, and emotion recognition technologies. The large amount of student data collected speedily through the former technologies is used to create an algorithm for the latter-stated AI systems. Once algorithms are processed using machine learning (ML) techniques, they learn correlations between multiple datasets predicting each student’s identity, decisions, grades, learning growth, tendency to drop out, and other behavioural characteristics. Such autonomous and repetitive collection, processing, storage, and retention of student data without effective data protection legislation endangers student privacy. The algorithmic predictions by AI technologies are an avatar of the data fed into the system. An AI technology is as good as the person collecting the data, processing it for a relevant and valuable output, and regularly evaluating the inputs going inside an AI model. An AI model can produce inaccurate predictions if the person overlooks any relevant data. However, the state, school administrations and parents’ belief in AI technologies as a panacea to student security and educational development overlooks the context in which ‘data practices’ are conducted. A right to privacy in an AI age is inextricably connected to data practices where data gets ‘cooked’. Thus, data protection legislation operating without understanding and regulating such data practices will remain ineffective in safeguarding privacy. The thesis undergoes interdisciplinary research that enables a better understanding of the interplay of data practices of AI technologies with social practices of an Indian school, which the present Indian data protection legislation overlooks, endangering students’ privacy from designing and developing to deploying stages of an AI model. The thesis recommends the Indian legislature frame better legislation equipped for the AI/ML age and the Indian judiciary on evaluating the legality and reasonability of designing, developing, and deploying such technologies in schools

    Diffracting Artistic Intervention: A Transdisciplinary Approach to Understanding Creative Process in Art Education

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    Pedagogical possibilities for teaching and learning are uncovered through a propositional approach to inquiry that entangles recent findings in the neuroscience of creativity research with arts-based theory and practice. The transdisciplinary potential for creative dispositions to inform education and mobilize knowledge in new ways makes emergent findings regarding creativity- priming important for art educators. This research diffractively investigates the artistic experience of two arts-related groups engaging in creative activities, particularly those involving the planning, design, and artistic communication of ideas, to examine metacognition of the interoceptive (mindfulness) and exteroceptive (priming) influences asserted in the neuroscience of creativity. Assemblages of data are diffracted and read-through one another to illuminate congruences in the lived experience and creative processes of student artists, art educators, and artist-scientists, leading to transdisciplinary pedagogies and ecologies of practice

    Collaboration in higher education: a new ecology of practice

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    Collaboration in Higher Education focuses on the opportunities and challenges created by engaging in collaboration and partnership in higher education. As higher education institutions become ever more competitive to sustain their place in a global, neoliberal education market, students and staff are confronted with alienating practices. Such practices create an individualistic, audit and surveillance culture that is exacerbated by the recent COVID-19 pandemic and the wholesale 'pivot' to online teaching. In this atomised and competitive climate, this volume synthesises theoretical perspectives and current practice to present case study examples that advocate for a more inclusive, cooperative, collaborative, compassionate and empowering education, one that sees learning and teaching as a practice that enables personal, collective and societal growth. The human element of education is at the core of this book, focusing on what we can do and achieve together: students, academic staff, higher education institutions and relevant stakeholder

    Pressure, Threat, and Fear in the Classroom: Pupils' and Teachers' Perceptions of Soft Failure in an 11+ Context

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    This thesis concerns both pupils’ and teachers’ perceptions and reactions to soft failure. Whilst there is widespread agreement that errors and impasses in the classroom can be pedagogically useful, pupils do not always respond positively to soft failure, potentially limiting their learning. Teachers, whilst keen to support pupils experiencing temporary academic setbacks, can unintentionally cement perceptions that errors should be avoided, leading to a co-construction between teacher and pupil of a classroom climate that is unfriendly to error making. In taking a bio ecological and interdisciplinary approach, this thesis addresses a gap in error climate studies through examining the intersection of sociocultural and psychological factors that impact perceptions of, and reactions to, soft failure. This thesis argues that pupils’ reactions to soft failure are imprinted, not only with immediate classroom proximal processes, but also from processes within the home, wider values, and ideologies. Drawing upon the case study genre and bound by the entry and exit points of a selective education system, findings from observations and interviews with Y7 and Y5 pupils suggest the facilitation of classroom peer ecologies orientated towards performance and demonstrating success. Through conceptualising gender as heteroglossic, Y7 grammar school girls were seen to enact masculine, highly competitive performances which reinforced a pressured climate where negative evaluation and soft failure was feared. However, these findings are complicated by pupils’ divergent and fluctuating responses and reactions to soft failure, situated and contextualised by teachers’ error handling, classroom organisation and school processes. Therefore, to establish when soft failure matters for pupils, this thesis explores the interplay of competing values, goals, and interactions. In doing so, the antecedents of soft failure adaptivity are identified, with the perceived threat to pupils’ dignity – which I reason must be understood in an adolescent context — argued as the fulcrum on which soft failure appraisals are made

    Systematic Approaches for Telemedicine and Data Coordination for COVID-19 in Baja California, Mexico

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    Conference proceedings info: ICICT 2023: 2023 The 6th International Conference on Information and Computer Technologies Raleigh, HI, United States, March 24-26, 2023 Pages 529-542We provide a model for systematic implementation of telemedicine within a large evaluation center for COVID-19 in the area of Baja California, Mexico. Our model is based on human-centric design factors and cross disciplinary collaborations for scalable data-driven enablement of smartphone, cellular, and video Teleconsul-tation technologies to link hospitals, clinics, and emergency medical services for point-of-care assessments of COVID testing, and for subsequent treatment and quar-antine decisions. A multidisciplinary team was rapidly created, in cooperation with different institutions, including: the Autonomous University of Baja California, the Ministry of Health, the Command, Communication and Computer Control Center of the Ministry of the State of Baja California (C4), Colleges of Medicine, and the College of Psychologists. Our objective is to provide information to the public and to evaluate COVID-19 in real time and to track, regional, municipal, and state-wide data in real time that informs supply chains and resource allocation with the anticipation of a surge in COVID-19 cases. RESUMEN Proporcionamos un modelo para la implementación sistemática de la telemedicina dentro de un gran centro de evaluación de COVID-19 en el área de Baja California, México. Nuestro modelo se basa en factores de diseño centrados en el ser humano y colaboraciones interdisciplinarias para la habilitación escalable basada en datos de tecnologías de teleconsulta de teléfonos inteligentes, celulares y video para vincular hospitales, clínicas y servicios médicos de emergencia para evaluaciones de COVID en el punto de atención. pruebas, y para el tratamiento posterior y decisiones de cuarentena. Rápidamente se creó un equipo multidisciplinario, en cooperación con diferentes instituciones, entre ellas: la Universidad Autónoma de Baja California, la Secretaría de Salud, el Centro de Comando, Comunicaciones y Control Informático. de la Secretaría del Estado de Baja California (C4), Facultades de Medicina y Colegio de Psicólogos. Nuestro objetivo es proporcionar información al público y evaluar COVID-19 en tiempo real y rastrear datos regionales, municipales y estatales en tiempo real que informan las cadenas de suministro y la asignación de recursos con la anticipación de un aumento de COVID-19. 19 casos.ICICT 2023: 2023 The 6th International Conference on Information and Computer Technologieshttps://doi.org/10.1007/978-981-99-3236-

    Nordic Childhoods in the Digital Age

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    "This book adds to the international research literature on contemporary Nordic childhoods in the context of fast-evolving technologies. It draws on the workshop program of the Nordic Research Network on Digital Childhoods funded by the Joint Committee for Nordic research councils in the Humanities and Social Sciences (NOS-HS) during the years 2019–2021. Bringing together researchers from Finland, Norway, Sweden, Denmark and Iceland, the book addresses pressing issues around children’s communication, learning and education in the digital age. The volume sheds light on cultural values, educational policies and conceptions of children and childhood, and child–media relationships inherent in Nordic societies. The book argues for the importance of understanding local cultures, values and communication practices that make up contemporary digital childhoods and extends current discourses on children’s screen time to bring in new insights about the nature of children’s digital engagement. This book will appeal to researchers, graduate students, educators and policy makers in the fields of childhood education, educational technology and communication.

    Precarity in European Film

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    This volume explores how contemporary European cinema engages with the increasing precarization of life and work on the continent. It compares how the filmic traditions of different countries reflect the socioeconomic conditions associated with precarity, and sheds light on the recurring tropes, themes, narratives, and genre conventions that shape its representation

    Cultural Dynamics of Climate Change and the Environment in Northern America

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    In Cultural Dynamics of Climate Change and the Environment in Northern America academics from various fields such as anthropology, art history, cultural studies, environmental science, history, political science, and sociology explore society–nature interactions in – culturally as well as ecologically – one of the most diverse regions of the world.; Readership: All interested in the cultural dimensions of climate change, and anyone concerned with environmental history, environmental sociology as well as environmental policy in North America
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