6,115 research outputs found

    Complicated objects: artifacts from the Yuanming Yuan in Victorian Britain

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    The 1860 spoliation of the Summer Palace at the close of the Second Opium War by British and French troops was a watershed event within the development of Britain as an imperialist nation, which guaranteed a market for opium produced in its colony India and demonstrated the power of its armed forces. The distribution of the spoils to officers and diplomatic corps by campaign leaders in Beijing was also a sign of the British Army’s rising power as an instrument of the imperialist state. These conditions would suggest that objects looted from the site would be integrated into an imperialist aesthetic that reflected and promoted the material benefits of military engagement overseas and foregrounded the circumstances of their removal to Britain for campaign members and the British public. This study mines sources dating to the two decades following the war – including British newspapers, auction house records, exhibition catalogs and works of art – to test this hypothesis. Findings show that initial movements of looted objects through the military and diplomatic corps did reinforce notions of imperialist power by enabling campaign members to profit from the spoliation through sales of looted objects and trophy displays. However, material from the Summer Palace arrived at a moment when British manufacturers and cultural leaders were engaged in a national effort to improve the quality of British goods to compete in the international marketplace and looted art was quickly interpolated in this national conversation. Ironically, the same “free trade” imperatives that motivated the invasion energized a new design movement that embraced Chinese ornament. As a consequence, political interpretations of the material outside of military collections were quickly joined by a strong response to Chinese ornament from cultural institutions and design leaders. Art from the Summer Palace held a prominent place at industrial art exhibitions of the postwar period and inspired new designs in a number of mediums. While the availability of Chinese imperial art was the consequence of a military invasion and therefore a product of imperialist expansion, evidence presented here shows that the design response to looted objects was not circumscribed by this political reality. Chinese ornament on imperial wares was ultimately celebrated for its formal qualities and acknowledged links to the Summer Palace were an indicator of good design, not a celebration of victory over a failed Chinese state. Therefore, the looting of the Summer Palace was ultimately an essential factor in the development of modern design, the essence of which is a break with Classical ornament

    Financial and Economic Review 22.

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    2023-2024 Boise State University Undergraduate Catalog

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    This catalog is primarily for and directed at students. However, it serves many audiences, such as high school counselors, academic advisors, and the public. In this catalog you will find an overview of Boise State University and information on admission, registration, grades, tuition and fees, financial aid, housing, student services, and other important policies and procedures. However, most of this catalog is devoted to describing the various programs and courses offered at Boise State

    Cyberbullying in educational context

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    Kustenmacher and Seiwert (2004) explain a man’s inclination to resort to technology in his interaction with the environment and society. Thus, the solution to the negative consequences of Cyberbullying in a technologically dominated society is represented by technology as part of the technological paradox (Tugui, 2009), in which man has a dual role, both slave and master, in the interaction with it. In this respect, it is noted that, notably after 2010, there have been many attempts to involve artificial intelligence (AI) to recognize, identify, limit or avoid the manifestation of aggressive behaviours of the CBB type. For an overview of the use of artificial intelligence in solving various problems related to CBB, we extracted works from the Scopus database that respond to the criterion of the existence of the words “cyberbullying” and “artificial intelligence” in the Title, Keywords and Abstract. These articles were the subject of the content analysis of the title and, subsequently, only those that are identified as a solution in the process of recognizing, identifying, limiting or avoiding the manifestation of CBB were kept in the following Table where we have these data synthesized and organized by years

    Intelligent computing : the latest advances, challenges and future

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    Computing is a critical driving force in the development of human civilization. In recent years, we have witnessed the emergence of intelligent computing, a new computing paradigm that is reshaping traditional computing and promoting digital revolution in the era of big data, artificial intelligence and internet-of-things with new computing theories, architectures, methods, systems, and applications. Intelligent computing has greatly broadened the scope of computing, extending it from traditional computing on data to increasingly diverse computing paradigms such as perceptual intelligence, cognitive intelligence, autonomous intelligence, and human computer fusion intelligence. Intelligence and computing have undergone paths of different evolution and development for a long time but have become increasingly intertwined in recent years: intelligent computing is not only intelligence-oriented but also intelligence-driven. Such cross-fertilization has prompted the emergence and rapid advancement of intelligent computing

    Academic integrity : a call to research and action

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    Originally published in French:L'urgence de l'intégrité académique, Éditions EMS, Management & société, Caen, 2021 (ISBN 978-2-37687-472-0).The urgency of doing complements the urgency of knowing. Urgency here is not the inconsequential injunction of irrational immediacy. It arises in various contexts for good reasons, when there is a threat to the human existence and harms to others. Today, our knowledge based civilization is at risk both by new production models of knowledge and by the shamelessness of knowledge delinquents, exposing the greatest number to important risks. Swiftly, the editors respond to the diagnostic by setting up a reference tool for academic integrity. Across multiple dialogues between the twenty-five chapters and five major themes, the ethical response shapes pragmatic horizons for action, on a range of disciplinary competencies: from science to international diplomacy. An interdisciplinary work indispensable for teachers, students and university researchers and administrators

    Authentic Alignment: Toward an Interpretative Phenomenological Analysis (IPA) informed model of the learning environment in health professions education

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    It is well established that the goals of education can only be achieved through the constructive alignment of instruction, learning and assessment. There is a gap in research interpreting the lived experiences of stakeholders within the UK learning environment toward understanding the real impact – authenticity – of curricular alignment. This investigation uses a critical realist framework to explore the emergent quality of authenticity as a function of alignment. This project deals broadly with alignment of anatomy pedagogy within UK undergraduate medical education. The thread of alignment is woven through four aims: 1) to understand the alignment of anatomy within the medical curriculum via the relationships of its stakeholders; 2) to explore the apparent complexity of the learning environment (LE); 3) to generate a critical evaluation of the methodology, Interpretative Phenomenological Analysis as an approach appropriate for realist research in the complex fields of medical and health professions education; 4) to propose a functional, authentic model of the learning environment. Findings indicate that the complexity and uncertainty inherent in the LE can be reflected in spatiotemporal models. Findings meet the thesis aims, suggesting: 1) the alignment of anatomy within the medical curriculum is complex and forms a multiplicity of perspectives; 2) this complexity is ripe for phenomenological exploration; 3) IPA is particularly suitable for realist research exploring complexity in HPE; 4) Authentic Alignment theory offers a spatiotemporal model of the complex HPE learning environment: the T-icosa

    Program and Proceedings: The Nebraska Academy of Sciences 1880-2023. 142th Anniversary Year. One Hundred-Thirty-Third Annual Meeting April 21, 2023. Hybrid Meeting: Nebraska Wesleyan University & Online, Lincoln, Nebraska

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    AERONAUTICS & SPACE SCIENCE Chairperson(s): Dr. Scott Tarry & Michaela Lucas HUMANS PAST AND PRESENT Chairperson(s): Phil R. Geib & Allegra Ward APPLIED SCIENCE & TECHNOLOGY SECTION Chairperson(s): Mary Ettel BIOLOGY Chairpersons: Lauren Gillespie, Steve Heinisch, and Paul Davis BIOMEDICAL SCIENCES Chairperson(s): Annemarie Shibata, Kimberly Carlson, Joseph Dolence, Alexis Hobbs, James Fletcher, Paul Denton CHEM Section Chairperson(s): Nathanael Fackler EARTH SCIENCES Chairpersons: Irina Filina, Jon Schueth, Ross Dixon, Michael Leite ENVIRONMENTAL SCIENCE Chairperson: Mark Hammer PHYSICS Chairperson(s): Dr. Adam Davis SCIENCE EDUCATION Chairperson: Christine Gustafson 2023 Maiben Lecturer: Jason Bartz 2023 FRIEND OF SCIENCE AWARD TO: Ray Ward and Jim Lewi

    2023-2024 Lynn University Academic Catalog

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    The 2023-2024 Academic Catalog initially published as a web-only document. The Department of Marketing and Communication created a PDF version, which is available for download here.https://spiral.lynn.edu/accatalogs/1052/thumbnail.jp

    Exploring the Role of Technology in Formative Assessment in an International Baccalaureate Secondary School: Perspectives of Students and Teachers

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    Although technology has been available in secondary school teaching and learning practices for some time, research suggests that teachers and students in some contexts have been slow to adopt and integrate technology in formative assessment and feedback processes. This presents a challenge to advancing pedagogy in the 21st century, since the use of technology in formative assessment and feedback by teachers during the learning process is increasingly regarded as instrumental in achieving improved outcomes for students. This study used a conceptual framework that blended affordance theory, the Technology Acceptance Model from information systems research, and constructivism as learning to explore this problem and the intersection between formative assessment and technologies to reveal students' and teachers' corresponding attitudes, perceptions, use and utilisation. A mixed methods research design comprised surveys, observations, and semi-structured interviews in a London, UK secondary school context. The study highlights changes and limitations in technological affordances and the amount of teacher and student involvement and autonomy arising from their utilisation. The study found disparities and variability in the utilisation and perception of technology-assisted formative assessment and feedback among participants and discipline groups. These disparities diminished the efficacy of the teachers in measuring student progress and evaluating teaching methods using the technology, while concurrently presenting obstacles to students gaining the support they require. Therefore, the study recommends that developers focus on subject-specialist pedagogy-based and teacher-led software, while continually updating and supporting technology systems integration with teaching and assessment. Moreover, teachers should receive discipline-appropriate technology-aided formative assessment and feedback training, and students should have a technological framework to guide them in receiving and responding to teachers’ formative assessment and feedback practices. Such a holistic application should be the next aim for more effectively integrating technology in the International Baccalaureate school education system
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