Narrative music: towards an understanding of musical narrative functions in multimedia

As the computer screen is replacing the book as the dominant medium for communication (Kress, 2003), questions about how meaning is constituted by the multimodal interaction of different media (including music) is becoming increasingly important in contemporary research of pedagogy, sociology and media studies. The overall aim with this licentiate thesis is to explore musical narrative functions as they appear in multimedia such as film and computer games. The thesis is based on three publications. Publication 1 proposes a classification of musical narrative functions, with 6 narrative classes(the Emotive, Informative, Descriptive, Guiding, Temporal and Rhetorical classes) and 11 categories. The relational interplay of music with contextual factors is emphasized. Publication 2 describes the design of a software tool, REMUPP (Relations Between Musical Parameters and Perceived Properties), to be used for experimental studies of musical expression. REMUPP is used for real time alteration of musical expression, by the manipulation of musical parameters such as tempo, harmony, rhythm, articulation, etc. Publication 3 describes a quasi-experiment using REMUPP, where a group of young participants (12-13 years old) were given the task of adapting musical expression – by manipulating 7 parameters – to make it fit 3 visual scenes shown on a computer screen. They also answered a questionnaire asking about their musical backgrounds and habits of listening to music, watching movies and playing computer games. Numerical data from the manipulations were analyzed statistically with regards to the preferred values of the musical parameters in relation to the different visual scenes. The results indicated awareness and knowledge about codes and conventions of musical narrative functions, and were to some degree affected by the participants’ gender, musical backgrounds and media habits

Massive parallelism in the future of science

Massive parallelism appears in three domains of action of concern to scientists, where it produces collective action that is not possible from any individual agent's behavior. In the domain of data parallelism, computers comprising very large numbers of processing agents, one for each data item in the result will be designed. These agents collectively can solve problems thousands of times faster than current supercomputers. In the domain of distributed parallelism, computations comprising large numbers of resource attached to the world network will be designed. The network will support computations far beyond the power of any one machine. In the domain of people parallelism collaborations among large groups of scientists around the world who participate in projects that endure well past the sojourns of individuals within them will be designed. Computing and telecommunications technology will support the large, long projects that will characterize big science by the turn of the century. Scientists must become masters in these three domains during the coming decade

Russian perspectives of online learning technologies in higher education: An empirical study of a MOOC

There has been a rapid growth of massive open online courses (MOOCs) in the global education market in the last decade. Online learning technologies are becoming increasingly widespread in the non-formal education sector and in higher and supplementary vocational education. The use of MOOCs in Russia to support the delivery of educational programmes at university level opens opportunities in terms of expanding the educational choice for students, the development of virtual academic mobility, reduction in the cost of educational services, and improvement in the accessibility of education. However, the effectiveness of using different online learning technologies at university level, and the consequences of their widespread adoption, has not been sufficiently explored. In this research study, a comparative analysis is made of the effects of different online learning models on student educational outcomes in a university setting. A study was undertaken in which different groups of students at the Ural Federal University, Russia, were encouraged to study technical and humanities disciplines using a framework of blended learning, and online learning with tutoring support. The results of the study were compared with the results of a reference (control) group of students who studied the same disciplines in a traditionally taught model. It was found that both models (blended and online) of MOOC implementation demonstrated greater learning gains, in comparison with the traditional model. For engineering and technical disciplines, there was no statistically significant difference between blended or online learning technologies. For the humanities discipline, where the communicative component of the learning process was significant, the blended learning technology produced better results. Conclusions of this empirical research may be useful for heads of educational organizations and teachers in helping them to make strategic decisions about the modernization of university courses by increasing the effectiveness of the implementation of new educational technologies. The results of this research project will be used for implementing the State Priority Project, ‘The Modern Digital Educational Environment of the Russian Federation’

PRISE: An Integrated Platform for Research and Teaching of Critical Embedded Systems

In this paper, we present PRISE, an integrated workbench for Research and Teaching of critical embedded systems at ISAE, the French Institute for Space and Aeronautics Engineering. PRISE is built around state-of-the-art technologies for the engineering of space and avionics systems used in Space and Avionics domain. It aims at demonstrating key aspects of critical, real-time, embedded systems used in the transport industry, but also validating new scientific contributions for the engineering of software functions. PRISE combines embedded and simulation platforms, and modeling tools. This platform is available for both research and teaching. Being built around widely used commercial and open source software; PRISE aims at being a reference platform for our teaching and research activities at ISAE

Digital Cinema : Opportunities and Challenges

This paper considers how the film industry might effect the transition from film to digital product. Using public sources to predict the eventual technological solutions which will prevail is problematic as no independent academic analysis appears to have been carried out. Technology companies are clearly wedded to their own solutions, pointing out flaws in competing technologies while downplaying the shortcomings of their own. Industry wide bodies that have been set up to promote d-cinema or establish standards, understandably tend to avoid taking sides and promote all solutions equally[i]. Rather than contributing further to the debate about the qualities of competing technologies or the creative merits or demerits of digital product, this paper will focus on the search for new business models in an industry wedded for over one hundred years to an analogue process. In the sections which follow it will consider- the strategies of the companies at the forefront of the technology; the financial implications associated with change; and how different territories might adapt in order to accommodate this transition. [i] Anna Wilde Mathews, Digital cinema's time is nearing. Detailed specifications are supposed to be ready early next year. The Wall Street Journal, May 25 2003