13 research outputs found
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Art, Misuse and Technology: Micheál O'Connell's 'System Interference'
In Art, Misuse and Technology: Micheál O’Connell’s ‘System Interference’, John Roberts (Wolverhampton) provides a wide-ranging and compelling analysis of Dr Micheál O’Connell’s artistic deflation and subversion of technical systems. The book was published on 9 September and relates to Micheál's ‘Systems Interference’ exhibition, addressing the current debates on digital culture and how artists are no longer simply defined by the tools they use, but by their comprehension and navigation of the ways in which Artificial Intelligence shapes and defines the cognitive and visual parameters of our world.</p
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The nature of emotional influence in choice processes
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Investigating the role of cognitive and emotional incoherence in choice processes
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L'Avenir de Luchon : journal scientifique, littéraire, annonces et réclames : guide général des baigneurs et des touristes aux eaux thermales, bains de mer de la France et de l'étranger
09 mai 19201920/05/09 (N40)-1920/05/09.Appartient à l’ensemble documentaire : MidiPyren
Additional file 1: Table S1. of An obesity-associated gut microbiome reprograms the intestinal epigenome and leads to altered colonic gene expression
This file contains Table S1 which provides detailed descriptions of the components of the diets used in this study. (XLSX 9 kb
Additional file 2: Figures S1âS8. of An obesity-associated gut microbiome reprograms the intestinal epigenome and leads to altered colonic gene expression
Along with figure legends. (PDF 2613 kb
Additional file 1: Table S1. of An obesity-associated gut microbiome reprograms the intestinal epigenome and leads to altered colonic gene expression
This file contains Table S1 which provides detailed descriptions of the components of the diets used in this study. (XLSX 9 kb
Education for sustainable development: A study in adolescent perception changes towards sustainability following a strategic planning-based intervention: The young persons’ plan for the planet program
In 2016, the United Nations (UN) launched the 17 Sustainable Development Goals (SDGs) as a framework for sustainable development and a sustainable future. However, the global challenge has been to engage, connect, and empower communities, particularly young people, to both understand and deliver the 17 SDGs. In this study, we show the benefit of a strategic planning-based experiential learning tool, the Young Persons’ Plan for the Planet (YPPP) Program, to improve the underlying competencies of Australian and Mauritian adolescents in increasing understanding and delivering the SDGs. The study was conducted with 300 middle to senior high school students, in 25 schools throughout Australia and Mauritius, over an 18-month period. The intervention included the development of research, strategic planning, management, STEM (Science Technology, Engineering, Maths) and global competency skills in the students, to enable them to build and deliver regional and national SDG plans. Research methods included pre- and post-intervention testing of the attitudes of these students to sustainable development outcomes and compared these attitudes to subsets of scientists and the Australian national population. Our results, from both qualitative and quantitative evidence, demonstrate significant improvements in these adolescents’ appreciation of, and attitudes towards, the SDGs and sustainable outcomes, across a range of key parameters. The results from the 76 students who attended the International Conference in Mauritius in December 2018 demonstrate significant improvements in mean levels of understanding, and attitudes of the students towards the SDGs awareness (+85%), understanding/engagement (+75%), motivation (+57%), and action orientation/empowerment (+66%). These changes were tested across a range of socio-demographic, geographic, and cultural parameters, with consistent results. These findings have significant implications for the challenge of sustainable education and achieving community engagement and action towards the SDGs in Australia and Mauritius, particularly for young people. As the intervention can be replicated and scaled, the findings also highlight the opportunity to extend both the research and this type of experiential learning intervention across both broader geographies and other generation and community segments
Number of correct trials by each subject, in each visual cue condition –“Point,” Point&Orient (“P&O”), and “Orient”– and their respective controls (“Control”), probe condition (“Probe”), and vocal command condition (“Vocal”) and their respective controls (“VControl”).
<p>Columns are delineated by cue given and experimenter (J.M.P. is the first author, M is the elephant’s mahout). Each cell is out of 24 trials except Probe and VControl cells, which are out of 12 and 8 trials respectively.</p>*<p>P<0.05 for binomial test.</p
Diagrams of apparatus and elephant testing.
<p>A) The experimenter gives the “point” cue to the bucket to the elephant’s right. B). The elephant makes the correct choice after the table is pushed forward. Drawings by A. Hennessy.</p