Metodologías artísticas en la ecología de los medios

L'art ha deixat de ser solament art. Els seus mètodes es recapitulen, es filtren i es tornen indomables en combinació amb altres formes de vida. Les metodologies artístiques articulen la capacitat de l'art per a representar un procés viu en el món, llançant partícules sensorials i altres conjuncions a través de formes i combinacions que renoven el seu poder d'alteració i de visió. Les metodologies artístiques constitueixen diferents maneres de percebre, fer i comprendre generades en l'art que avui circulen més fortuïtament, i potser menys sistemàticament, i exigeixen una nova manera de comprensió per a poder-se plasmar i desenvolupar. Les metodologies artístiques són entitats culturals, encarnades en el llenguatge, els textos, els sons, els comportaments i les formes de connexió entre elements que comparteixen, desenvolupen i influencien la capacitat d'alteració de l'art, com també la voracitat multiescalar de la percepció.Art is no longer only art. Its methods are recapitulated, ooze out and become feral in combination with other life forms. Art methodologies convey art's capacity to enact a live process in the world, launching sensorial particles and other conjunctions in ways and combinations that renew their powers of disturbance and vision. Art methodologies are a range of ways of sensing, doing and knowing that were generated in art and now circulate more haphazardly, less systematically, requiring a renewed form of understanding to be traced and developed. Art methodologies are cultural entities, embodied in speech, texts, sounds, behaviours and the modes of connection between things, that share, develop and work on art's capacity to disturb and the multi-scalar engorgement of perception.El arte ha dejado de ser sólo arte. Sus métodos se recapitulan, se filtran y se vuelven indomables en combinación con otras formas de vida. Las metodologías artísticas articulan la capacidad del arte para representar un proceso vivo en el mundo, lanzando partículas sensoriales y otras conjunciones a través de formas y combinaciones que renuevan su poder de alteración y de visión. Las metodologías artísticas constituyen distintas formas de percibir, hacer y comprender generadas en el arte que hoy circulan de un modo más fortuito, y quizá menos sistemático, y exigen una nueva forma de comprensión para poder ser plasmadas y desarrolladas. Las metodologías artísticas son entidades culturales, encarnadas en el lenguaje, los textos, los sonidos, los comportamientos y los modos de conexión entre elementos que comparten, desarrollan e influencian la capacidad de alteración del arte, así como la voracidad multiescalar de la percepción

Numerical simulation of a flat back airfoil for wind turbine applications.

Wind energy provides an attractive power source as an alternative to fossil fuels because it is abundant, clean, and produces no harmful emissions. To extract more energy from the wind we need to increase the wind turbine size. However, the increase in size has begun to reach a limit in terms of material composition and structural stability. To quell the trend of increasing size in wind power systems alternative wind turbine blade designs are investigated and evaluated to increase power production and efficiency of present size machines. Flat back airfoils have been proposed for the inboard region of large wind turbine blades because they provide structural and aerodynamic advantages. In this work we will investigate the aerodynamic performance of flat back airfoils with computational fluid dynamics techniques. To reduce the drag and noise inherent from the blunt trailing edge, a splitter plate with varying lengths is added to the trailing edge of the airfoils. Comparisons are made with experimental data. Excellent agreement is achieved with the measurements. Our numerical simulations show that the flat back airfoil can increase lift production as much as 20%. The splitter can effectively reduce drag by as much as 20% and tonal noise by as much as 20 dB

The Ideological Scalpel: Physician Perpetrators, Medicalized Killing and the Nazi Biocracy

With the conclusion of the Nuremburg Doctor’s trials in August 1947, the role of German physicians in the concentration camps of Europe became a widely discussed and researched topic in the historiography of the Holocaust. Like many other perpetrators indicted by the Allies following the Second World War, German physicians claimed to have been swept up in the mass indoctrination of the National Socialist movement and had ultimately become powerless cogs within the Nazi totalitarian regime. While this claim may be true in some cases, the historiography of German physicians-turned-killers reveals different sources of motivation which allowed doctors in the Third Reich to reverse the precepts of the Hippocratic Oath in order to therapeutically kill for the greater health of the German Völk

A History of Financial Aid to Students

The history of financial aid in higher education covers a board range of philanthropic-, scholarship-, and loan-based approaches. This article comprehensively covers the history of American financial aid to students from influences of European medieval institutions to contemporary aid systems. A broad history of financial aid is covered, revealing an evolution from a system primarily based upon local philanthropic efforts, to a more formal system of scholarships and grants, to, finally, a complex federal system of loans. As the history of financial aid is chronologically covered, attention is paid to describing how financial aid policies and practices were a response to societal and political contexts of their times and how need- and merit-based philosophies have given way to political agenda-based philosophies of aid

Tap the Screen: Technology Integration in Our Students’ Lives

The focus of this study is to document and describe the integration of technology in the everyday lives of students in Grades 3–8 attending a high-performing public school district in an affluent Chicago suburb. The following research questions guide this study: How do students in Grades 3–8 integrate technology into their lives? What are the implications of students’ technology integration for teaching and learning? How can teachers capitalize upon students’ technology integration in ways that inform instructional practice? A review of the literature presents related information in areas that explore the increasingly digital world of our students; curriculum, instruction, and research; innovation, creativity, and learning environments; student social and cognitive development; and student technology use. In this ethnographic study, qualitative research methods are used to interview 55 students in 17 focus groups. An analysis of focus group data is presented in the following categories: technology device access and use; gaming; electronic book readers; television and online video; imposed limits on technology; communicating using technology; and technology in the school environment. Student technology use information is presented in the student voice and is then discussed in the context of improving teaching and learning. This study recommends that both parents and teachers should intentionally seek to understand the technology-enabled pursuits of children to better understand the “whole child.” Further, teachers and other school leaders are encouraged to welcome student-owned technology in school and encourage project-based learning opportunities

Slide to Unlock: Creating a Technology-Integrated Environment for Our Students

The focus of this study is to explore how to support teachers in capitalizing on students’ technology skills, experiences, and preferences to offer enhanced teaching and learning experiences in school. Using a framework developed by Wagner et al. (2006), technology integration is systemically examined in terms of “4 Cs:” context, culture, conditions, and competencies to construct an “As-Is” picture of a school district based upon current realities. Next, a series of changes are proposed and the 4 Cs are used to describe the “To-Be” picture of the organization at the end of the proposed change journey. The three teachers who participated in this study used a protocol developed by the researcher with over 150 students that allowed the teachers to learn about their students’ technology skills, experiences, and preferences both in and outside of school. Information from the survey data was used by the researcher and participating teachers to co-plan technology-integrated projects that matched the students’ technology skills, experiences, and preferences. An analysis of the student projects and teacher interview data resulted in a set of eight strategies for educators, Creating a Technology-Integrated Environment for Our Students, presented in two themes. Theme one offers, Provide Technology-Integrated Student Learning Opportunities: (1) engage students by allowing choices; (2) share learning experiences (student-to-student; student-to-teacher); (3) create with digital tools, learn outside of school, and simplify learning experiences; and (4) practice student-centered assessment. Theme two offers, Provide a Technology- Integrated Environment: (5) seek student opinions and match tools with student interests; (6) build capacity in the classroom; (7) provide models for all teachers; and (8) allow students to take the lead

Click to Agree: Policies Impacting a One-to-One Mobile Learning Environment

The focus of this study is to evaluate current and recommend new school board policies to implement and maintain a one-to-one mobile learning initiative using iPads in a K–8 school district. The district’s current acceptable use policy is analyzed and it was determined that no modifications are necessary to govern the new one-to-one initiative. A new administrative procedure is proposed to address issues related to iPad use in and out of the district. A Bring Your Own Device (BYOD) policy is proposed for students and staff to supplement the electronic devices provided by the school district. The current acceptable use policy, the proposed mobile device administrative procedure, and the proposed BYOD policy are discussed from various perspectives. Advocated policy statements are proposed that discuss the goals, objectives, needs, values, and preferences of the various stakeholders affected by the one-to-one mobile learning initiative. The oneto- one initiative is presented in terms of educational, economic, social, political, and moral and ethical analyses. The policy argument offers practical considerations for implementing the proposed mobile device administrative procedure, and a “pro and con” argument regarding the proposed BYOD policy is provided. The policy implementation plan discusses the educational, communication, and professional development activities needed for implementation. The policy assessment plan presents progress monitoring processes to ensure that the policies and administrative procedure continue to meet the needs of students and staff during the course of the initiative. Finally, the summary impact statement theorizes possible effects of the proposed policies and administrative procedure

Examining the dissociative basis for body image disturbances

Although dissociative symptoms have been linked with both food- and appearance-related aspects of eating disorders, the psychological mechanisms underlying these relationships remain unclear. The present study evaluated the hypothesis that the disturbances of self-identity attributed to dissociation can manifest as disturbances of body image and, in turn, undermine body-specific self-evaluations relevant to disordered eating (i.e., body comparison, body dissatisfaction, and internalization of the thin ideal). Ninety-three female university students completed self-report measures of dissociation and body-related aspects of disordered eating. In addition, the method of constant stimuli was used to experimentally derive three measures of body image disturbance: (1) accuracy of body size estimations (body image distortion), (2) ability to discriminate between different body sizes (body image sensitivity), and (3) consistency in one&rsquo;s body size estimations (body image variability). The findings show that dissociation is related to symptoms of disordered eating, and that these relationships may be mediated by body image instability. Collectively, these findings support the notion that the body image attitudes and behaviours that characterize eating disorders may derive from proprioceptive deficits due to dissociation.<br /