Visuality and the haptic qualities of the line in generative art

The line has an important and particular relationship with the generative artwork distinct from other elements such as the ‘pixel’, ‘voxel’ or the ‘points’ that make up point clouds. The line has a dual nature as both continuous and discrete which makes it perhaps uniquely placed to straddle the analog and digital worlds. It has a haptic or felt quality as well as an inherent ambiguity that promotes a relatively active interpretive role for the audience. There is an extensive history of the line in generative systems and artworks, taking both analog and digital forms. That it continues to play an important role, alongside other more photographically inspired ‘perceptual schemas’, may be a testament to its enduring usefulness and unique character. This paper considers the particular affordances and the ‘visuality’ of the line in relation to generative artworks. This includes asking how we might account for the felt quality of lines and the socially and culturally constructed aspects that shape our relationship with them. It asks whether, in what has been described as a ‘post digital’ or even ‘post post digital’ world, the line may offer a way to re-emphasise a more human scale and a materiality that can push back, gently, against other more dominant perceptual schemas. It also asks what generative art can learn from drawing theory, many of the concerns of which parallel and intersect with those of generative art

The Rapid Growth and Changing Complexion of Suburban Public Schools

Analyzes the rising shares of Hispanic/Latino, African-American, and Asian students in suburban public schools between 1993-94 and 2006-07. Examines to what extent minorities are isolated or exposed to other groups and how evenly they are distributed

Examining College Student Athlete Attitudes Towards Concussion Testing and Reporting Concussions

Examining College Student Athlete Attitudes and Behaviors Toward Baseline Neurocognitive Concussion Testing FryK, Anderson, M, Anderson, M, Schatz, P, Elbin, RJ: University of Arkansas, Fayetteville, Arkansas Context: Examining athletes’ attitudes toward concussion diagnosis, management, and treatment can lead to improved multi-faceted management of a concussion injury. Although attitudes towards concussion injuries have been studied, the examination of athletes’ attitudes towards baseline computerized neurocognitive testing is understudied and is warranted. Objective: To examine the relationship between sex, concussion history, and previous exposure to baseline testing on athletes’ perceptions of effort provided during baseline testing and the utility of neurocognitive testing. Methods: College athletes (18-23 years) completing a baseline neurocognitive test (Immediate Post-Concussion Assessment and Cognitive Test: ImPACT) were asked to complete an anonymous 33-item online survey. Survey questions included demographics and inquired about athletes’ effort and utility of baseline and post-concussion neurocognitive testing. A series of chi-square analyses measured the association between sex, concussion history, and previous exposure to baseline testing on effort provided during testing and utility of the test. Level of statistical significance was p \u3c .05. Results: One hundred eighty-two (88 males, 95 females) athletes (M =19.05, SD = 1.15 years) completed the survey. Thirty-eight percent (70/183) reported prior concussion history and 27% (50/182) were first time test takers. Ninety-four percent (172/183) reported providing above average to maximal effort on the baseline test they completed prior to completing the survey. Ninety percent (158/176) and 87% (156/179) of the sample reported that the baseline and post-concussion test results were useful in mitigating premature return to play, respectively. There was no association between sex, concussion history, or previous exposure to baseline testing on reported effort or perceptions of utility for baseline neurocognitive testing (p \u3e .05). Conclusion: The majority of athletes report high effort on baseline neurocognitive testing and recognize the utility of this measure for safe return to play

Latino Youth Finishing College: The Role of Selective Pathways

Assesses the dimensions of the gap in bachelor degree completions between Latinos and whites and some factors that contribute to it. Focuses on the differing fates of young people who graduate from high school with similar levels of academic preparation

The Changing Pathways of Hispanic Youths Into Adulthood

Analyzes 1970-2007 census data for trends in skills acquisition, school enrollment, labor force participation, military enlistment, marriage and parenting, and incarceration among Latino youths. Compares data by race/ethnicity, gender, and nativity

Latinos in Higher Education: Many Enroll, Too Few Graduate

Provides a detailed examination of the extent and nature of Hispanic college enrollment in comparison to that of adults of other racial/ethnic identities. Explores the differences in college enrollment among Latinos by generation and country of origin

College Enrollment Hits All-Time High, Fueled by Community College Surge

Analyzes the rise in college enrollment in 2008 by type of college, gender, and race/ethnicity, compared with data since 1973. Examines the economic and educational factors behind the trend in both four-year and two-year colleges

The Changing Racial and Ethnic Composition of U.S. Public Schools

Provides a snapshot of the racial and ethnic composition of public schools, and tracks the changes over twelve years in the levels of concentration among African-American, white, Hispanic/Latino and Asian students, and of their exposure to other groups

The Role of Schools in the English Language Learner Achievement Gap

Examines the extent to which English language learners (ELL) are concentrated in large, low-achieving public schools, and the degree to which this isolation contributes to the gap in math scores between ELL students and others