The Best Things in Museums are the Windows

As an Exploratorium Artist-in-Residence I created a project that involved traveling for four days with a group of participants from the end of the museum’s building across the Bay in a sail boat and then walking from Emeryville to the top of Mt Diablo. The trip covered about forty miles. In the group of participants were Exploratorium staff, scientists and members of the public. Each participant and various invited people along the way did presentations on topics related to the areas we were traveling through. Additional members of the public connected with the core group at more than a dozen points along the path. Each day featured several official stops while countless unofficial observations added to the experience. By extending the museum’s curiosity-based learning into the surrounding landscape, the project aimed to transform the everyday world into an open classroom while working toward a greater integration of a cultural institution within its surrounding community. The Best Things in Museums Are the Windows is a project of the Exploratorium’s Center for Art and Inquiry, an R&D center for the arts within the larger learning laboratory of the Exploratorium.https://pdxscholar.library.pdx.edu/museum_windows/1000/thumbnail.jp

Harrell Fletcher with Adam Moser

Harrell Fletcher with Adam Moser includes a conversation between the two and a series of project case studies: Learning About the world At the Grocery store, Interviews with children, the Knowledge walking tours, and Hammer yearbook, a collaborative project between Moser and Fletcher. This book is part of the Reference Points series published through Portland State University Art and Social Practice MFA Program. The series is an evolving pedagogical framework in which graduate students formulate and research a significant topic or practitioner(s) related to socially engaged art. Because the series is designed to shift and respond to the concerns of the program\u27s current students and faculty, mode, structure, and content are open-ended.https://pdxscholar.library.pdx.edu/reference_points/1008/thumbnail.jp

Lição: Algumas reflexões sobre agenciamento e atividade fora do sistema comercial.

Harrell Fletcher received his BFA from the San Francisco Art Institute and his MFA from California College of the Arts. He studied organic farming at UCSC and went on to work on a variety of small Community Supported Agriculture farms, which impacted his work as an artist. Fletcher has produced a variety of socially engaged collaborative and interdisciplinary projects since the early 1990’s. His work has been shown at SFMOMA, the de Young Museum, the Berkeley Art Museum, the Wattis Institute, and Yerba Buena Center for the Arts in the San Francisco Bay Area, The Drawing Center, Socrates Sculpture Park, The Sculpture Center, The Wrong Gallery, Apex Art, and Smackmellon in NYC, DiverseWorks and Aurora Picture show in Houston, TX, PICA in Portland, OR, CoCA and The Seattle Art Museum in Seattle, WA, Signal in Malmo, Sweden, Domain de Kerguehennec in France, The Tate Modern in London, and the National Gallery of Victoria in Melbourne, Australia. He was a participant in the 2004 Whitney Biennial. Fletcher has work in the collections of MoMA, The Whitney Museum, The New Museum, SFMOMA, The Hammer Museum, The Berkeley Art Museum, The De Young Museum, and The FRAC Brittany, France. From 2002 to 2009 Fletcher co-produced Learning To Love You More, a participatory website with Miranda July. Fletcher is the 2005 recipient of the Alpert Award in Visual Arts. His exhibition The American War originated in 2005 at ArtPace in San Antonio, TX, and traveled to Solvent Space in Richmond, VA, White Columns in NYC, The Center For Advanced Visual Studies MIT in Boston, MA, PICA in Portland, OR, and LAXART in Los Angeles among other locations. Fletcher is an Associate Professor of Art and Social Practice at Portland State University in Portland, Oregon.Fonte: http://www.harrellfletcher.com/?page_id=3

When There Are No Borders Between Art and Teaching

English version. This book is part of the Reference Points series published through Portland State University Art and Social Practice MFA Program. The series is an evolving pedagogical framework in which graduate students formulate and research a significant topic or practitioner(s) related to socially engaged art. Because the series is designed to shift and respond to the concerns of the program\u27s current students and faculty, mode, structure, and content are open-ended.https://pdxscholar.library.pdx.edu/reference_points/1011/thumbnail.jp

Modelling human performance within manufacturing systems design:from a theoretical towards a practical framework

Computer-based simulation is frequently used to evaluate the capabilities of proposed manufacturing system designs. Unfortunately, the real systems are often found to perform quite differently from simulation predictions and one possible reason for this is an over-simplistic representation of workers' behaviour within current simulation techniques. The accuracy of design predictions could be improved through a modelling tool that integrates with computer-based simulation and incorporates the factors and relationships that determine workers' performance. This paper explores the viability of developing a similar tool based on our previously published theoretical modelling framework. It focuses on evolving this purely theoretical framework towards a practical modelling tool that can actually be used to expand the capabilities of current simulation techniques. Based on an industrial study, the paper investigates how the theoretical framework works in practice, analyses strengths and weaknesses in its formulation, and proposes developments that can contribute towards enabling human performance modelling in a practical way

Actigraph Accelerometer-Defined Boundaries for Sedentary Behaviour and Physical Activity Intensities in 7 Year Old Children

Background: Accurate objective assessment of sedentary and physical activity behaviours during childhood is integral to the understanding of their relation to later health outcomes, as well as to documenting the frequency and distribution of physical activity within a population.Purpose: To calibrate the Actigraph GT1M accelerometer, using energy expenditure (EE) as the criterion measure, to define thresholds for sedentary behaviour and physical activity categories suitable for use in a large scale epidemiological study in young children.Methods: Accelerometer-based assessments of physical activity (counts per minute) were calibrated against EE measures (kcal.kg(-1).hr(-1)) obtained over a range of exercise intensities using a COSMED K4b(2) portable metabolic unit in 53 seven-year-old children. Children performed seven activities: lying down viewing television, sitting upright playing a computer game, slow walking, brisk walking, jogging, hopscotch and basketball. Threshold count values were established to identify sedentary behaviour and light, moderate and vigorous physical activity using linear discriminant analysis (LDA) and evaluated using receiver operating characteristic (ROC) curve analysis.Results: EE was significantly associated with counts for all non-sedentary activities with the exception of jogging. Threshold values for accelerometer counts (counts. minute(-1)) were = 3841 for light, moderate and vigorous physical activity respectively. The area under the ROC curves for discrimination of sedentary behaviour and vigorous activity were 0.98. Boundaries for light and moderate physical activity were less well defined (0.61 and 0.60 respectively). Sensitivity and specificity were higher for sedentary (99% and 97%) and vigorous (95% and 91%) than for light (60% and 83%) and moderate (61% and 76%) thresholds.Conclusion: The accelerometer cut points established in this study can be used to classify sedentary behaviour and to distinguish between light, moderate and vigorous physical activity in children of this age