Modern Methods in Structural Geology of Twenty-first Century: Digital Mapping and Digital Devices for the Field Geology

Author(s):  
Lucie Novakova ◽  
Terry L. Pavlis
First Monday ◽  
2016 ◽  
Author(s):  
Teresa Cerratto-Pargman ◽  
Daniel Pargman ◽  
Bonnie Nardi

Is the digital infrastructure and its footprint an ideological blind spot for recently emerging ecological communities, including eco-villages? This paper examines how a group of people who are concerned with environmental issues such as peak oil and climate change are orchestrating a transition toward a more sustainable and resilient way of living. We studied a Swedish eco-village, considering how computing in this community contributes to defining what alternative ways of living might look like in the twenty-first century. Drawing on a social-ecological perspective, the analysis illustrates, on the one hand, that the Internet, along with the digital devices we use to access it, capitalizes and mobilizes values, knowledge and social relationships that in turn enhance resilience in the eco-village. On the other hand, the analysis shows that an explicit focus on ecological values is not sufficient for a community of individuals to significantly transform Internet use to conform to ecological ideals. This work contributes to a deeper understanding of the imbrication of social technologies with practices that are oriented to perform sustainable and resilient ways of living.


2020 ◽  
Vol 64 (4) ◽  
pp. 17-40
Author(s):  
Maciej Kryszczuk ◽  
Kamil Szymański

The authors discuss Yuval Noah Harari’s concept of dataism, which is part of a wider stream of debate on the future of civilization. Depending on the analytical perspective and the type of narration, dataism has been characterized as a kind of faith, an ideology, a worldview, or a set of (conscious) attitudes for which information is a kind of arche. The popularizer of the concept, the anthropologist Yuval Harari, argues that acts of dataism are a useful praxis of the twenty-first century, consisting in the deliberate – but also partly involuntary – entrusting of one’s life affairs (and not only) to algorithms that process data from popular digital devices such as a smartphone. Among the many significant effects thors point to changes in the spheres of work and capital which to produce a profound political and moral revolution.


2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Andrea Smith

The twenty-first century television detective drama often relies heavily on the forensic pathologist; analysing what they see and reaching a conclusion about the manner of death, not just the cause. This might include determining that a case that initially looks like natural causes is in fact murder. While this may involve toxicology reports and other modern methods of investigation, it might also include the state of the body; things like post-mortem lividity or marks such as scratches, or a lack of them. Using these sorts of indicators is not new; in fact Shakespeare was writing about them in the late sixteenth century in 2 Henry VI. In it, the Earl of Warwick describes the state of the body of the Duke of Gloucester who has reportedly died in his bed. Over the course of around twenty lines Warwick gives a detailed catalogue of the state of the body and why each sign indicates a violent, rather than peaceful, death. This paper looks at that description and relates it to other descriptions of murder victims in drama at the time, as well as to those investigated by twenty-first century television pathologists.


Author(s):  
Paula Clare Harper

Cats at keyboards. Dancing hamsters. A photo of a dress, and videos set to “Harlem Shake.”  The above are recognizable as “viral” phenomena—artifacts of the early twenty-first century whose production and dissemination were facilitated by the internet, proliferating social media platforms, and ubiquitous digital devices. In this paper, I argue that participation in such phenomena (producing, consuming, circulating, or “sharing” them) constitutes a significant site of twenty-first-century musical practice: viral musicking, to borrow and adapt Christopher Small’s foundational 1998 coinage. In this paper I analyze instances of viral musicking from the 2000s through the 2010s, tracking viral circulation as heterogeneous, capacious, and contradictory—a dynamic, relational assemblage of both “new” and “old” media and practices. The notion of virus as a metaphor for cultural spread is often credited to computer science and science fiction, with subsequent co-option into marketing and media; such formulations run adjacent to the popularization of "virus" in philosophical models for globalization and pervasive capitalism across the late twentieth century, from Derrida to Baudrillard and Deleuze. In this paper, I seek to braid these lineages with the work of scholars reading cultural contagion through lenses of alterity and difference, situating music as a particularly felicitous vector for viral contagion, exceeding and preceding Internet circulation. Ultimately, I argue that viral musicking activates utopian promises of digital advocates, through the cooperative social operation of “sharing,” even as it resonates through histories and presents of racialization, miscegenation, appropriation, and the realities of porous, breachable borders, cultures, and bodies.


Author(s):  
Kalpana Mukunda Iyengar ◽  
Howard L. Smith

This chapter describes a variety of multimedia incorporated into a course to respond to students' emotional and psychological needs. The course was designed for online, hybrid, as well as traditional face-to-face formats. The multimedia incorporated into the course were tools readily available for collegiate use (e.g., email, Google Drive, Wikispace). This research, based on Maslow's hierarchy of needs, asserts that many of the experiences and technological devices integrated into twenty-first century instruction, respond to critical emotional elements of learning. While technological advancements provide convenience, the authors argue that the learner's affective needs are equally supported. Instructors, irrespective of their level of technological proficiency or their access to digital devices, may use these insights to incorporate technology for instruction in more thoughtful ways.


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