scholarly journals Del relato curatorial al montaje dialéctico. Arte y ciencia en Londres, 1951-1953

2021 ◽  
pp. e027
Author(s):  
Paula Bruno
Keyword(s):  

En 1951 y 1953 el Institute of Contemporary Arts (ICA) de Londres albergó dos exhibiciones artísticas que problematizaron la visualización del conocimiento científico. La primera fue la exposición-instalación «Growth and Form», realizada por el artista Richard Hamilton, y la siguiente se tituló «Parallel of Life and Art», llevada a cabo por un equipo interdisciplinario conocido como el Independent Group. Nos proponemos indagar aquí de qué formas estas exhibiciones problematizaron la visualidad y supuestos de las ciencias de la naturaleza. Y demostrar la diferencia en la construcción de cada exposición: «Growth and Form» operaría como un relato curatorial expandido, mientras que «Parallel of Life and Art» plantearía un montaje dialéctico entre imágenes de diversos orígenes.

2021 ◽  
Vol 2 (1) ◽  
pp. 96-102
Author(s):  
Ahmad Baihaqi Rifqi

Penelitian ini bertujuan untuk mengetahui pengaruh implementasi asesmen projek terhadap karakter dan literasi sains siswa. Populasi penelitian ini adalah seluruh kelas IV SD di Gugus II Kecamatan Buleleng Kabupaten Buleleng yang berjumlah 114 siswa dan sampel berjumlah 47 siswa. Penetapan sampel dilakukan dengan teknik simple random sampling. Penelitian ini merupakan quasi eksperimen dengan rancangan Single Factor Independent Group Design. Teknik pengumpulan data menggunakan kuesioner untuk karakter dan tes untuk literasi sains. Data dianalisis dengan menggunakan multi analisis varians. Hasil penelitian menunjukkan uji hipotesis pertama nilai F= 15,813 dengan signifikansi 0.000<0.05 yang artinya Ho ditolak dan H1 diterima, terdapat perbedaan karakter siswa yang mengikuti pembelajaran dengan implementasi asesmen projek dengan siswa yang mengikuti pembelajaran dengan implementasi asesmen konvensional. Hasil uji hipotesis kedua menunjukkan bahwa F= 20,471 dengan 0,000<0,05 yang artinya Ho ditolak dan H1 diterima, terdapat perbedaan yang signifikan antara literasi sains siswa yang mengikuti pembelajaran dengan implementasi asesmen projek dengan siswa yang mengikuti pembelajaran dengan implementasi asesmen konvensional. Uji hipotesis ketiga menunjukan bahwa F= 18,868 dengan 0,000<0,05 yang artinya Ho ditolak dan H1 diterima, terdapat perbedaan karakter dan literasi sains siswa secara simultan antara siswa yang mengikuti pembelajaran dengan implementasi asesmen projek dengan siswa yang mengikuti pembelajaran dengan implementasi asesmen konvensional.


2001 ◽  
Vol 82 (2) ◽  
pp. 81-83
Author(s):  
N. Kh. Amirov ◽  
D. I. Sadykova ◽  
O. I. Pikuza

Under the conditions of an increasing ecologically unfavorable situation and the increasing influence of a large number of anthropogenic influences, the resistance of the child's body decreases, which inevitably manifests itself in an increase in morbidity [5]. In recent years, the so-called eco-dependent states, which affect the nature of the course of many pathological processes, have been allocated to an independent group [1,2]. Thus, more and more often, inflammatory processes in children are initially low-symptom, without causing a real danger, but later on, the manifestation of the disease, which threatens the child's life, quickly occurs [4]. Therefore, the tactics of prenosological diagnostics based on the development of new sensitive indicator systems for testing health reserves is acquiring special relevance.


An essential factor in determining the efficiency of the online education is the users' quality of interaction (QoI) with LMSs. In this chapter, the macro-meso-micro structure analysis is adopted, to examine the Fuzzy Inference System (FIS)-based approach of QoI, taking into account the LMS users' (professors' and students') interactions within a b-learning environment, in order to quantitatively estimate a normalized index of their QoI, accordingly. Additionally, for capturing the dynamics of the users interacting with the LMS, the data corresponding to a 51-week LMS Moodle usage time-period of two consequent academic years (2009/2010 and 2010/2011) at a HEI were analyzed. Finally, based on a systemic approach of the derived QoI, user-dependent/independent (group-like) (dis)similarities in LMS interaction trends, correlations, distributions and dependencies with the time-period of the LMS use are analyzed, towards an effort to contribute to a more objective interpretation of the way LMS Moodle-based b-learning functions within the HEIs.


2020 ◽  
Vol 14 ◽  
Author(s):  
Ivo V. Stuldreher ◽  
Nattapong Thammasan ◽  
Jan B. F. van Erp ◽  
Anne-Marie Brouwer

Interpersonal physiological synchrony (PS), or the similarity of physiological signals between individuals over time, may be used to detect attentionally engaging moments in time. We here investigated whether PS in the electroencephalogram (EEG), electrodermal activity (EDA), heart rate and a multimodal metric signals the occurrence of attentionally relevant events in time in two groups of participants. Both groups were presented with the same auditory stimulus, but were instructed to attend either to the narrative of an audiobook (audiobook-attending: AA group) or to interspersed emotional sounds and beeps (stimulus-attending: SA group). We hypothesized that emotional sounds could be detected in both groups as they are expected to draw attention involuntarily, in a bottom-up fashion. Indeed, we found this to be the case for PS in EDA or the multimodal metric. Beeps, that are expected to be only relevant due to specific “top-down” attentional instructions, could indeed only be detected using PS among SA participants, for EDA, EEG and the multimodal metric. We further hypothesized that moments in the audiobook accompanied by high PS in either EEG, EDA, heart rate or the multimodal metric for AA participants would be rated as more engaging by an independent group of participants compared to moments corresponding to low PS. This hypothesis was not supported. Our results show that PS can support the detection of attentionally engaging events over time. Currently, the relation between PS and engagement is only established for well-defined, interspersed stimuli, whereas the relation between PS and a more abstract self-reported metric of engagement over time has not been established. As the relation between PS and engagement is dependent on event type and physiological measure, we suggest to choose a measure matching with the stimulus of interest. When the stimulus type is unknown, a multimodal metric is most robust.


Author(s):  
Tom Cariveau

Group contingencies include the arrangement of a common consequence for responding by members of a group. Independent group contingencies involve a common consequence being delivered to an individual student based on her performance. Dependent group contingencies involve the consequence being delivered to the entire group based on the performance of an individual or small group of students. Numerous variables may be altered in a group contingency and arranging an effective intervention requires planful incorporation of each. This chapter reviews the components of independent and dependent group contingencies and considerations when designing and implementing group contingencies in educational settings.


2018 ◽  
Vol 21 (2) ◽  
pp. 93-105 ◽  
Author(s):  
John D. K. Lum ◽  
Keith C. Radley ◽  
Daniel H. Tingstrom ◽  
Brad A. Dufrene ◽  
D. Joe Olmi ◽  
...  

The present study examined the effects of tootling, a peer-mediated positive behavior intervention, on students’ classwide disruptive and academically engaged behavior in three general education high school classrooms. A withdrawal design was used to assess the effects of the intervention. Students wrote tootles anonymously on paper slips and placed them into a marked container. A randomized independent group contingency was used to reward students. At the end of the class period, teachers randomly drew three of the submitted tootles and rewarded students about whom the tootles were written. Teachers also randomly drew the names of two students who submitted a tootle and rewarded them as well. All three classrooms displayed decreases in classwide disruptive behavior and increases in academically engaged behavior during intervention phases. Effect size calculations for both disruptive and academically engaged behavior indicated very large overall effects. The results of this study suggest that a modified tootling procedure utilizing a randomized independent group contingency can be an effective intervention for teachers to improve the classwide behavior of students in high school classrooms. Teachers found the intervention at least moderately socially valid and students rated it highly acceptable.


Author(s):  
Anne Massey
Keyword(s):  

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