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Relevant bibliographies by topics / Arts and society

Academic literature on the topic 'Arts and society'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 March 2023

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Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers
Reports

Journal articles on the topic "Arts and society":

1

Sheard, Robert F., and Arthur Marwick. "The Arts, Literature, and Society." Rocky Mountain Review of Language and Literature 45, no. 4 (1991): 263. http://dx.doi.org/10.2307/1347844.

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Seo, Jung Il. "Liberal arts in posthuman society." Liberal Arts Innovation Center 4 (November 30, 2019): 57–73. http://dx.doi.org/10.54698/kl.2019.4.57.

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Blocker, Robert L. "The Arts: Reflections of Society." Design For Arts in Education 89, no. 6 (August 1988): 13–17. http://dx.doi.org/10.1080/07320973.1988.9935528.

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Robinson, Ken. "Children, Society and the Arts." Children & Society 9, no. 4 (December 18, 2007): 5–14. http://dx.doi.org/10.1111/j.1099-0860.1995.tb00299.x.

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Lloyd, Matthew, and Mikael Schilling. "The Royal Society of Arts." Journal of Architectural Conservation 19, no. 3 (November 2013): 232–45. http://dx.doi.org/10.1080/13556207.2013.872464.

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Sica, Beatrice. "TOTalitarian ARTs. The Visual Arts, Fascism(s) and Mass-Society." Italian Studies 74, no. 1 (November 2, 2018): 108–9. http://dx.doi.org/10.1080/00751634.2019.1537110.

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Cauwer, Stijn De, and Kim Hendrickx. "Introduction: Immunity, Society, and the Arts." Configurations 25, no. 3 (2017): 265–77. http://dx.doi.org/10.1353/con.2017.0019.

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POLISI, JOSEPH W. "THE ARTS IN A GREAT SOCIETY." Yale Review 96, no. 3 (July 2008): 30–51. http://dx.doi.org/10.1111/j.1467-9736.2008.00411.x.

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Oliver, James, and Paul Murray. "The arts, well‐being and society." Journal of Public Mental Health 6, no. 4 (December 2007): 6–11. http://dx.doi.org/10.1108/17465729200700022.

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Sinfield, Alan. "Review: The Arts, Literature and Society." Literature & History 1, no. 1 (March 1992): 107–8. http://dx.doi.org/10.1177/030619739200100129.

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Dissertations / Theses on the topic "Arts and society":

1

Tingvall, Josefin. "Soft Society." Thesis, Konstfack, Textil, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-5853.

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Illustrated exam paper for Josefin Tingvalls project Soft Society. Which is about investigating through cloth and textile our urban surrounding. The core question ; if I go out in an urban area and use textile as a recordmaterial, what traces and stories will I bring back? By looking at textileas a matter, craft and as a philosophical starting point in urban areas, what can it tell about our surrounding and our society? In the three mainchapters of the paper, Tingvall reflects upon important themes such as wandering and spectating, also exhibiting of process based craft, textilein urban areas and matter-based dyes and their relation to us.
Soft society

2

Lafferty, Sue Anne. "Adult arts education : a Delphi study forecasting the arts in a lifeling learning society." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1302028410.

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Ely, Joshua J. "Society and Science: Ancient Astronomy." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/honors/31.

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Astronomy is the oldest scientific field in human history. As such, it is linked heavily with Ancient History as a central part of understanding, scientific development and cultural appreciation in the world of antiquity. The goal of this thesis will be to investigate the importance of the ancient astronomers, their discoveries, the differences in cultural understandings of the universe due to environmental and political reasons, planets and the cosmos, and the impacts their discoveries had on the ancient world. Primary sources will be various writings and documents by ancient astronomers and philosophers such as Eratosthenes, Hipparchus, Plato and the Pythagorean concept. Also to be consulted will be ancient documents that explain the cosmos and nature of this universe from the cultural aspect of the Egyptian, Maya, Mesopotamian, and Hellenistic civilizations. Secondary sources will a variety of modern historical and scientific writings about the history of astronomy. These will include Astronomy of the Ancients by Kenneth Brecher and Michael Feirtag, Ancient Egyptian Science by Marshall Clagett, and A History of The Ancient Mathematical Astronomy by Neugebauer. Also included will be modern sources that explain astronomical events and notions.

4

Zamora, Soledad. "The Role of Arts in Nordic Society: Health and Lifestyle." Thesis, Högskolan i Halmstad, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-39035.

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The role of arts in both formal and non-formal education has been scientifically demonstrated to create positive outcomes in people to deal with all kinds of social problems in daily life. At present, there are international public and private institutions that support this view, such as the International Arts Education Week, celebrated for the first time by UNESCO on 21-27 May 2012 when not only artists participated, but also educators, researchers, NGO actors, and international associations. This provides us with a wider perspective on how arts and education can play an interdisciplinary role in society. The aim of this research is to study how arts (e.g., performative arts, literature, film) interact with and affect Nordic society; the kind of practices, contributions and challenges that exist within the cultural and educational sectors (based on three case studies) and their relationship between the government in the form of cultural policies in Denmark, Sweden and Finland in support of the well-being of the Nordic lifestyle whenever applying a wider perspective to the role of the arts in society. This qualitative study is composed of three case studies, which explore the role of arts in three Nordic institutions (two public ones and a private one): 1) The Academy of Fine Arts in Helsinki, Finland; 2) Skissernas Museum - Museum of Artistic Process and Public Art in Lund, Sweden; and 3) Louisiana Museum of Modern Art in Humbaelek, Denmark. The empirical material collected has been done through the usage of the hermeneutics—texts, semi-structured interviews of professionals (two art educators with multidisciplinary backgrounds, two art historians, and a museum guide), publications, catalogues, and active participation in cultural/educational activities in Sweden, Denmark, and Finland. The data collected is analyzed within the framework of the reflexive methodology. “The Theory of Communicative Action” by Jürgen Habermas aims to understand the multidisciplinary relationship among the artistic/educational institutions, society, and government as support for the well-being and sustainability of Nordic society. The results will reveal a multidisciplinary application of the arts as support to Nordic welfare, healthand lifestyle. The results will also show how arts can be included in people’s lifestyles in an organic manner, being a benefit for the well-being of the society and supporting the sustainability of Nordic welfare when people have a wider understanding of the application of the arts in their lives, for instance, through literature, concerts, performances, but also, attending to festivals, arts and crafts activities, gardens, parks, and even experiencing architecture.

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Weaver, Kimberly. "International Society Cosmopolitan Politics and World Society." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3701.

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How does the international system move from an anarchic system driven by power to a global community driven by the needs/wants of the community at large? Jürgen Habermas utilizes the tenets of his Communicative Action Theory to underline the importance of communicatively based repertoire in the international system between and among states and non-state actors and the citizens themselves. How does arguing and reasoning among states and international institutions bring together legitimization and order? My research aims to analyze the movement of the international system from anarchy towards a global civil society. In doing so, I will examine Communicative Action Theory in International Relations, in particular the development of legitimization processes in international politics, the role of state sovereignty and its effect on the legitimization process of non-state actors. I argue that underdeveloped legitimization processes at the international level consist of fragile consensus building mechanisms that explain why disagreement can and often does lead to violence. However, I also contend that the international system is moving toward a more developed global civil society.

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Boggs, James G. "Social application of the arts : making a difference through art /." Thesis, Connect to this title online; UW restricted, 2001. http://hdl.handle.net/1773/6177.

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Lafferty, Sue Anne. "Adult arts education : a Delphi study forecasting the role of the arts in a lifelong learning society /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486462067842723.

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Feeney, Warren, and n/a. "The Canterbury Society of Arts 1880-1996 : conformity and dissension revisited." University of Otago. Department of History, 2009. http://adt.otago.ac.nz./public/adt-NZDU20090226.135746.

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Established in 1880 the Canterbury Society of Arts (CSA) dominated the arts in Canterbury for nearly a century and was the most significant art society in New Zealand. This thesis examines the CSA�s history from 1880 to its change in trading name to the Centre of Contemporary Art (COCA) in 1996 when the Society sought to redefine its role. Chapter One considers its origins, comprising a discussion of the period from 1850 to 1880 in which it was founded as part of an educational complex that reflected Edward Gibbon Wakefield�s ideal for the systematic settlement of Canterbury. A discussion of the Society�s permanent collection from 1881 to 1932 in the following chapter draws attention to how the CSA was guided by its founding ambitions to promote the development of New Zealand art and accompanying responsibilities for art education. Chapter Three considers the premises and art galleries utilised by the Society from 1881 to 1932, revealing that its objectives to advance the arts remained visionary and often demanding. In Chapter Four the period between the Depression and the end of the Second World War is examined and economic and aesthetic challenges, evident in the Society�s limited capacity to purchase works for its collection, alongside the emergence of new art organisations such as the Group are discussed. This is followed by a consideration of the post-war period from the perspective of the CSA�s remarkable secretary from 1943 to 1959, William Sykes Baverstock. His response to an emerging modern movement provides a context to examine significant changes in the arts which initially posed a challenge to the CSA. Consideration of the 1960s to mid-1970s in Chapter Six reveals the vital role played by the CSA in supporting the development of contemporary New Zealand art and includes discussion of significant events and exhibitions such as the Hay�s Art Prize and the expansion of the Society�s programme to include international shows and solo exhibitions of contemporary sculpture, craft, design, and painting. It argues that these activities represented the CSA�s most ambitious and successful period in its history, symbolised by its new modernist-styled gallery which opened at 66 Gloucester Street in 1968. An examination of the late 1970s to mid-1980s in Chapter Seven demonstrates that the CSA continued to maintain its influence as a centre for contemporary arts practice. However, the demands of a greater arts professionalism championed by the Queen Elizabeth II Arts Council and accompanied by a growth in dealer galleries, meant that the CSA also became subjected to criticism and this despite its continuing capacity to expose large audiences to new and challenging arts practices. The close and long-standing relationship between the CSA and the Canterbury College School of Art is considered in Chapter Eight and the way in which this contributed to the Society�s cultural supremacy is acknowledged. The deaccession of 42 important historical works from the CSA�s permanent collection in 1995 discussed in Chapter Nine reveals the extent to which its stature had substantially changed by the 1990s. Its essentially nineteenth-century infrastructure was ultimately inappropriate for addressing new levels of arts professionalism. Chapter Ten concludes that the CSA was a visionary, and sometimes radical, arts organisation that deserves to be more carefully and generously considered. Indeed, its long history reveals a vital arts and educational institution that has made an essential but hitherto hugely underrated contribution to New Zealand�s cultural development.

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Diamant, Hirsh. "Burning in the light art in education and human development /." Full text available online (restricted access), 1998. http://images.lib.monash.edu.au/ts/theses/Diamant.pdf.

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Laycock, Jolyon. "A changing role for the composer in society." Thesis, University of York, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274517.

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Books on the topic "Arts and society":

1

Clare, Collinson, ed. Arts, society, and religion. Redding, Conn: Brown Bear Books, 2010.

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1936-, Marwick Arthur, ed. The Arts, literature, and society. London: Routledge, 1990.

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Bast, Gerald, Elias G. Carayannis, and David F. J. Campbell, eds. Arts, Research, Innovation and Society. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-09909-5.

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4

Society, Computer Arts, ed. Page: Computer Arts Society quarterly. London: Computer Arts Society, 1985.

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Monnier, Gérard. Des beaux-arts aux arts plastiques. Besançon: La Manufacture, 1991.

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Jamie, Cowling, and Institute for Public Policy Research (London, England), eds. For art's sake?: Society and the arts in the 21st century. London: Institute for Public Policy Research, 2004.

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Conference on Women, the Arts, and Society (1988 : Susquehanna University), ed. Politics, gender, and the arts: Women, the arts, and society. Selinsgrove, PA: Susquehanna University Press, 1992.

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1948-, Dotterer Ronald L., Bowers Susan, and Conference on Women, the Arts, and Society (1988 : Susquehanna University), eds. Politics, gender, and the arts: Women, the arts, and society. Selinsgrove, PA: Susquehanna University Press, 1992.

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1948-, Dotterer Ronald L., Bowers Susan, and Conference on Women, the Arts, and Society (1988 : Susquehanna University), eds. Gender, culture, and the arts: Women, the arts, and society. Selinsgrove, [Pa.]: Susquehanna University Press, 1993.

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1943-, Sim Stuart, and Open University. Philosophy of the Arts Course Team., eds. Philosophy of the arts. Milton Keynes: Open University, 1992.

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Book chapters on the topic "Arts and society":

1

Molà, Luca. "Arts and Society." In The European World 1500–1800, 267–76. 4th ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003140801-29.

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Carayannis, Elias G., Gerald Bast, and David F. J. Campbell. "Arts, Research, Innovation, and Society: ARIS." In Encyclopedia of Creativity, Invention, Innovation and Entrepreneurship, 188–92. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-15347-6_200024.

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Carayannis, Elias G., Gerald Bast, and David F. J. Campbell. "Arts, Research, Innovation, and Society: ARIS." In Encyclopedia of Creativity, Invention, Innovation and Entrepreneurship, 1–5. New York, NY: Springer New York, 2017. http://dx.doi.org/10.1007/978-1-4614-6616-1_200024-1.

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Carayannis, Elias G., Gerald Bast, and David F. J. Campbell. "Arts, Research, Innovation, and Society (ARIS): Conclusion." In Arts, Research, Innovation and Society, 287–94. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-09909-5_16.

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Hendry, Joy. "Arts, entertainment and leisure." In Understanding Japanese Society, 227–52. Fifth edition. | Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: The Nissan Institute/Routledge Japanese studies series: Routledge, 2019. http://dx.doi.org/10.4324/9781351179911-11.

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Bast, Gerald, Elias G. Carayannis, and David F. J. Campbell. "Introduction to: Arts, Research, Innovation, and Society (ARIS)." In Arts, Research, Innovation and Society, 1–4. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-09909-5_1.

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Thompson, Barbara E., and Joy S. Berger. "Grief and Expressive Arts Therapy." In Grief and Bereavement in Contemporary Society, 303–13. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003199762-28.

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Bhandari, Nub Raj. "Youth, police, and civil society organization." In Post-Conflict Participatory Arts, 172–89. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003121046-12.

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Walker, Anitra. "Alienation: Man Versus Society." In Challenging Common Core Language Arts Lessons, 31–39. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233473-6.

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Crowther, Paul. "Postmodernism in the Visual Arts: A Question of Ends." In Postmodernism and Society, 237–59. London: Macmillan Education UK, 1990. http://dx.doi.org/10.1007/978-1-349-20843-2_9.

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Conference papers on the topic "Arts and society":

1

Cunningham, Ellen. "Computers and society: a liberal arts perspective." In the seventeenth SIGCSE technical symposium. New York, New York, USA: ACM Press, 1986. http://dx.doi.org/10.1145/5600.5904.

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Milandari, Savitri Wukirasih, Martono, and Tomy Taufik Rafiqul Hadi. "The Development of Carica Batik Motifs in Hyperreality Society." In 4th International Conference on Arts and Arts Education (ICAAE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210602.017.

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Pradoko, A. M. Susilo. "Art Education Designs in the Hyperreality Post-Truth Society Era." In 4th International Conference on Arts and Arts Education (ICAAE 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210602.059.

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Nguyen, Minh Quang. "Communications and Arts." In 6th International Conference on Electronic, Mechanical, Information and Management Society. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/emim-16.2016.74.

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Korpan, Lidia. "PHILOSOPHICAL APPROACH TO THE PROBLEMS OF GRAPHIC DESIGN AND DESIGN EDUCATION IN INFORMATION SOCIETY." In SGEM 2014 Scientific SubConference on ARTS, PERFORMING ARTS, ARCHITECTURE AND DESIGN. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b41/s15.105.

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Danielsen, Bartley, David Harrison, and Jing Zhao. "Arts-Based Charter Schools as Urban Redevelopment Catalysts: Santa Ana, California’s Orange County School of the Arts." In 25th Annual European Real Estate Society Conference. European Real Estate Society, 2016. http://dx.doi.org/10.15396/eres2016_62.

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Liu, Hongfei. "Research of China's Hulusi, Bau Society." In 2016 International Conference on Education, Sports, Arts and Management Engineering. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icesame-16.2016.107.

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Galateanu, Oana. "GLOBALIZATION, MIGRATION, SOCIETY AND SAFETY." In 6th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sgemsocial2019v/1.1/s12.050.

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Shkurko, Tatyana. "CONTROLLING PERSONALITY IN MODERN RUSSIAN SOCIETY." In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b11/s1.007.

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Chudinov, Sergey. ""VIRUS" OF TERRORISM IN TURBULENT SOCIETY." In 4th International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2017. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/22/s09.057.

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Reports on the topic "Arts and society":

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Khan, B. Zorina. Prestige and Profit: The Royal Society of Arts and Incentives for Innovation, 1750-1850. Cambridge, MA: National Bureau of Economic Research, January 2017. http://dx.doi.org/10.3386/w23042.

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Kartheus, Wiebke. Art Museums in US Society. The Stacks, 2019. http://dx.doi.org/10.32784/libaac-418.

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Levy, Jacob. Corps Intermédiaires, Civil Society, and the Art of Association. Cambridge, MA: National Bureau of Economic Research, June 2015. http://dx.doi.org/10.3386/w21254.

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Osypova, Nataliia V., and Volodimir I. Tatochenko. Improving the learning environment for future mathematics teachers with the use application of the dynamic mathematics system GeoGebra AR. [б. в.], July 2021. http://dx.doi.org/10.31812/123456789/4628.

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Immersive technologies and, in particular, augmented reality (AR) are rapidly changing the sphere of education, especially in the field of science, technology, engineering, arts and mathematics. High- quality professional training of a future mathematics teacher who is able to meet the challenges that permeate all sides, the realities of the globalizing information society, presupposes reliance on a highly effective learning environment. The purpose of the research is to transform the traditional educational environment for training future mathematics teachers with the use of the GeoGebra AR dynamic mathematics system, the introduction of cloud technologies into the educational process. The educational potential of GeoGebra AR in the system of professional training of future mathematics teachers is analyzed in the paper. Effective and practical tools for teaching mathematics based on GeoGebra AR using interactive models and videos for mixed and distance learning of students are provided. The advantages of the GeoGebra AR dynamic mathematics system are highlighted. The use of new technologies for the creation of didactic innovative resources that improve the process of teaching and learning mathematics is presented on the example of an educational and methodological task, the purpose of which is to create didactic material on the topic “Sections of polyhedra”. While solving it, future teachers of mathematics should develop the following constituent elements: video materials; test tasks for self-control; dynamic models of sections of polyhedra; video instructions for constructing sections of polyhedra and for solving basic problems in the GeoGebra AR system. The article highlights the main characteristics of the proposed educational environment for training future mathematics teachers using the GeoGebra AR dynamic mathematics system: interdisciplinarity, polyprofessionalism, dynamism, multicomponent.

5

Haider, Huma. Transitional Justice and Reconciliation in the Western Balkans: Approaches, Impacts and Challenges. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/k4d.2021.033.

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Countries in the Western Balkans have engaged in various transitional justice and reconciliation initiatives to address the legacy of the wars of the 1990s and the deep political and societal divisions that persist. There is growing consensus among scholars and practitioners that in order to foster meaningful change, transitional justice must extend beyond trials (the dominant international mechanism in the region) and be more firmly anchored in affected communities with alternative sites, safe spaces, and modes of engagement. This rapid literature review presents a sample of initiatives, spanning a range of sectors and fields – truth-telling, art and culture, memorialisation, dialogue and education – that have achieved a level of success in contributing to processes of reconciliation, most frequently at the community level. It draws primarily from recent studies, published in the past five years. Much of the literature available centres on Bosnia and Herzegovina (BiH), with some examples also drawn from Serbia, Kosovo and North Macedonia.

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Kelly, Luke. Emerging Trends Within the Women, Peace and Security (WPS) Agenda. Institute of Development Studies (IDS), January 2022. http://dx.doi.org/10.19088/k4d.2022.019.

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This report has identified emerging issues within the women, peace and security (WPS) agenda. Climate change has long been identified as a key cross-cutting issue and several potential avenues for WPS policy are identified. Other issues such as artificial intelligence (AI) have been highlighted as potentially relevant, but relatively little discussed with respect to WPS. The WPS agenda focuses on addressing the gendered impact of conflict and seeking to prevent conflict through increased women’s participation. In this report, WPS is understood as a body of UN Security Council resolutions (UNSCRs) and state national action plans (NAPs) labelled as WPS; as well as other UN and state policies using the language and ideas of WPS; and actions and ideas produced by civil society and academics inspired by the United Nations (UN) agenda or sharing ideas with it. The report focuses on new and emerging issues identified by academics and policymakers as relevant to the WPS agenda. Emerging trends and issues are broadly understood as: • Parts of the WPS agenda that are increasingly part of policies formulated by the UN, member states or civil society actors. • Parts of the WPS agenda that scholars or policymakers think have been neglected or not implemented sufficiently. • Re-interpretations of the framing of the WPS agenda. • New areas to which it is argued WPS should be applied. • Parallel international policy agendas with conceptual or legislative overlap with WPS. Emerging trends and issues are discussed with reference to their status in policy and implementation; normative debates about their place in the WPS agenda; and evidence on their implications for and applicability to certain contexts. The report does not seek to predict or assess the future trends or their relative importance, beyond highlighted existing interpretations of their status, implementation and potential implications. The report discusses a variety of emerging issues. These include issues where the WPS agenda has already been applied, but where its implementation –or lack thereof – has been criticised, such as in counterterrorism and arms control, or the conceptualisation of gender. The ability of WPS instruments to address changing forms of conflict has also been criticised. Issues to which it is argued that WPS should, and could, be applied more thoroughly, such as gang violence and trafficking, are discussed. The report includes new fields such as cybersecurity and AI, about which there is relatively little literature linked to WPS, but agreement that it may be relevant.

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Winkler-Portmann, Simon. Umsetzung einer wirksamen Compliance in globalen Lieferketten am Beispiel der Anforderungen aus der europäischen Chemikalien-Regulierung an die Automobilindustrie. Sonderforschungsgruppe Institutionenanalyse, August 2020. http://dx.doi.org/10.46850/sofia.9783941627796.

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This publication based on a master thesis explores the challenges of the automotive industry regarding the European chemical regulations REACH and CLP, as well as potential improvements of the current compliance activities and the related incentives and barriers. It answers the research question: "To what extent should the compliance activities of actors in the automotive supply chain be extended in order to meet the requirements of European chemicals regulation; and where would it help to strengthen incentives in enforcement and the legal framework?“. The study’s structure is based on the transdisciplinary delta analysis of the Society for Institutional Analysis at the Darmstadt University of Applied Sciences. It compares the target state of the legal requirements and the requirements for corresponding compliance with the actual state of the actual compliance measures of the automotive players and attempts to identify their weak points (the delta). The main sources for the analysis are the legal texts and relevant court decisions as well as guideline-based expert interviews with automotive players based on Gläser & Laudel. As objects of the analysis, there are in addition answers to random enquiries according to Article 33 (2) REACH as well as the recommendations and guidelines of the industry associations. The analysis identifies the transmission of material information in the supply chain as a key problem. The global database system used for this purpose, the IMDS, shows gaps in the framework conditions. This results in compliance risk due to the dynamically developing regulation. In addition, the study identifies an incompliance of the investigated automobile manufacturers with regard to Art. 33 REACH. In answering the research question, the study recommends solutions to the automotive players that extend the current compliance activities. In addition, it offers tables and process flow diagrams, which structure the duties and required compliance measures and may serve as basic audit criteria. The analysis is carried out from an external perspective and looks at the entire industry. It therefore cannot cover all the individual peculiarities of each automotive player. As a result, the identified gaps serve only as indications for possible further compliance risks.

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Hunter, Fraser, and Martin Carruthers. Iron Age Scotland. Society for Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.09.2012.193.

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The main recommendations of the panel report can be summarised under five key headings:  Building blocks: The ultimate aim should be to build rich, detailed and testable narratives situated within a European context, and addressing phenomena from the longue durée to the short-term over international to local scales. Chronological control is essential to this and effective dating strategies are required to enable generation-level analysis. The ‘serendipity factor’ of archaeological work must be enhanced by recognising and getting the most out of information-rich sites as they appear. o There is a pressing need to revisit the archives of excavated sites to extract more information from existing resources, notably through dating programmes targeted at regional sequences – the Western Isles Atlantic roundhouse sequence is an obvious target. o Many areas still lack anything beyond the baldest of settlement sequences, with little understanding of the relations between key site types. There is a need to get at least basic sequences from many more areas, either from sustained regional programmes or targeted sampling exercises. o Much of the methodologically innovative work and new insights have come from long-running research excavations. Such large-scale research projects are an important element in developing new approaches to the Iron Age.  Daily life and practice: There remains great potential to improve the understanding of people’s lives in the Iron Age through fresh approaches to, and integration of, existing and newly-excavated data. o House use. Rigorous analysis and innovative approaches, including experimental archaeology, should be employed to get the most out of the understanding of daily life through the strengths of the Scottish record, such as deposits within buildings, organic preservation and waterlogging. o Material culture. Artefact studies have the potential to be far more integral to understandings of Iron Age societies, both from the rich assemblages of the Atlantic area and less-rich lowland finds. Key areas of concern are basic studies of material groups (including the function of everyday items such as stone and bone tools, and the nature of craft processes – iron, copper alloy, bone/antler and shale offer particularly good evidence). Other key topics are: the role of ‘art’ and other forms of decoration and comparative approaches to assemblages to obtain synthetic views of the uses of material culture. o Field to feast. Subsistence practices are a core area of research essential to understanding past society, but different strands of evidence need to be more fully integrated, with a ‘field to feast’ approach, from production to consumption. The working of agricultural systems is poorly understood, from agricultural processes to cooking practices and cuisine: integrated work between different specialisms would assist greatly. There is a need for conceptual as well as practical perspectives – e.g. how were wild resources conceived? o Ritual practice. There has been valuable work in identifying depositional practices, such as deposition of animals or querns, which are thought to relate to house-based ritual practices, but there is great potential for further pattern-spotting, synthesis and interpretation. Iron Age Scotland: ScARF Panel Report v  Landscapes and regions:  Concepts of ‘region’ or ‘province’, and how they changed over time, need to be critically explored, because they are contentious, poorly defined and highly variable. What did Iron Age people see as their geographical horizons, and how did this change?  Attempts to understand the Iron Age landscape require improved, integrated survey methodologies, as existing approaches are inevitably partial.  Aspects of the landscape’s physical form and cover should be investigated more fully, in terms of vegetation (known only in outline over most of the country) and sea level change in key areas such as the firths of Moray and Forth.  Landscapes beyond settlement merit further work, e.g. the use of the landscape for deposition of objects or people, and what this tells us of contemporary perceptions and beliefs.  Concepts of inherited landscapes (how Iron Age communities saw and used this longlived land) and socal resilience to issues such as climate change should be explored more fully.  Reconstructing Iron Age societies. The changing structure of society over space and time in this period remains poorly understood. Researchers should interrogate the data for better and more explicitly-expressed understandings of social structures and relations between people.  The wider context: Researchers need to engage with the big questions of change on a European level (and beyond). Relationships with neighbouring areas (e.g. England, Ireland) and analogies from other areas (e.g. Scandinavia and the Low Countries) can help inform Scottish studies. Key big topics are: o The nature and effect of the introduction of iron. o The social processes lying behind evidence for movement and contact. o Parallels and differences in social processes and developments. o The changing nature of houses and households over this period, including the role of ‘substantial houses’, from crannogs to brochs, the development and role of complex architecture, and the shift away from roundhouses. o The chronology, nature and meaning of hillforts and other enclosed settlements. o Relationships with the Roman world

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The COVID Decade: understanding the long-term societal impacts of COVID-19. The British Academy, 2021. http://dx.doi.org/10.5871/bac19stf/9780856726583.001.

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The British Academy was asked by the Government Office for Science to produce an independent review on the long-term societal impacts of COVID-19. This report outlines the evidence across a range of areas, building upon a series of expert reviews, engagement, synthesis and analysis across the research community in the Social Sciences, Humanities and the Arts (SHAPE). It is accompanied by a separate report, Shaping the COVID decade, which considers how policymakers might respond. History shows that pandemics and other crises can be catalysts to rebuild society in new ways, but that this requires vision and interconnectivity between policymakers at local, regional and national levels. With the advent of vaccines and the imminent ending of lockdowns, we might think that the impact of COVID-19 is coming to an end. This would be wrong. We are in a COVID decade: the social, economic and cultural effects of the pandemic will cast a long shadow into the future – perhaps longer than a decade – and the sooner we begin to understand, the better placed we will be to address them. There are of course many impacts which flowed from lockdowns, including not being able to see family and friends, travel or take part in leisure activities. These should ease quickly as lockdown comes to an end. But there are a set of deeper impacts on health and wellbeing, communities and cohesion, and skills, employment and the economy which will have profound effects upon the UK for many years to come. In sum, the pandemic has exacerbated existing inequalities and differences and created new ones, as well as exposing critical societal needs and strengths. These can emerge differently across places, and along different time courses, for individuals, communities, regions, nations and the UK as a whole. We organised the evidence into three areas of societal effect. As we gathered evidence in these three areas, we continually assessed it according to five cross-cutting themes – governance, inequalities, cohesion, trust and sustainability – which the reader will find reflected across the chapters. Throughout the process of collating and assessing the evidence, the dimensions of place (physical and social context, locality), scale (individual, community, regional, national) and time (past, present, future; short, medium and longer term) played a significant role in assessing the nature of the societal impacts and how they might play out, altering their long-term effects.

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CONSENSUS STUDY ON THE STATE OF THE HUMANITIES IN SOUTH AFRICA: STATUS, PROSPECTS AND STRATEGIES. Academy of Science of South Africa, 2011. http://dx.doi.org/10.17159/assaf.2016/0025.

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The purpose of this study was to provide evidence-based advice on the status and future role of the Humanities in South Africa to government and other stakeholders (such as science councils, the department of education, universities) as a contribution towards improving the human condition. Everywhere, the Humanities is judged by many to be in “crisis.” The reasons for this, in South Africa, include the governmental emphasis on science and technology; the political emphasis on the economically-grounded idea of “developmentalism;” the shift of values among youth (and their parents) towards practical employment and financial gain; and the argument that the challenges faced by our society are so urgent and immediate that the reflective and critical modes of thinking favoured in the Humanities seem to be unaffordable luxuries. The Report provides invaluable detail about the challenges and opportunities associated with tapping the many pools of excellence that exist in the country. It should be used as a guideline for policymakers to do something concrete to improve the circumstances faced by the Humanities, not only in South Africa but also around the world. Amongst other recommendations, the Report calls for the establishment of a Council for the Humanities to advise government on how to improve the status and standing of the Humanities in South Africa. It also calls for initiation, through the leadership of the Department of Basic Education, considered measures to boost knowledge of and positive choices for the Humanities throughout the twelve years of schooling, including progressive ways of privileging the Arts, History and Languages in the school curriculum through Grade 12.