Journal articles on the topic 'Developed worlds'
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Redican, Kyle. "Water Quality Issues in the Developing and Developed Worlds." Regions Magazine 306, no. 1 (May 30, 2017): 11–13. http://dx.doi.org/10.1080/13673882.2017.11878965.
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Kishore, G. M., and C. Shewmaker. "Biotechnology: Enhancing human nutrition in developing and developed worlds." Proceedings of the National Academy of Sciences 96, no. 11 (May 25, 1999): 5968–72. http://dx.doi.org/10.1073/pnas.96.11.5968.
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Plessis, Chrisna Du. "Sustainable development demands dialogue between developed and developing worlds." Building Research & Information 27, no. 6 (November 1999): 378–89. http://dx.doi.org/10.1080/096132199369219.
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Sellers, Jefferey M. "Urban Governance and Institutions in the Developed and Developing Worlds." Hrvatska i komparativna javna uprava 16, no. 3 (September 8, 2016): 459–78. http://dx.doi.org/10.31297/hkju.16.3.7.
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Institutions and their historical dynamics are indispensable to understanding how the contemporary urban politics of developing world democracies differs from the present day urban politics of the developed world. The paper sketches the outline of a comparative historical account of how the local government institutions that have become familiar among the cities of developed democracies have emerged. Then, it shows how examination of institutional arrangements in the cities of contemporary developing democracies from the same broadly comparative perspective illuminates important differences between urban politics there from contemporary processes in the cities of developed countries. These reflections point to the need to bring a deeper historical understanding to comparisons of urban governance and politics across the divide between developed country democracies and the new democracies of the developing world. Across the developed and developing worlds, the variations in institutions and state-society relations are as important as any global commonalities. In developing and transitional democracies, efforts at local state building confront conflicts that their counterparts in earlier democratizing countries did not. These conflicts stem partly from trajectories of institutional development that have left local government capacities weak, but also from the demands of urban movements that have helped bring about democratization, and arisen in its wake. The accumulating agendas of the policy state at the local level have imposed greater expectations for local governance that have in turn helped spark civic and political action, including protest. The resulting tensions have helped make local governance infrastructures as central to the politics of contemporary developing countries as they have long been to their counterparts in the developed world.
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Tanaka, Koji. "Logically Impossible Worlds." Australasian Journal of Logic 15, no. 2 (July 5, 2018): 489. http://dx.doi.org/10.26686/ajl.v15i2.4870.
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What does it mean for the laws of logic to fail? My task in this paper is to answer this question. I use the resources that Routley/Sylvan developed with his collaborators for the semantics of relevant logics to explain a world where the laws of logic fail. I claim that the non-normal worlds that Routley/Sylvan (with his collaborators) introduced are exactly such worlds. To disambiguate different kinds of impossible worlds, I call such worlds logically impossible worlds. At a logically impossible world, the laws of logic fail. In this paper, I provide a definition of logically impossible worlds. I then show that there is nothing strange about admitting such worlds.
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BAE, JOON WOO, REDOUANE ELKAMHI, and MIKHAIL SIMUTIN. "The Best of Both Worlds: Accessing Emerging Economies via Developed Markets." Journal of Finance 74, no. 5 (June 20, 2019): 2579–617. http://dx.doi.org/10.1111/jofi.12817.
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Sapaty, P. S. "Holistic spatial analysis of distributed worlds." Mathematical machines and systems 2 (2022): 3–18. http://dx.doi.org/10.34121/1028-9763-2022-2-3-18.
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The paper investigates extended applications of the developed spatial grasp model and technology for analyzing large distributed systems and environments, as well as some examples of solving typical problems in them in the Spatial Grasp Language (SGL). The Spatial Grasp (SG) paradigm allows solving complex problems in a holistic and fully distributed way. It develops in distributed spaces as active ubiquitous waves or even viruses and grasps solutions to spatial problems in parallel pattern-matching mode, fundamentally differing from traditional representations of systems and their solutions as parts that exchange messages. The resultant Spatial Grasp Technology details are briefed where its SGL interpreters can be networked as powerful spatial computers covering any terrestrial and celestial environments and solving problems without any centralized resources. The extended areas for new SG applications include basic environmental issues, global systems, discovering new worlds, Earth science, and planetary exploration activities at NASA. The paper contains descriptions of solutions in SGL to practical problems related to different worlds, including group behavior of marine animals, details of geographical terrain, management of transport networks, and investigation of information networks. The developed paradigm allows direct expression of top semantics and holistic methods for solving complex problems and dynamically composes the needed implementation environments, thus providing the strictest way from problem definition to a practical solution. The formula-like high-level solutions in SGL are extremely compact, often a hundred times shorter than in other languages, and its implementation can be accomplished on any existing platforms, as for the previous language versions in different countries.
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Shokat, Sajid, and Dominik K. Großkinsky. "Tackling Salinity in Sustainable Agriculture—What Developing Countries May Learn from Approaches of the Developed World." Sustainability 11, no. 17 (August 22, 2019): 4558. http://dx.doi.org/10.3390/su11174558.
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Soil salinity is a common problem of the developing world as well as the developed world. However, the pace to reduce salinity is much slower in the developing world. The application of short-term approaches with an unsustainable supply of funds are the major reasons of low success. In contrast, the developed world has focused on long-term and sustainable techniques, and considerable funds per unit area have been allocated to reduce soil salinity. Here, we review the existing approaches in both worlds. Approaches like engineering and nutrient use were proven to be unsustainable, while limited breeding and biosaline approaches had little success in the developing countries. In contrast, advanced breeding and genetics tools were implemented in the developed countries to improve the salinity tolerance of different crops with more success. Resultantly, developed countries not only reduced the area for soil salinity at a higher rate, but more sustainable and cheaper ways to resolve the issue were implemented at the farmers’ field. Similarly, plant microbial approaches and the application of fertigation through drip irrigation have great potential for both worlds, and farmer participatory approaches are required to obtain fruitful outcomes. In this regard, a challenging issue is the transition of sustainable approaches from developed countries to developing ones, and possible methods for this are discussed.
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Fleisher, Jeffrey. "Building Medieval Worlds." Journal of Medieval Worlds 1, no. 1 (March 1, 2019): 107–16. http://dx.doi.org/10.1525/jmw.2019.100006.
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This paper describes a course that I developed and co-taught with Dr. John Hopkins at Rice University in the spring of 2014, entitled “Virtual Reconstruction of Historic Cities.” In this course, student teams worked to digitally reconstruct ancient Roman and Swahili buildings. The final products followed from a semester-long engagement with research on these pasts, working with archaeological and textual sources, draft iterations of buildings, then digitally modelling the structures and building them into 3D worlds in open-source gaming software. In this paper, I describe the background to the course, how it was organized, and how the course unfolded.
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Sapaty, P. S. "Comprehending distributed worlds with the Spatial Grasp Paradigm." Mathematical machines and systems 1 (2022): 12–30. http://dx.doi.org/10.34121/1028-9763-2022-1-12-30.
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This paper relates to the developed Spatial Grasp (SG) Paradigm for solving complex problems in a holistic and fully distributed way. It presents the results of its further development in two interlinked directions: philosophical-conceptual and technological-implementational. In the first direction, there are discussed the details of how SG develops in distributed spaces as waves or even viruses and how grasps at the same time solutions of spatial problems, also how it fundamentally differs from traditional representations of systems and their solutions as parts exchanging messages. The SG philosophy also resembles higher concepts like perception, awareness, consciousness, and even soul. In the other direction, the resultant Spatial Grasp Technology details are briefed where its Spatial Grasp Language (SGL) interpreters can be networked as spatial computers covering any terrestrial and celestial environments. Distributed interpretation mechanisms of basic SGL constructs are discussed in detail, allowing for the implementation of spatial functionality without centralized resources. The paper also provides examples of fully distributed SGL solutions for observing and evaluating very large phenomena, such as hurricanes, forest fires, even galaxies, as well as discovering images in distributed networks, which can be perceived as a whole in line with the conceptual orientation of SG. The developed paradigm allows direct expression of top semantics and holistic methods for solving complex problems, dynamic creation and composition of the needed implementation environment, thus providing the strictest way from problem definition to a practical solution.
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Hut, Piet. "Virtual Laboratories and Virtual Worlds." Proceedings of the International Astronomical Union 3, S246 (September 2007): 447–56. http://dx.doi.org/10.1017/s1743921308016153.
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AbstractSince we cannot put stars in a laboratory, astrophysicists had to wait till the invention of computers before becoming laboratory scientists. For half a century now, we have been conducting experiments in our virtual laboratories. However, we ourselves have remained behind the keyboard, with the screen of the monitor separating us from the world we are simulating. Recently, 3D on-line technology, developed first for games but now deployed in virtual worlds like Second Life, is beginning to make it possible for astrophysicists to enter their virtual labs themselves, in virtual form as avatars. This has several advantages, from new possibilities to explore the results of the simulations to a shared presence in a virtual lab with remote collaborators on different continents. I will report my experiences with the use of Qwaq Forums, a virtual world developed by a new company (see http://www.qwaq.com).
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Brockington, C. F. "Demographic Yearbook 1992: the disease picture of the developed and developing worlds compared." Public Health 111, no. 3 (1997): 129–33. http://dx.doi.org/10.1038/sj.ph.1900357.
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Rawson, Stephen. "Voice Over IP services: Regulatory perspectives from the developed and the developing worlds." Computer Law & Security Review 21, no. 6 (January 2005): 478–87. http://dx.doi.org/10.1016/j.clsr.2005.08.006.
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Nunes, Felipe Becker, Manuel Constantino Zunguze, Fabrício Herpich, Fabiano Ferreira Antunes, Aline Grunewald Nichele, Liane Margarida Rockenbach Tarouco, and José Valdeni De Lima. "Perceptions of pre-service teachers about a Science Lab developed in OpenSim." International Journal for Innovation Education and Research 5, no. 5 (May 31, 2017): 71–94. http://dx.doi.org/10.31686/ijier.vol5.iss5.675.
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With the integration of technology in the educational area, use of virtual learning environments has allowed the adoption of new practices and forms of learning. Areas like Science has an interesting field of research involving the use of Virtual worlds, being possible to integrate virtual tasks with the practical work carried out in the real world, providing features such as immersion, interactivity, virtual reality, collaboration and visualization of phenomena through animated 3D objects. This article presents a virtual world composed of three laboratories for teaching Science in elementary education, whose objective is to demonstrate how it can assist educators in the process of teaching, mixing activities of the real and virtual world. OpenSim was used for the development of the virtual world, which has several types of educational content in the format of videos, slides, texts, questions and 3D simulations of practical experiments. These prototype were tested and validated by pre-service teachers of Science in a federal institution, with the objective of evaluate the benefits and difficulty involving this approach and the resources available in this environment. The results demonstrated a wide acceptance and satisfaction in using this virtual world, showing that the users felt motivated to use in their pedagogical practice and believe that it can assist students in their learning process.
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Xue, D., H. Yang, and Y. L. Tu. "Modeling of Evolutionary Design Database." Journal of Computing and Information Science in Engineering 6, no. 1 (September 22, 2005): 22–32. http://dx.doi.org/10.1115/1.2164452.
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This research introduces an evolutionary design database model to describe design requirements and design results developed at different design stages from conceptual design to detailed design. In this model, the evolutionary design database is represented by a sequence of worlds corresponding to the design descriptions at different design stages. The design requirements and design results in each world are modeled using a database representation scheme that integrates both geometric descriptions and nongeometric descriptions. In each world, only the differences with its ancestor world are recorded. When the design descriptions in one world are changed, these changes are then propagated to its descendant worlds automatically. Consistency of the design descriptions in descendant worlds is also checked when design descriptions in an ancestor world are changed. A case study is conducted to show the effectiveness of this evolutionary design database model.
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Samman, Amin. "Introduction: Money’s other worlds." Finance and Society 1, no. 2 (December 8, 2015): 23–26. http://dx.doi.org/10.2218/finsoc.v1i2.1382.
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Since at least the nineteenth century, economists have imagined the market as a profoundly rational way of organizing society. These visions betray a mechanical conception of economy. In many ways the contemporary financial economy does look like a machine. But if global finance is a machine, then there is something irrational, something supernatural — even magical — about the way it operates. It is not just the periodic bouts of mania, panic, and crisis; nor is it the apparently endless drive to accumulate, to conjure more and more wealth out of a void. It is that in these and other processes, a range of psychic investments are at work — curious attachments that bind us to money, to projected futures, to imaginary orders, and ultimately, to the modes of power upon which capitalism depends. The magical parts make and move the mechanical whole. This, at least, is the controversial idea developed in a string of new books to which this forum is dedicated.
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GONZÁLEZ-DÍAZ, PEDRO F., and JUAN MARTÍN CARRIÓN. "SELF-CREATING BRANE WORLDS." International Journal of Modern Physics D 13, no. 01 (January 2004): 85–106. http://dx.doi.org/10.1142/s0218271804004438.
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Several boundary conditions for the universe have been hitherto suggested, basing on different philosophical approaches. In particular, one may choose between the notions that the universe was created either from nothing or by itself. The quantum state of a universe created from nothing has been already formulated under distinct standpoints by Hartle, Hawking, Vilenkin and others. In this paper we have concentrated on deriving a quantum theory for a self-created universe. Thus, we have first considered the spacetime structure of a six-dimensional de Sitter space with a multiply connected region and, by using a cutting and pasting procedure, we have then been able to show that one can introduce a four-brane in such a spacetime whose evolution can also be considered within the context of ekpyrotic and cyclic universes, and quantized in terms of the sum-over-histories formulation, according to the rules of the generalized quantum theory developed by Hartle.
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Whelan, Paul J., and Kimberly Remski. "Buprenorphine vs methadone treatment: A review of evidence in both developed and developing worlds." Journal of Neurosciences in Rural Practice 03, no. 01 (January 2012): 45–50. http://dx.doi.org/10.4103/0976-3147.91934.
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ABSTRACTHeroin dependence is a major health and social problem associated with increased morbidity and mortality that adversely affects social circumstances, productivity, and healthcare and law enforcement costs. In the UK and many other Western countries, both methadone and buprenorphine are recommended by the relevant agencies for detoxification from heroin and for opioid maintenance therapy. However, despite obvious benefits due to its unique pharmacotherapy (eg, greatly reduced risk of overdose), buprenorphine has largely failed to overtake methadone in managing opioid addiction. The experience from the developing world (based on data from India) is similar. In this article we compare the advantages and disadvantages of the use methadone and buprenorphine for the treatment of opioid addiction from both a developed and developing world perspective; and explore some of the reasons why buprenorphine has not fulfilled the expectations predicted by many in the addictions field.
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Singh, J. P., and Sarah M. Gilchrist. "Three layers of the electronic commerce network: challenges for the developed and developing worlds." info 4, no. 2 (April 2002): 31–41. http://dx.doi.org/10.1108/14636690210435785.
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Yang, Shili, Wenjie Dong, Jieming Chou, Tanlong Dai, Tao Hong, Cunde Xiao, Ting Wei, Di Tian, and Dong Ji. "Quantifying the developed and developing worlds’ carbon reduction contributions to Northern Hemisphere cryosphere change." International Journal of Climatology 39, no. 7 (February 13, 2019): 3231–40. http://dx.doi.org/10.1002/joc.6014.
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MacCallum, Kathryn. "Supporting STEAM learning through student-developed Mixed Reality (MR) experiences." Pacific Journal of Technology Enhanced Learning 3, no. 1 (February 16, 2021): 6–7. http://dx.doi.org/10.24135/pjtel.v3i1.83.
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Mixed reality (MR) provides new opportunities for creative and innovative learning. MR supports the merging of real and virtual worlds to produce new environments and visualisations where physical and digital objects co-exist and interact in real-time (MacCallum & Jamieson, 2017). The MR continuum links both virtual and augmented reality, whereby virtual reality (VR) enables learners to be immersed within a completely virtual world, while augmented reality (AR) blend the real and the virtual world. MR embraces the spectrum between the real and the virtual; the mix of the virtual and real worlds may vary depending on the application. The integration of MR into education provides specific affordances which make it specifically unique in supporting learning (Parson & MacCallum, 2020; Bacca, Baldiris, Fabregat, Graf & Kinshuk, 2014). These affordance enable students to support unique opportunities to support learning and develop 21st-century learning capabilities (Schrier, 2006; Bower, Howe, McCredie, Robinson, & Grover, 2014).
In general, most integration of MR in the classroom tend to be focused on students being the consumers of these experiences. However by enabling student to create their own experiences enables a wider range of learning outcomes to be incorporated into the learning experience. By enabling student to be creators and designers of their own MR experiences provides a unique opportunity to integrate learning across the curriculum and supports the develop of computational thinking and stronger digital skills. The integration of student-created artefacts has particularly been shown to provide greater engagement and outcomes for all students (Ananiadou & Claro, 2009).
In the past, the development of student-created MR experiences has been difficult, especially due to the steep learning curve of technology adoption and the overall expense of acquiring the necessary tools to develop these experiences. The recent development of low-cost mobile and online MR tools and technologies have, however, provided new opportunities to provide a scaffolded approach to the development of student-driven artefacts that do not require significant technical ability (MacCallum & Jamieson, 2017). Due to these advances, students can now create their own MR digital experiences which can drive learning across the curriculum.
This presentation explores how teachers at two high schools in NZ have started to explore and integrate MR into their STEAM classes. This presentation draws on the results of a Teaching and Learning Research Initiative (TLRI) project, investigating the experiences and reflections of a group of secondary teachers exploring the use and adoption of mixed reality (augmented and virtual reality) for cross-curricular teaching. The presentation will explore how these teachers have started to engage with MR to support the principles of student-created digital experiences integrated into STEAM domains.
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Hirose, Michitaka, Kazuhisa Takahashi, Tomoki Koshizuka, Taku Morinobu, and Yoichi Watanabe. "An Alternate Way to Generate Virtual Worlds:A Study of Image Processing Technology for Synthetic Sensations." Presence: Teleoperators and Virtual Environments 5, no. 1 (January 1996): 61–71. http://dx.doi.org/10.1162/pres.1996.5.1.61.
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During recent years, the use of virtual reality technology has become widespread and popular. However, to further broaden the application of virtual reality, more sophisticated and realistic virtual worlds need to be developed. Traditionally, most virtual worlds are generated using three-dimensional (3D) computer graphics incorporating 3D geometric models and various rendering software. However, if 3D models become very complex, the delay time caused by rendering calculations makes it difficult for the user to be able to interact with the virtual world. Also, the production of realistic 3D computer graphics is very cost and labor intensive. From a very practical point of view, it is clear that we need some alternate approaches to realize a truly realistic virtual world. In this paper, the authors introduce an alternate method of generating virtual worlds other than 3D computer graphics. The method discussed here is to generate virtual worlds by processing 2D real images taken by video cameras. For this purpose, a special video camera system that can record image data indexed by position data was developed. Using recorded image data indexed by position data we are able to experience the virtual image world interactively. This method has become realistic due to advances in multimedia computers capable of handling large image data. A tested prototype of this kind of system is discussed in some depth, along with the capability and limitations of this prototype system.
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Ehret, Brian D. "Scaled Worlds as Research Tools: A Demonstration." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 42, no. 16 (October 1998): 1157. http://dx.doi.org/10.1177/154193129804201613.
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Efforts to study cognition in complex, dynamic environments can be hampered by difficulty in accurately tracking information flow. This problem can be tackled by studying task performance in the context of a scaled world—an abstracted version of the task environment designed to elucidate information flow while maintaining the critical elements of that environment. This demonstration will illustrate a scaled world developed for research on submariner situation assessment and is a companion to Ehret, Kirschenbaum and Gray, “Contending with Complexity: The Development and Use of Scaled Worlds as Research Tools” (this volume).
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Jovanović, Aleksandar, and Aleksandar Milosavljević. "VoRtex Metaverse Platform for Gamified Collaborative Learning." Electronics 11, no. 3 (January 20, 2022): 317. http://dx.doi.org/10.3390/electronics11030317.
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Metaverse platforms are becoming an increasingly popular form of collaboration within virtual worlds. Such platforms provide users with the ability to build virtual worlds that can simulate real-life experiences through different social activities. In the paper, we introduce a novel platform that provides assistive tools for building an educational experience in virtual worlds and overcoming the boundaries caused by pandemic situations. Therefore, the authors developed a high-level software architecture and design for a metaverse platform named VoRtex. VoRtex is primarily designed to support collaborative learning activities with the virtual environment. It is designed to support educational standards and it represents an open-source accessible solution developed using modern technology stack and metaverse concepts. For this study, we conducted a comparative analysis of the implemented VoRtex prototype and some popular virtual world platforms using Mannien’s matrix. Afterwards, based on the comparison, we evaluated the potential of the chosen virtual world platform and the VoRtex platform for online education. After an interactive demonstration of the VoRtex platform, participants were asked to fill out a questionnaire form. The aim was to enable participants to identify the main advantages of online teaching using the VoRtex platform. Finally, the authors analyzed benefits and disadvantages of collaborative learning between the metaverse platform and real-world classroom sessions.
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Mahawar, Kamal Kumar, Ganesh Kumar, and Ajay Malviya. "Who Publishes in Leading General Surgical Journals? The Divide Between the Developed and Developing Worlds." Asian Journal of Surgery 29, no. 3 (July 2006): 140–44. http://dx.doi.org/10.1016/s1015-9584(09)60073-7.
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Vernon, Robert, Lisa Lewis, and Darlene Lynch. "Virtual Worlds and Social Work Education: Potentials for “Second Life”." Advances in Social Work 10, no. 2 (October 14, 2009): 176–92. http://dx.doi.org/10.18060/236.
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Virtual worlds such as “Second Life” hold promise for social work education. They may be especially useful for distance/distributed education. Social relationships, groups, organizations and entire communities can be modeled and explored for role playing and laboratory instruction. This article provides an overview of “Second Life,” an example of a well developed virtual world. The CSWE Educational Policies and Accreditation Standards are used to examine possible applications. Benefits such as experiential learning opportunities and problems such as technical mastery are discussed. Virtual worlds can support and may even supplant current approaches for distance education.
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Ng, Amelyn. "From Models to Mirror Worlds." Cultural Politics 18, no. 3 (November 1, 2022): 297–311. http://dx.doi.org/10.1215/17432197-9964773.
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Abstract This essay contemplates the media histories and politics of the digital twin: an accurate three-dimensional model designed to offer data-based simulation, predictive capability, and remote control over a material entity. Currently being developed across the spheres of industry, design, and “smart city” governance, digital twins are “digital-physical” databases purporting not only to represent the appearance of an object but also to capture or simulate all changes to its physical and informatic state, down to the bolt or data point. What are the media histories and stakes of a real-time digital simulation of the world? What of the desire to imitate the physical world in fully machine-readable form? Through three episodes that contribute to the technological imaginary of the twin—the digital factory, the “smart” building model, and the 3D “dashboard” city—it shows how contemporary simulations do not simply reflect reality or create fictional ones but are committed to remaking reality over and over again—each time with greater efficiency, oversight, and predictability.
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Sapaty, P. S. "A language to comprehend and manage distributed worlds." Mathematical machines and systems 3 (2022): 9–27. http://dx.doi.org/10.34121/1028-9763-2022-3-9-27.
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The paper presents and discusses the details of the Spatial Grasp Language (SGL), including its philosophy, methodology, syntax, semantics, and implementation in distributed systems. As a key element of the developed Spatial Grasp Model and Technology, SGL has been used in nu-merous applications and publications, including seven books. This inspired us to devote the cur-rent paper exclusively to the main features of this language and comparison with other lan-guages as a tribute to its impact on the Distributed Management Project at the National Acade-my of Sciences, with strong international participation and support. The comparison with other programming languages shows high level, simplicity, and compactness of the obtained solu-tions, which are explained by the fact that SGL operates directly on distributed networked bod-ies in a holistic, parallel, self-navigation and pattern matching mode. This effectively puts up-side down the established practice and opinion that parallel and distributed computing is essen-tially more complex than sequential programming. In comparison with specialized battle man-agement languages oriented on command and control of military campaigns, the SGL pro-gramming example shows high clarity and efficiency for expressing campaigns with spatial movement and maintenance of the needed resources, also confirming its universal ability for extended applications in similar areas. The relation of SGL to natural languages is shown where globally recursive SGL organization can be directly used for describing and analyzing natural language structures of any volume and complexity, just by adding new rules to the SGL defini-tion. SGL can also effectively substitute natural languages for a high-level and quick definition of complex spatial problems and their solutions due to its power, compactness, and formula-like recursive nature.
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Edwards, Anne. "Working Collaboratively to Build Resilience: A CHAT Approach." Social Policy and Society 6, no. 2 (March 12, 2007): 255–64. http://dx.doi.org/10.1017/s1474746406003514.
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Evidence from two studies of social exclusion based in England are drawn on to suggest that responsible agency can be seen as a feature of resilience. I argue that this agency, or capacity to act effectively in the world, is developed relationally and is evident in people's thoughtful actions in their worlds, but is also contingent on the affordances for such action in any environment. That is, resilience can be seen as responsible engagement with one's world as well as a capacity to withstand difficulties. The theoretical basis of this argument is Cultural Historical Activity Theory (CHAT) which proposes that we are shaped by but also shape our worlds. The implications for professional practices are discussed.
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Kirichenko, Vladislav V. "Fabula Nova Obscura Est: Possible Worlds in “Final Fantasy XIII-2”." Galactica Media: Journal of Media Studies 3, no. 4 (December 18, 2021): 68–90. http://dx.doi.org/10.46539/gmd.v3i4.201.
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Modern narratological researches are quite well developed and has long gone beyond the purely philological field. One of the applications of narratology is the study of computer games, the most relevant new medium. This paper is devoted to the issue of unusual narrative strategies used in games on the example of Final Fantasy XIII-2. The analysis is conducted via the possible-worlds method, which is currently in demand in modern humanities, but it is less known in Russia. The aim of the research is to determine the function of possible worlds existing in Final Fantasy XIII-2 for a better understanding of the game design. In the course of the work, the author examines the internal structure of the game world with the help of the theory of possible worlds, analyzes the narrative strategy, and makes a game scheme of possible worlds with accessibility links which let to see the deep internal structure of the narrative game world. In conclusion, it is clear that Final Fantasy XIII-2 contains a non-trivial narrative structure with multiple branches that is smoothed out by the gameplay and cinematic experience of the player, although such a composition of possible worlds represents a complex scheme of the game's macrocosm which demands a close attention to the narrative. The article is intended for various humanitarian specialists interested in the study of computer games.
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Guillem, Antoni, Francisco José Perales, Antoni Jaume, and José María Buades. "PotuGame. Un videojuego para conocer la Universidad." Virtual Archaeology Review 4, no. 9 (November 5, 2013): 198. http://dx.doi.org/10.4995/var.2013.4274.
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<p>The aim of the PotuGame proposal to give a step more on strategies already developed in previous Potu Program (Programa d’Orientació i Transició a la Universitat-UIB). For that we add a new multidisciplinary component that enables high school students, teachers and researchers from UIB to share knowledge of the research conducted using a common language or a common world. Therefore it is considered very appropriate to use the technologies related to the creation of virtual worlds, especially those aimed in online video games as a means to allow vehicle for the transmission of knowledge in an interactive and fun way increasing mass participation of all components of the teaching environment at all levels. Several experiments have been developed and that have been implemented in several virtual worlds. The final tool used was the Unreal SDK.</p>
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김준연 and 하주연. "The Expression of Themes in the Text Worlds Developed by Zhou Bangyan’s Ci Poetry on Things." Journal of Chinese Language and Literature ll, no. 88 (August 2018): 127–52. http://dx.doi.org/10.26586/chls.2018..88.006.
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Vella, Daniel, and Stefano Gualeni. "Virtual Subjectivity: Existence and Projectuality in Virtual Worlds." Techné: Research in Philosophy and Technology 23, no. 2 (2019): 115–36. http://dx.doi.org/10.5840/techne201951499.
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This paper draws on the notion of the ‘project,’ as developed in the existential philosophy of Heidegger and Sartre, to articulate an understanding of the existential structure of engagement with virtual worlds. By this philosophical understanding, the individual’s orientation towards a project structures a mechanism of self-determination, meaning that the project is understood essentially as the project to make oneself into a certain kind of being. Drawing on existing research from an existential-philosophical perspective on subjectivity in digital game environments, the notion of a ‘virtual subjectivity’ is proposed to refer to the subjective sense of being-in-the-virtual-world. The paper proposes an understanding of virtual subjectivity as standing in a nested relation to the individual’s subjectivity in the actual world, and argues that it is this relation that allows virtual world experience to gain significance in the light of the individual’s projectual existence. The arguments advanced in this paper pave the way for a comprehensive understanding of the transformative, self-transformative, and therapeutic possibilities and advantages afforded by virtual worlds.
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Faller, Martina T. "A possible worlds semantics for Cuzco Quechua evidentials." Semantics and Linguistic Theory, no. 20 (April 3, 2015): 660. http://dx.doi.org/10.3765/salt.v0i20.2586.
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This paper proposes an analysis of Cuzco Quechua evidentials within the possible worlds framework developed by \citet{kratzer-catmod,kratzer,kratzer10}, and explores how the tools provided by this framework can be used to best capture their evidential and epistemic modal aspects. In particular, it will be discussed how differences between evidentials can be accounted for by different restrictions on the modal base and ordering source.
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Faller, Martina T. "A possible worlds semantics for Cuzco Quechua evidentials." Semantics and Linguistic Theory 20 (August 14, 2010): 660. http://dx.doi.org/10.3765/salt.v20i0.2586.
Full textAbstract:
This paper proposes an analysis of Cuzco Quechua evidentials within the possible worlds framework developed by \citet{kratzer-catmod,kratzer,kratzer10}, and explores how the tools provided by this framework can be used to best capture their evidential and epistemic modal aspects. In particular, it will be discussed how differences between evidentials can be accounted for by different restrictions on the modal base and ordering source.
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Wexler, Richard H., and Suzanne Roff-Wexler. "The Evolution and Development of Self in Virtual Worlds." International Journal of Cyber Behavior, Psychology and Learning 3, no. 1 (January 2013): 1–6. http://dx.doi.org/10.4018/ijcbpl.2013010101.
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Understanding the concept of Self and its relationship to virtual worlds is not a luxury. Virtual worlds render a universe not limited to present laws of nature, where perception of gravity may be suspended and humans may morph and communicate in ways yet imagined. As technology progresses, distinguishing virtual from reality may become more difficult. For some, this offers gains. For others, such as individuals with a confused sense of Self and fractured identity, this is problematic. Venturing deeper, it is necessary to explore who one is and what it means to be human. Does the concept of Self, transform and evolve in virtual worlds into something different than it is in the “real world?” If the Self is transformed, what are the implications for mental health and pathology, competency assessment, and development and experiential learning? This article explores such questions in the context of the evolution and development of the concept of Self in virtual worlds. It describes differences between major philosophical frameworks developed to explain the concept of Self and identity and provides relevant research and literature. It presents a working model to understand how virtual world technology affects the concept of Self and identity and how to maintain a healthy and stable Self and identity.
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Eom, Soon Cheon. "The View of the Cosmic and Soul of the Paleoasiatic People Nivh in the Far East." Institute for Russian and Altaic Studies Chungbuk University 25 (August 31, 2022): 161–88. http://dx.doi.org/10.24958/rh.2022.25.161.
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In this paper, the cultural identity of the Nivh people is investigated through the analysis of the view of the cosmos and the soul. The Nivh are an indigenous people group in the lower Amur River and on the island of Sakhalin. For the Nivh people, the idea that the universe is a three-tiered world of upper world tli, middle mif, and lower mlibo, and each world is divided into multiple layers, is most widely spread. In particular, the relay is divided into three worlds: the world of the mountain-taiga, the world of the sea, and the world where the Nivh people live. In general, the concept of a middle ground developed among the Nivh people, but the idea of the upper and lower worlds was not very developed. However, in the Nivh concept, these worlds are independent but interpenetrating relationships, and each world influences the other world according to its rules and rules of conduct.
At the root of the traditional beliefs of the Nivh people lies the animism that all things in the universe, including humans, have souls. According to the concept of the Nivh people, the human soul is in the form of a bird. During life, the bird's nature is hidden by the body, but after cremation, it is separated from the body and freed, regaining its original animal nature. The Nivh concept of the number of human souls is very unclear and fluid. The notion that the human soul has one tan or one tehn is universal, and tan and tehn originate from t'ad- (breathe, breathe/ nivh). The core of the Nivh view of the soul is immortality through reincarnation, and the birth of a child is due to the reincarnation of an ancestor spirit.
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Flowers, Arhlene A., and Kimberly Gregson. "Theoretical and Practical Aspects of Conducting Meetings and Events in Virtual Worlds." International Journal of Strategic Information Technology and Applications 3, no. 4 (October 2012): 48–64. http://dx.doi.org/10.4018/jsita.2012100104.
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Whether businesses will make use of virtual worlds for meetings, training, and events is not just an academic question. Use of existing and newly developed virtual worlds is expected to grow for the near future. International companies are entering a variety of virtual worlds to promote collaboration among their geographically dispersed workforce for training and meetings, as well as for business-to-business and business-to-consumer applications with internal and external audiences. These worlds provide engaging experiences that can be enjoyable and memorable. This article addresses opportunities and challenges in conducting meetings in virtual worlds. It covers the evolution of technology for virtual meetings, a theoretical analysis of technology acceptance, case studies on organizations utilizing virtual worlds, and practical considerations for conducting virtual meetings and events.
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Scherübl, Florian Sebastian. "Versäumte Möglichkeiten." Scientia Poetica 22, no. 1 (December 1, 2018): 128–50. http://dx.doi.org/10.1515/scipo-2018-005.
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Abstract During the last 30 years, talking about worlds in narratology has been largely based on the terminology and presuppositions of Possible Worlds-Theory (PWT). This branch of research originally developed out of analytical philosophy’s modal logic, and it treats the content of narrative fiction as entities that inhabit a world of their own. In recent years, some of PWTʼs major goals - like proposing a general theory of fictionality - have repeatedly become the object of criticism. Prior to this, PWT already had to deal with the problems that came up when texts were considered worlds. The aim of this paper is twofold: First, it strives to examine and illuminate general problems of PWT, some of which have not been broadly recognized. Second, it reconsiders Umberto Ecoʼs Lector in Fabula as an earlier but forgotten methodological attempt to describe world structures in narrative fiction. Ultimately it can be shown that a significant proportion of PWTʼs shortcomings, emphasized in the first part, could be compensated by a partial return to a textpragmatic model such as Ecoʼs.
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Ariza, Mercedes, Maria Giovanna Biscu, and María Isabel Fernándes García. "The Madness of Imagining New Worlds." Scenario: A Journal of Performative Teaching, Learning, Research I, no. 2 (July 1, 2007): 7–25. http://dx.doi.org/10.33178/scenario.1.2.2.
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This paper presents some reflections that emerged from a research project developed in the Department of Interdisciplinary Studies in Translation, Languages and Cultures (SITLeC) of the University of Bologna. This three-stage project was based on language mediator training and the teaching/acquisition of intercultural communicative competence through theatre. During an eight-month workshop, a group of Italian students – beginners in Spanish – engaged in a series of extracurricular activities, resulting in the public performance of a play written in verse by Lope de Vega. Under the researchers’ supervision, students analysed the play from a linguistic and (inter)cultural perspective, giving special emphasis to the discovery of the other, the encounter of the Old and the New World and the miscommunication caused by lack of understanding in intercultural situations. All these aspects helped students to explore a wide range of verbal and nonverbal communicative strategies, as well as to increase their foreign language proficiency and develop empathy. The in-depth analysis of the play and of the emblematic character of Columbus, whose imagination is capable of inventing new worlds even before discovering them, showed students that the real shipwreck in intercultural encounters is incommunicability itself and that, in order to communicate, one needs to be an ‘apostate translator’. This paper presents some reflections that emerged from a research project developed in the Department of Interdisciplinary Studies in Translation, Languages and Cultures (SITLeC) of the University of Bologna. This three-stage project was based on language mediator training and the teaching/acquisition of intercultural communicative competence through theatre. During an eight-month workshop, a group of Italian students – beginners in Spanish – engaged in a series of extracurricular activities, resulting in the public performance of a play written in verse by Lope de Vega. Under the researchers’ supervision, students analysed the play from a linguistic and (inter)cultural perspective, giving special emphasis to the discovery of the other, the encounter of the Old and the New World and the miscommunication caused by lack of understanding in intercultural situations. All these aspects helped students to explore a wide range of verbal and nonverbal communicative strategies, as well as to increase their foreign language proficiency and develop empathy. The in-depth analysis of the play and of the emblematic character of Columbus, whose imagination is capable of inventing new worlds even before discovering them, showed students that the real shipwreck in intercultural encounters is incommunicability itself and that, in order to communicate, one needs to be an ‘apostate translator’.
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Hicks, Michael Townsen. "Counterparts and Counterpossibles: Impossibility without Impossible Worlds." Journal of Philosophy 119, no. 10 (2022): 542–74. http://dx.doi.org/10.5840/jphil20221191035.
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Standard accounts of counterfactuals with metaphysically impossible antecedents take them to by trivially true. But recent work shows that nontrivial countermetaphysicals are frequently appealed to in scientific modeling and are indispensable for a number of metaphysical projects. I focus on three recent discussions of counterpossible counterfactuals, which apply counterpossibles in both scientific and metaphysical modeling. I show that a sufficiently developed modal counterpart theory can provide a semantics for a wide range of counterpossibles without any inconsistent possibilities or other forms of impossible worlds. But such a view faces problems: in order for the metaphysical views I discuss to bear weight, there must be a significant difference between the metaphysical possibilities and impossibilities. I will show how the counterpart-theoretic view delineates the possible from impossible, while still making room for the impossible.
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Bauwens, Joke, and Karl Verstrynge. "Digital Technology, Virtual Worlds, and Ethical Change." Techné: Research in Philosophy and Technology 17, no. 1 (2013): 124–43. http://dx.doi.org/10.5840/techne20131717.
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This paper questions the shifting meaning of the ethical categories of proximity and alterity in the light of the technological and social changes that virtual social worlds went through. It takes Roger Silverstone’s key theme of “proper distance” as a point of departure, and discusses the significance of this concept by linking it up with the more media-theoretical approaches on virtual communication as developed in McLuhan’s and Baudrillard’s body of thought. It is argued that today’s virtual realities ask for both a philosophical and media-sociological reconsideration of the traditional ethical category of alterity. As such, it links up with Feenberg’s idea that “online groups are indeed a qualitatively new medium” (A. Feenberg and M. Bakardjieva, “Virtual Community: No ‘Killer Implication,’” New Media & Society 6(1) (2004): 37–43, 41), but at the same time challenges Feenberg’s reservations about a theory of media centrism.
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SILLARI, GIACOMO. "QUANTIFIED LOGIC OF AWARENESS AND IMPOSSIBLE POSSIBLE WORLDS." Review of Symbolic Logic 1, no. 4 (December 2008): 514–29. http://dx.doi.org/10.1017/s1755020308090072.
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Among the many possible approaches to dealing with logical omniscience, I consider here awareness and impossible worlds structures. The former approach, pioneered by Fagin and Halpern, distinguishes between implicit and explicit knowledge, and avoids logical omniscience with respect to explicit knowledge. The latter, developed by Rantala and by Hintikka, allows for the existence of logically impossible worlds to which the agents are taken to have “epistemological” access; since such worlds need not behave consistently, the agents’ knowledge is fallible relative to logical omniscience. The two approaches are known to be equally expressive in propositional systems interpreted over Kripke semantics. In this paper I show that the two approaches are equally expressive in propositional systems interpreted over Montague-Scott (neighborhood) semantics. Furthermore, I provide predicate systems of both awareness and impossible worlds structures interpreted on neighborhood semantics and prove the two systems to be equally expressive.
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Smorkalov, Andrey, Mikhail Fominykh, and Mikhail Morozov. "Collaborative Work and Learning with Large Amount of Graphical Content in a 3D Virtual World Using Texture Generation Model Built on Stream Processors." International Journal of Multimedia Data Engineering and Management 5, no. 2 (April 2014): 18–40. http://dx.doi.org/10.4018/ijmdem.2014040102.
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In this paper, the authors address the challenges of applying three-dimensional virtual worlds for collaborative work and learning, such as steep learning curve and the demands for computational and network resources. We developed a texture generation model utilizing stream processors that allows displaying large amount of meaningful content in virtual worlds, reducing the technical requirements and allowing convenient tools that simplify the use of the technology, and therefore, improve the negative learning curve effect. The authors present original methods of generating images and several tools implemented in vAcademia virtual world. A tool called Sticky Notes is presented in detail as an example. In addition, the authors provide the evaluation of the suggested model and the first result of the user evaluation.
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Yu, Bohdanova, and Kopyliak I. "VISUAL WORLDS OF Y. LYSYK." Vìsnik Nacìonalʹnogo unìversitetu "Lʹvìvsʹka polìtehnìka". Serìâ Arhìtektura 3, no. 1 (June 15, 2021): 1–7. http://dx.doi.org/10.23939/sa2021.01.001.
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Contemplating the works of monumental art that surround us in everyday life, you always see the numerous sculptural decorations of Lviv houses, carefully look at the wall paintings of temples, catch the glare of coloured stained glass windows. And the city itself, which has not been subjected to crushing destruction, not only has a considerable number of monumental architectural objects but also acts as a large complex representing the philosophy of different historical periods of society's existence. We see all this almost daily. However, visiting the theatre is always an extraordinary event. You will be especially lucky if the performance is accompanied by scenography developed by the artist Yevhen Lysyk. His style reflects the ideas of the fashion trend of the second half of the twentieth century – postmodernism, which rejected the ideas of rationality and progress and professed to blur the boundaries of artistic genres and interpretive thinking. It erased the boundaries between mass and elite cultures, between the author and the viewer, and plunged into the world of sensations, game and irony. The style of monumental paintings and scenography performed by Y. Lysyk never conveys anything literally. These are the worlds of philosophical worldview, which was reflected in the metaphorical, symbolic, deep-meaning and hyperbolized transmission of images. The main idea is always hidden and does not open immediately. By watching the performance and immersing oneself in it, the viewer emotionally experiences the stories of the characters not only through the performance of the actors but also receiving a visual sensory impulse from the artistic design of the stage. So, a conceptual principle of Y. Lysyk is an idea that art does not reproduce reality, but expresses its essence. The design of the scene should evoke emotions, and should not be taken literally, so visual images through transformation (mimesis) always express a deep philosophical thought. The prototype of scenographic works is often nature, illustrating Leonardo da Vinci's statement that art is a mirror of nature. Y. Lysyk's works are characterized by his attitude to the depicted, a deeply emotional, passionate, and personal attitude. The main idea of the play is expressed by revealing the meanings that are hidden in the visual worlds of Yevhen Lysyk, which is complemented by the libretto and the actors' performance
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Glushakov, P., B. Egorov, Yu Mann, D. Urnov, L. Szilard, E. Dmitrieva, and V. Kotelnikov. "ON AESTHETIC WORLDS OF SERGEY G. BOCHAROV." Voprosy literatury, no. 3 (October 1, 2018): 259–300. http://dx.doi.org/10.31425/0042-8795-2018-3-259-300.
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Selected materials of a virtual round-table session devoted to reminiscences about Sergey G. Bocharov (1929-2017) and discussion of his academic interests and achievements. B. Egorov remembers meeting and keeping in touch with Bocharov, as well as new friends he made through him. Y. Mann elaborates on the ideological challenges to Soviet philology and on the role played by Bakhtin, Gogol, and Platonov in forming Bocharov’s own personality. D. Urnov reflects on the nature of Bocharov’s philological talent and the time when they both worked at the Department of Literary Theory in IMLI (Institute of the World Literature). L. Szilard reminisces about her student days at the Moscow State University and her friendship with Sergey and Irina Bocharov, which had lasted a lifetime from the 1950s. E. Dmitrieva considers the subject of Gogol as developed in Bocharov’s articles, and on the latter’s work to produce a complete collection of Gogol’s writings. V. Kotelnikov brings up the topic of K. Leontiev as perceived by Bocharov. P. Glushakov chooses to revisit Bocharov’s main ideas – for example, his concept of genetic memory of literature – and illustrates it with an extensive discussion of the duel, gunshot, and revenge in works by Pushkin, Lermontov, Chekhov, and Shukshin.
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Egmond, Stans van, and Ragna Zeiss. "Modeling for Policy Science-based models as performative boundary objects for Dutch policy making." Science & Technology Studies 23, no. 1 (January 1, 2010): 58–78. http://dx.doi.org/10.23987/sts.55257.
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This paper investigates the role of models for policy by drawing on and exploring the tensions between the notions of boundary objects and performativity. The notion of boundary object has proven to be useful in gaining a better understanding both of the hybrid character of science-based models and their role in the coordination between different social worlds. However, by assuming that these worlds remain stable, an investigation into the performative nature of models tends to be overlooked. Therefore, this paper investigates how models are constituted by negotiations between scientists and policymakers and at the same time constitute social worlds. It examines two simulation models developed in different Dutch policy contexts: a macroeconomic model for the health care system and an ecological landscape planning and assessment model. The paper shows that models not only actively coordinate social worlds but also contribute to changing them. The performativity of models ranges from generic instrumental) to substantial as they infl uence social worlds to the extent that these worlds start behaving the way models describe.
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Mello-Carpes, Pâmela B., Alice Rangel de Paiva Abreu, Fernanda Staniscuaski, Mauren Assis Souza, Maria Jose Campagnole-Santos, and Maria Cláudia Irigoyen. "Actions developed by the Brazilian Physiological Society to promote women’s participation in science." Advances in Physiology Education 43, no. 2 (June 1, 2019): 199–206. http://dx.doi.org/10.1152/advan.00216.2018.
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Here we described two activities related to Women in Science: one main conference and one symposium, both developed during the Annual Congress of the Brazilian Physiological Society, which were held within the XXXIII Annual Meeting of the Federation of Brazilian Experimental Biology Societies, from September 3–6, 2018, in Campos do Jordão (SP/Brazil). This conference and the symposium were among the most popular activities of the congress. This is important because the activities addressed important issues, including the fact that only 29% of the worlds’ researchers are women, and women have difficulty progressing in a scientific career. Our report discusses why and which strategies could change this reality. We believe this symposium has not only contributed to advance and bring insights to physiological sciences, but, more importantly, it inspired and motivated physiologists to think about gender balance and the contribution and participation of women in physiological science.
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Machado, Lisiane, Amarolinda Zanela Klein, Angilberto Freitas, Eliane Schlemmer, and Cristiane Drebes Pedron. "The Use of Virtual Worlds for Developing Intercultural Competences." International Journal of Information and Communication Technology Education 12, no. 3 (July 2016): 51–64. http://dx.doi.org/10.4018/ijicte.2016070105.
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In this research, the authors present a framework for developing Intercultural Competence (IC) and use Tridimensional Digital Virtual Worlds (3DVW) as environments for developing Intercultural Competence. They developed an artifact, via Design Research, constituted by an educational method using the 3DVW Second Life® as the place for a virtual exchange program between 92 Brazilian and Portuguese master students. The results of the authors' study indicate that the 3DVW can be used for the development of IC because it allows rich experiential and relational/conversational learning opportunities, especially due to the affordances of immersion/sense of presence, social interaction, content production and knowledge sharing.
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Hannaford, Jeanette. "Digital worlds as sites of belonging for Third Culture Kids: A new literacies perspective." Journal of Research in International Education 15, no. 3 (November 14, 2016): 253–65. http://dx.doi.org/10.1177/1475240916677442.
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Literacies developed in digital worlds are part of the out-of-school experiences that students bring into their classrooms every day. This article, which draws from a multiple case study undertaken in an international school, calls on a sociocultural–new literacies approach to explore identity, discourse and space within the online practices of Third Culture Kids. For Third Culture Kids, digital worlds offer new kinds of spaces of belonging from which to explore social connections and a sense of self.