This study examined the effects of a participatory singing program designed on music interest among performing arts majors. Twenty performing arts students participated in a 15-week participatory singing program. The program featured group singing activities incorporating diverse musical genres designed to promote active participation and peer collaboration. Results revealed that music interest significantly increased(t=4.475, p< .001). However, musical self-efficacy did not show statistically significant changes, suggesting that a 15-week program may be insufficient for deep psychological development. The findings demonstrate that participatory music education characterized by active student engagement and peer collaboration effectively enhances music interest among performing arts majors, validating the transition from traditional lecture-based music instruction to learner-centered aproaches.
This paper questions the widely held belief in artificial general intelligence (AGI) research that computational methods alone can replicate human-level cognition. The main argument is that human intelligence is deeply influenced by our life experiences, awareness of being alive and dying, and our social connections, which cannot be duplicated by machines. This analysis shows that human thinking comes from our special situation as limited, physical beings who exist in the world, which leads to our ability to create meaning, make moral choices, and understand things creatively in ways that computers can't imitate. The paper looks closely at five major challenges: the embodiment problem, the lack of personal experience (qualia), the absence of motivation from knowing we will die, the inability to establish values on their own, and the basic limits of what algorithms can simulate. Rather than pursuing the impossible goal of replicating human beings in machines, this work proposes redirecting AI development toward Artificial Collaborative Intelligence (ACI)—systems designed to augment rather than replace human cognition while preserving human agency and meaning-making capacity. This framework offers a more realistic and ethically sound approach to advancing artificial intelligence that respects both the unique strengths of computational systems and the irreplaceable nature of human contingent intelligence.
Dmitry Mikhaylyuk / Дмитрий Павлович Михайлюк, Amir Kader / Амир Святославович Кадер
The aim of the research is to identify the evolutionary scenario and the specifics of the transformation of the child's image in Russian art, primarily using Soviet cinema as an example, taking into account the experience of world art development and the connection between the "Sixtiers" and the aesthetics of neorealism. The article analyzes the causes and nature of significant changes in the image of the child in 20th-century art, considering large-scale social, cultural, and ideological transformations. One of the prominent movements that shaped original perceptions of childhood was Italian neorealism, in which the image of the "orphan child" became a symbol of the tragic consequences of historical cataclysms and socio-economic crises. Soviet art, from its very inception, actively used images of young characters. For instance, the films "Kino-glaz" (1924), "The Desperate Battalion" (1933), and "Golden Honey" (1928) presented children as active participants in social life. Children were often depicted as miniature adults, actively involved in labor and patriotic processes. The article shows how, in the 1960s, Russian art, influenced by the aesthetics of neorealism, began to re-evaluate the image of the child. The "Sixtiers" paid more attention to child psychology, themes of socialization, friendship, and growing up. The relevance of studying the image of the child in contemporary art is linked to the need to support and assist children in the process of socialization. Modern cinema about children and for children not only showcases young heroes but also transmits important moral and ethical lessons to them and to society as a whole. The research results have demonstrated that realistic art, which rejects fantastical elements, offers children an experience based on real-life situations, helping them develop critical thinking and emotional perception of the world. / Цель исследования состоит в выявлении сценария эволюции и специфики трансформации образа ребенка в отечественном искусстве, преимущественно на примере советского кинематографа с учетом опыта развития мирового искусства и взаимосвязи «шестидесятников» с эстетикой неореализма. Статья анализирует причины и характер значительных изменений образа ребенка в искусстве XX века с учетом масштабных общественных, культурных и идеологических трансформаций. Одним из ярких направлений, сформировавших оригинальные представления о детстве, выступил итальянский неореализм, в котором образ «ребенка-сироты» стал символом трагических последствий исторических катаклизмов и социально-экономических кризисов. Советское искусство, начиная с первых своих шагов, активно использовало образы юных персонажей. Так фильмы «Кино-глаз» (1924), «Отчаянный батальон» (1933), «Золотой мед» (1928) представляли детей как активных участников социальной жизни. Часто дети изображались как миниатюрные взрослые, активно вовлеченные в трудовые и патриотические процессы. В статье показано, как в 1960-е годы отечественное искусство под влиянием эстетики неореализма начинает переосмысливать образ ребенка. Шестидесятники в большей мере уделяли внимание психологии ребенка, темам социализации, дружбы, взросления. Актуальность изучения образа ребенка в современном искусстве связана с необходимостью поддержки и помощи детям в процессе социализации. Современное кино о детях и для детей не только показывает юных героев, но и транслирует им и всему обществу важные уроки нравственности и морали. Результаты исследования продемонстрировали, что реалистическое искусство, отказывающееся от фантастических элементов, предлагает ребенку опыт, основанный на реальных жизненных ситуациях, помогающий развивать критическое мышление и эмоциональное восприятие мира.
Foundation models (FMs) have shown transformative potential in radiology by performing diverse, complex tasks across imaging modalities. Here, we developed CT-FM, a large-scale 3D image-based pre-trained model designed explicitly for various radiological tasks. CT-FM was pre-trained using 148,000 computed tomography (CT) scans from the Imaging Data Commons through label-agnostic contrastive learning. We evaluated CT-FM across four categories of tasks, namely, whole-body and tumor segmentation, head CT triage, medical image retrieval, and semantic understanding, showing superior performance against state-of-the-art models. Beyond quantitative success, CT-FM demonstrated the ability to cluster regions anatomically and identify similar anatomical and structural concepts across scans. Furthermore, it remained robust across test-retest settings and indicated reasonable salient regions attached to its embeddings. This study demonstrates the value of large-scale medical imaging foundation models and by open-sourcing the model weights, code, and data, aims to support more adaptable, reliable, and interpretable AI solutions in radiology.
Diederik Aerts, Jonito Aerts Arguëlles, Lester Beltran
et al.
We present the results of cognitive tests on conceptual combinations, performed using specific Large Language Models (LLMs) as test subjects. In the first test, performed with ChatGPT and Gemini, we show that Bell's inequalities are significantly violated, which indicates the presence of 'quantum entanglement' in the tested concepts. In the second test, also performed using ChatGPT and Gemini, we instead identify the presence of 'Bose-Einstein statistics', rather than the intuitively expected 'Maxwell-Boltzmann statistics', in the distribution of the words contained in large-size texts. Interestingly, these findings mirror the results previously obtained in both cognitive tests with human participants and information retrieval tests on large corpora. Taken together, they point to the 'systematic emergence of quantum structures in conceptual-linguistic domains', regardless of whether the cognitive agent is human or artificial. Although LLMs are classified as neural networks for historical reasons, we believe that a more essential form of knowledge organization takes place in the distributive semantic structure of vector spaces built on top of the neural network. It is this meaning-bearing structure that lends itself to a phenomenon of evolutionary convergence between human cognition and language, slowly established through biological evolution, and LLM cognition and language, emerging much more rapidly as a result of self-learning and training. We analyze various aspects and examples that contain evidence supporting the above hypothesis. We also advance a unifying framework that explains the pervasive quantum organization of meaning that we identify.
This study analyzed the impact of liberal arts teacher ratios on disciplinary expulsion rates in high schools across 25 administrative districts in Seoul from 2019-2020, examining the mediating effect of maladjustment-related voluntary withdrawal rates and the moderating effect of school violence incidence rates. Psychological counseling teacher ratios were included as control variables to exclude the potential influence of psychological counseling services on student school adjustment and behavioral problems, thereby enhancing the internal validity of the study. Using Hayes's Process Model 7 for moderated mediation analysis, the results showed that schools with higher liberal arts teacher ratios had significantly lower disciplinary expulsion rates, and this relationship was fully mediated by maladjustment-related voluntary withdrawal rates. Additionally, the interaction between school violence incidence rates and liberal arts teacher ratios was found to have a significant effect on maladjustment-related voluntary withdrawal rates. Particularly, schools with higher liberal arts teacher ratios showed relatively lower maladjustment-related voluntary withdrawal rates and disciplinary expulsion rates even in high school violence environments. The moderated mediation effect verification confirmed that these indirect effects were statistically significant. This study empirically demonstrates the importance of strengthening liberal arts education as a policy approach to reducing school maladjustment and problematic behaviors, particularly suggesting that strategic investment in liberal arts education may be more effective in high schools in areas with high school violence rates. This provides academic and policy evidence for the necessity of differentiated educational resource allocation to address educational inequality and support students' emotional development.
This article explores the criteria of general education courses to clarify and solidify the identity of these courses. The study aims to derive the nature of general education courses by examining their formation and historical development, identifying distorting factors, and establishing criteria for them. General education courses have evolved from the liberal arts traditions of ancient Greece and Rome, forming a complex multilayered structure with four intertwining layers: liberal subjects, humanities subjects, general subjects, and core subjects. Originating from the comprehensive development of the liberal arts and shared experiences, general education courses, have possessed distinctive characteristics such as truth-seeking, personality development, universality, and core orientation since their inception.To preserve and enhance the essential nature of general education courses, it is crucial to eliminate distortions such as narrow specialization, superficial practicality, frivolous convenience, and overall irresponsibility. Overcoming persistent distortions and restoring the fundamental nature of general education courses requires establishing criteria. The starting point for this is acknowledging the premise that there are certain courses suitable for general education. General education courses demonstrate their suitability through educational, purposive, civilizational, academic, and objective criteria. These courses serve as dynamic complexes that internalize universal human values while shaping one's unique personality. In the era of digital transformation, the authenticity of education must strive to create genuinely characteristic general education courses.
Exploring authentic connections between the arts leads to a deeper understanding of artistic processes and prepares students for formulating connections in our increasingly interrelated world. Differentiated assessments allow students to demonstrate understanding through their choice of artistic media and work at their individual level increasing student motivation and engagement. Student peer-to-peer collaboration further enhances arts-infused activities by encouraging positive social interaction. This article provides step-by-step directions for how to create arts-infused activities and assessments in which multiple arts share common concepts.
Lesotho’s education system has been and is, like countries’, undergoing a drastic curriculum metamorphosis. Nonetheless, there exists a lack of knowledge in teachers of the ideologies underpinning their subjects thus a problem arising in pedagogical practices. This study was set to analyse the curriculum of the Lesotho General Certificate of Secondary School Literature in English syllabus, identifying the dominant curriculum ideology (ies), ranging from the most dominant to the least in context to Lesotho education system. The results revealed that the most dominant ideology is the Learner- centred ideology, followed by the Scholar-Academic, then the Social- Efficiency and last, the Social Reconstruction ideology. The conclusion is that learning of this syllabus proves that a product of Literature in English will be someone who is creative, independent and equipped in high order critical thinking and analysis. Also, the findings reveal that study of Literature situates a learner, to a certain extent, as a member of society and also one who can function as a scholar in various disciplines. However, per the findings, there is a lot more to be done as far as Social Reconstruction is concerned. Learners seem to be catered for being individuals in their development instead of also balancing areas that will enhance ability to discern social concerns and even be in a position to alleviate them
Trata-se de estabelecer um confronto entre duas concepções do chamado material musical e seu desenvolvimento na história da música, a saber, aquelas de Theodor Adorno e Jean-François Lyotard. A “tendência de material”, devido a um processo de racionalização crescente, sobretudo a partir do dodecafonismo de Schoenberg e as incursões serialistas, conflui para um processo de dessensibilização e apagamento da expressividade subjetiva, culminando em seu fetichismo, ou seja, como se o material ganhasse vida própria. Entretanto, algo parece escapar a essa dessensibilização: o gesto, a intensidade, o não-ligado, os quais não se reduzem a uma dialética do material.
The detections of gravitational-wave (GW) signals from compact binary coalescence by ground-based detectors have opened up the era of GW astronomy. These observations provide opportunities to test Einstein's general theory of relativity at the strong-field regime. Here we give a brief overview of the various GW-based tests of General Relativity (GR) performed by the LIGO-Virgo collaboration on the detected GW events to date. After providing details for the tests performed in four categories, we discuss the prospects for each test in the context of future GW detectors. The four categories of tests include the consistency tests, parametrized tests for GW generation and propagation, tests for the merger remnant properties, and GW polarization tests.
Increased availability of tablets at home and in classrooms provides educators access to a powerful tool for music instruction. Music production lessons on tablets offer alternate approaches to developing music literacies while teaching valuable technology skills. These activities are ideal for general music education because they align with contemporary music practices and are adaptable to a variety of learning environments (in person, remote, and hybrid). This article will present a model for tablet-based music production instruction in the general music classroom that aligns with the National Core Arts Standards and accompanying process components grounded in five essential skills: sequencing, recording, editing, effects processing, and mixing.
The present study examines the possibility of liberal arts as science through academic reflection on liberal arts education. Academic reflection is a work that closely investigates conditions and targets that can be established as a discipline, the methods of academic research, and the attitude of the investigator who conducts research. The reason for using the word “liberal arts and sciences” instead of “liberal arts education” is to determine whether the inherent limitation of the word “education” in academic classification can be overcome. The reality of liberal arts education is that it is positioned at the bottom of the social science field despite its nature of encompassing the achievements of fundamental studies. This must be the main reason for the classification of the term “education” as a sub-field of pedagogy among the social sciences. In this regard, the name “liberal arts and sciences(LAS),” which includes education and research, can be considered as an experimental attempt to reestablish the status of liberal arts education.</br>The present study examines the possibility of the academic establishment of liberal arts, and it investigates the definition and function of LAS. Considering that liberal arts were developed in a relationship of integration, opposition, and conflict with philosophy and humanities in the process of developing the Western academic disciplines, this study will focus on explaining the relationship with philosophy and humanities in determining the identity and function of LAS. First, the present study will examine the possibility of establishing LAS as a meta-science in analogy with philosophy while tracing the identity crisis of philosophy that emerged in the process of academic differentiation. Moreover, the background and reasons for LAS to assume the function of the “cultivation of the whole man” of the classical humanities will be derived. Lastly, this study will examine attitudes among people who teach and conduct research in the field of humanities while judging the appearance of LAS as an ideal type. Through this, it will be emphasized that LAS should provide an understanding and interpretation of human beings and the world by using the academic achievements of the empirical sciences as academic targets again, and play the role of the practical sciences through the connection between the academic world and life-world.
The American visual sociology is bad known in France. It is not to be confused with the French sociologie visuelle which aims to report the social world by the way of images. One main topic of visual sociology is to be concerned with every visual aspect of the social and material life. This paper does not claim to be synthetic presentation, but bases its argument on an American sociologist’s work, Jerome Krase, who gives a pivotal role in eyesight the urban life and shooting it.
This essay describes the Jivaka Project, a pedagogical experiment undertaken at a public liberal arts college outside of Philadelphia. A multi-year ethnographic survey of Buddhist healthcare in the greater metropolitan area, this project has come to constitute a major part of my general education course on American Buddhism. As I argue, this project serves as a model for student-centered, engaged, and inclusive approaches to pedagogy. It is particularly notable for centering the intercultural competency of international and first-generation Asian American students. I discuss how this project was inspired by a bilingual Chinese American student; how it developed into a large-scale effort involving about a hundred students in ethnographic research in Philadelphia’s Asian American neighborhoods; how it was a transformational educational experience for a diverse group of participating students; and how in the process it pushed my pedagogy in a more relevant and personally fulfilling direction.
در سوبژکتیویته دکارتی، انسان محور اصلی حقیقت گردید و سوژه، اصالت یافت. اگرچه دکارت تحلیل خود را با من اندیشنده فردی آغاز میکند، اما در نهایت، به استنباطی کلی درباره انسان میرسد و فرد انسانی در محاق قرار میگیرد. این وضعیت در نظامهای فکری پسادکارتی تداوم مییابد؛ تا در قرن نوزدهم با ظهور اندیشههای فردگرایانه اگزیستانسیالیستها، تلقی نوع باورانه در باره انسان به چالش گرفته میشود و به فرد انسانی با تمامی ویژگیهای فردیاش توجه میشود. در وادی هنر،، هنرمندان اندکی پیش از شکلگیری جریانهای فردگرایانه در عالم تفکر، با روشهای گوناگون بازنمایی بر ویژگیهای فردی مدل، تاکید نمودند. خودنگارههای هنرمندان پسارنسانسی یکی از مهمترین تجلیات این رویکرد فردمحورانه است. از طرفی، با اختراع دوربین عکاسی، تحول در تعریف هنر و به رسمیت شناخته شدن عکاسی به عنوان رسانه هنری، اشتیاق سراسری به خلق تصاویر مبتنی بر ویژگیهای فردی نیز گسترش مییابد. با رشد تکنولوژی و تولید تلفن همراه مجهز به دوربینهای عکاسی، این هنر بیش از پیش فراگیر شده و پدیدهای بنام سلفی بهعنوان یکی از تجلیات فردمحوری رایج، رونق بسیار مییابد. پرسش اصلی این مقاله، امکان بررسی فلسفی پدیده نوظهور سلفی از منظر فردگرایی جاری میباشد که طی مسیر پژوهش، به پرسشهای فرعی چگونگی سیر سوبژکتیویته دکارتی به فردگرایی، چرایی هنر نامیدن سلفی و چگونگی روند سیر آثار هنری انسانمحور به فردمحور پاسخ داده میشود. رویکرد این مقاله، رواج فردگرایی در اندیشه معاصر است که بر بستر آن تلاش میشود، پدیده سلفی مورد بررسی قرار گیرد. در این مقاله با واکاوی ریشههای فلسفی پدیده نوظهور سلفی، این نتیجه حاصل میگردد که، یکی از علل اقبال عمومی به این رسانه نوظهور، فردگرایی جاری در دوران معاصر منتج از سوبژکتیویته دکارتی است. پژوهش حاضر، پژوهشی کیفی است که به روش مطالعه کتابخانهای اطلاعات گردآوری شده است.
Carlos Henrique da Costa Barreto, Taís Steffenello Ghisleni, Elsbeth Léia Spode Becker
Inserido no tema de ensino em tempos de pandemia, este é um estudo bibliográfico exploratório da Comunicação Social que foi desenvolvido na Universidade Franciscana e aplicado diretamente ao corpo docente dos cursos de Publicidade e Propaganda e Jornalismo com o objetivo geral de compreender os impactos do Ensino Remoto – adotado pela instituição – nas suas metodologias e dinâmicas tradicionais. Para coleta de informações, um questionário via Google Forms foi elaborado a partir de dois diferentes grupos de autores como base teórica: Moreira, Henriques e Barros (2020) e Petermann et al (2020). Da interpretação de seus trabalhos, adaptamos 3 seções de questões em nosso estudo: 1) questões sobre os planejamentos docentes; 2) questões sobre as tecnologias utilizadas no ensino remoto; e 3) uma avaliação conduzida ao docente para refletir sobre sua adaptação ao formato. O questionário foi enviado a um total de 20 docentes divididos entre os cursos e, positivamente, obteve-se o número máximo das respostas. Como resultados, pudemos compreender o panorama de Ensino Remoto pela Comunicação Social na Universidade Franciscana: um corpo docente adaptado e seguro para lecionar neste modelo – mesmo apesar das adversidades encontradas – reconhecendo as mudanças tecnológicas e metodológicas desse cenário como oportunidades para “hibridizar” o ensino (mesmo no futuro, após a pandemia) ressignificando a aprendizagem com as tecnologias contemporâneas da Era Digital e da Informação e da Comunicação.
The curved spacetime Maxwell equations are applied to the anisotropically expanding Kasner metrics. Using the application of vector identities we derive 2$^\textrm{nd}$-order differential wave equations for the electromagnetic field components; through this explicit derivation, we find that the 2$^\textrm{nd}$-order wave equations are not uncoupled for the various components (as previously assumed), but that gravitationally-induced coupling between the electric and magnetic field components is generated directly by the anisotropy of the expansion. The lack of such coupling terms in the wave equations from several prior studies may indicate a generally incomplete understanding of the evolution of electromagnetic energy in anisotropic cosmologies. Uncoupling the field components requires the derivation of a 4$^\textrm{th}$-order wave equation, which we obtain for Kasner-like metrics with generalized expansion/contraction rate indices. For the axisymmetric Kasner case, $(p_{1}, p_{2}, p_{3}) = (1,0,0)$, we obtain exact field solutions (for general propagation wavevectors), half of which appear not to have been found before in previous studies. For the other axisymmetric Kasner case, $\{p_{1}, p_{2}, p_{3}\} = \{(-1/3),(2/3),(2/3)\}$, we use numerical methods to demonstrate the explicit violation of the geometric optics approximation at early times, showing the physical phase velocity of the wave to be inhibited towards the initial singularity, with $v \rightarrow 0$ as $t \rightarrow 0$.