Automatic devices for monitoring environmentally induced auto-oxidative degradation of artistic materials in conservation sites

This paper describes an automatic device for in situ and continuous monitoring of the ageing process occurring in natural and synthetic resins widely used in art and in the conservation and restoration of cultural artefacts. The results of tests carried out under accelerated ageing conditions are also presented. This easy-to-assemble palm-top device, essentially consists of oscillators based on quartz crystal resonators coated with films of the organic materials whose response to environmental stress is to be addressed. The device contains a microcontroller which selects at pre-defined time intervals the oscillators and records and stores their oscillation frequency. The ageing of the coatings, caused by the environmental stress and resulting in a shift in the oscillation frequency of the modified crystals, can be straightforwardly monitored in this way. The kinetics of this process reflects the level of risk damage associated with a specific microenvironment. In this case, natural and artificial resins, broadly employed in art and restoration of artistic and archaeological artefacts (dammar and Paraloid B72), were applied onto the crystals. The environmental stress was represented by visible and UV radiation, since the chosen materials are known to be photochemically active, to different extents. In the case of dammar, the results obtained are consistent with previous data obtained using a bench-top equipment by impedance analysis through discrete measurements and confirm that the ageing of this material is reflected in the gravimetric response of the modified quartz crystals. As for Paraloid B72, the outcome of the assays indicates that the resin is resistant to visible light, but is very sensitive to UV irradiation. The use of a continuous monitoring system, apart from being obviously more practical, is essential to identify short-term (i.e. reversible) events, like water vapour adsorption/desorption processes, and to highlight ageing trends or sudden changes of such trends. (C) 2007 Elsevier B.V. All rights reserved.

Challenges in designing culturally-adaptive ICT-based learning environments

This paper argues that two of the major problems facing local courseware developers and educators in creating culturally-sensitive lCT-based learning environments are the difficulties of representing cultural artefacts in courseware and of having a model of 'culture' that can be implemented in lCT-based systems. A developing learning-object model is presented; one that can be adopted to address aspects of this problem by providing a systematic way to approach implementing and representing cultural artefacts in courseware. This also provides a basis for some aspects of computer-based cultural preservation initiatives. While this approach may have higher short term development costs, the potential long term cultural benefits to the society far outweigh short term considerations.

A passage from India - Anglo Indians in Victoria : a community gallery exhibition

Drawing on cultural artefacts, images and interactive audio-visual material, this exhibition depicts a vivid portrait of the Anglo-Indian community in Australia.

Culturally adaptive learning objects : challenges for educators and developers

In this paper the authors argue that the major problem facing local
courseware developers is that of representing cultural artefacts in their
courseware. They also discuss an emerging learning-object model that can be
adopted to address this problem by providing a systematic way to approach
implementing and representing cultural artefacts in courseware.

Whose identity? Valuing the culture built heritage in diverse and tensioned societies

The UNESCO declaration on cultural diversity in 2002 has raised more questions than answers. More recent events around the World have highlighted the immediate need for legislative actions to protect cultural built heritage in tensioned societies. This paper discusses the potential global risks that face cultural built Heritage. The paper argues that such risks are not only limited to regions where military operations are taking place but also to nations where questions of identity and cultural diversity are raised. The paper questioned the reasons and the impact of the rise of ethno nationalism on the protection of cultural built heritage. The different discourses of these groups that will lead to destruction of cultural artefacts are also explored. In order to properly legislate means for the protection of vulnerable cultural built heritage in conflict areas, the underline value system should be clarified and the values under threat identified. The paper concludes with a plea to move our understanding and definition of culture from the previous 'old' definition with relation to "people' to a 'new' one which is more relevant to context.

Mapping the ill disciplined? Spatial analyses and historical change in the post-war film industry

As part of a broad disciplinary shift, from a focus on measuring the value and meaning of cultural artefacts to understanding the import of cultural flows, humanities researchers are increasingly turning to other disciplines and disciplinary practices to inform their research. For film scholars, rather than providing a reading of specific media texts and their qualities there is an increasing focus on the contextual events that shape and formulate cinema practice. This chapter is an example of how cross-disciplinary relationships, for example between Cinema Studies, Geospatial Science, Statistics and the Creative Arts can uncover new research questions and test methodologies across uncharted disciplinary terrain. It also offers an opportunity to reflect on some of the key assumptions around collaborative research, through its reorganization of academic spaces and “sites” of knowledge.

Developing Synaesthesia

Synaesthesia is a condition in which a stimulus elicits an additional subjective experience. For example, the letter E printed in black (the inducer) may trigger an additional colour experience as a concurrent (e.g., blue). Synaesthesia tends to run in families and thus, a genetic component is likely. However, given that the stimuli that typically induce synaesthesia are cultural artefacts, a learning component must also be involved. Moreover, there is evidence that synaesthetic experiences not only activate brain areas typically involved in processing sensory input of the concurrent modality; synaesthesia seems to cause a structural reorganisation of the brain. Attempts to train non-synaesthetes with synaesthetic associations have been successful in mimicking certain behavioural aspects and posthypnotic induction of synaesthetic experiences in non-synaesthetes has even led to the according phenomenological reports. These latter findings suggest that structural brain reorganization may not be a critical precondition, but rather a consequence of the sustained coupling of inducers and concurrents. Interestingly, synaesthetes seem to be able to easily transfer synaesthetic experiences to novel stimuli. Beyond this, certain drugs (e.g., LSD) can lead to synaesthesia-like experiences and may provide additional insights into the neurobiological basis of the condition. Furthermore, brain damage can both lead to a sudden presence of synaesthetic experiences in previously non-synaesthetic individuals and a sudden absence of synaesthesia in previously synaesthetic individuals. Moreover, enduring sensory substitution has been effective in inducing a kind of acquired synaesthesia. Besides informing us about the cognitive mechanisms of synaesthesia, synaesthesia research is relevant for more general questions, for example about consciousness such as the binding problem, about crossmodal correspondences and about how individual differences in perceiving and experiencing the world develop. Hence the aim of the current Research Topic is to provide novel insights into the development of synaesthesia both in its genuine and acquired form. We welcome novel experimental work and theoretical contributions (e.g., review and opinion articles) focussing on factors such as brain maturation, learning, training, hypnosis, drugs, sensory substitution and brain damage and their relation to the development of any form of synaesthesia.

An activity theory approach to strategy as practice

This chapter introduces activity theory as an approach for studying strategy as practice. Activity theory conceptualizes the ongoing construction of activity as a product of activity systems, comprising the actor, the community with which that actor interacts and those symbolic and material tools that mediate between actors, their community and their pursuit of activity. The focus on the mediating role of tools and cultural artefacts in human activity seems especially promising for advancing the strategy-as-practice agenda, for example as a theoretical resource for the growing interest in sociomateriality and the role of tools and artefacts in (strategy) practice (for example, Balogun et al. 2014; Lanzara 2009; Nicolini 2009; Spee and Jarzabkowski 2009; Stetsenko 2005). Despite its potential, in a recent review Vaara and Whittington (2012) identified only three strategy-as-practice articles explicitly applying an activity theory lens. In the wider area of practice-based studies in organizations, activity theory has been slightly more popular (for example, Blackler 1993; 1995; Blackler, Crump and McDonald 2000; Engeström, Kerosuo and Kajamaa 2007; Groleau 2006; Holt 2008; Miettinen and Virkkunen 2005). It still lags behind its potential, however, primarily because of its origins as a social psychology theory developed in Russia with little initial recognition outside the Russian context, particularly in the area of strategy and organization theory, until recently (Miettinen, Samra-Fredericks and Yanow 2009). This chapter explores activity theory as a resource for studying strategy as practice as it is socially accomplished by individuals in interaction with their wider social group and the artefacts of interaction. In particular, activity theory’s focus on actors as social individuals provides a conceptual basis for studying the core question in strategy-as-practice research: what strategy practitioners do. The chapter is structured in three parts. First, an overview of activity theory is provided. Second, activity theory as a practice-based approach to studying organizational action is introduced and an activity system conceptual framework is developed. Third, the elements of the activity system are explained in more detail and explicitly linked to each of the core SAP concepts: practitioners, practices and praxis. In doing so, links are made to existing strategy-as-practice research, with brief empirical examples of topics that might be addressed using activity theory. Throughout the chapter, we introduce key authors in the development of activity theory and its use in management and adjacent disciplinary fields, as further resources for those wishing to make greater use of activity theory.

Training proposal in the degree of Master of Early Childhood Education for working the method of historical research in the classroom

Future teachers must be competent in creating educational settings, which provide tools to their students future they can develop a conscious mind, able to interpret their experiences, to make decisions and imagine innovative solutions to help you participate autonomously and responsible in society. This requires an educational system that allows them to integrate the subjective into a broader spatial and temporal context. La patrimonializatión of “Cultural artefacts” and oral history, the basis of which, are found in the active mind and links both the personal and the group experience, don’t only serve as a catalyst to achieving this goal, but rather, they facilitate the implementation of established practice in infant education. To gain this experience we offer the opportunity for students of their degree in Infant Education in the Public University of Navarre, training within the framework of social didactics, allowing students to learn about established practice from iconic, materials and oral sources in the Archive of Intangible Cultural Heritage of Navarra. The vidences points to their effectiveness and presented in a work in progress.

“Something radically wrong somewhere”: the kindred of the Kibbo Kift, 1920-1932

This thesis examines the Kindred of the Kibbo Kift, a co-educational outdoors organisation that claimed to be a youth organisation and a cultural movement active from August 1920 to January 1932. Originally part of the Boy Scouts and Girl Guides, the Kibbo Kift offers rich insight into the interwar period in Britain specifically because it carried forward late Victorian and Edwardian ideology in how it envisioned Britain. Members constructed their own historical narrative, which endeavoured to place the organisation at the heart of British life. The organisation’s internal life revolved around the unique mythology members developed, and the movement aspired to regenerate Britain after the First World War physically and spiritually. This thesis argues Kibbo Kift was a distinctive movement that drew upon its members’ intellectual preoccupations and ideals and inspired its members to create unique cultural artefacts. While the Kibbo Kift was ultimately too politically ambiguous to have lasting political impact on a national scale, examining the organisation offers important insight into intellectual thought and cultural production during the British interwar period. This thesis charts the changes the organisation underwent through its membership and the different trends of intellectual thought brought in by individual members, such as its leader, John Hargrave, brought to the group. It examines the cultural production of the organisation’s unique mythology, which created a distinctive historical narrative. It surveys gender issues within the organisation through the “roof tree”, an experimental family unit, and the group’s increasing anti-feminism. Finally, it considers how Clifford H. Douglas’ economic theory of social credit caused the Kibbo Kift to transform into the Green Shirts Movement for Social Credit and later into the Social Credit Party of Great Britain and Northern Ireland.

Ambiguous Artefacts : Solar Collectors in Swedish Contexts. On Processes of Cultural Modification

This is a book about solar collectors and the place of these artefacts in a political energy debate that has aroused strong feelings in Sweden during the last twenty-five years. It is a book about the hopes for a less polluted earth, which solar collectors have come to symbolise, and a book about the ways in which problems in utilising solar energy are culturally perceived. One main aims of this study has been to find out more about the conflicting perceptions of solar collectors as 'saviours of the world' and simultaneously as uninteresting or less credible artefacts that 'may come in the future'. Another main purpose of the study has been to describe and explain those cultural processes of modification that are taking place around solar collectors in active attempts to integrate these into established cultural structures.

Doing cultural heritage using the torque game engine: supporting indigenous storytelling in a 3D virtual environment

Digital Songlines (DSL) is an Australasian CRC for Interaction Design (ACID) project that is developing protocols, methodologies and toolkits to facilitate the collection, education and sharing of indigenous cultural heritage knowledge. This paper outlines the goals achieved over the last three years in the development of the Digital Songlines game engine (DSE) toolkit that is used for Australian Indigenous storytelling. The project explores the sharing of indigenous Australian Aboriginal storytelling in a sensitive manner using a game engine. The use of the game engine in the field of Cultural Heritage is expanding. They are an important tool for the recording and re-presentation of historically, culturally, and sociologically significant places, infrastructure, and artefacts, as well as the stories that are associated with them. The DSL implementation of a game engine to share storytelling provides an educational interface. Where the DSL implementation of a game engine in a CH application differs from others is in the nature of the game environment itself. It is modelled on the 'country' (the 'place' of their heritage which is so important to the clients' collective identity) and authentic fauna and flora that provides a highly contextualised setting for the stories to be told. This paper provides an overview on the development of the DSL game engine.

Designing cultural probes for children

This paper reports on the challenges faced during the design and deployment of educationally-focused cultural probes with children. The aim of the project was to use cultural probes to discover insights into children's interests and ideas within an educational context. The deployment of a cultural probe pack with children aged between 11 and 13 has demonstrated the method's effectiveness as a tool for design inspiration. Children's responses to the cultural probe have provided a valuable insight into the attributes of successful probe activities, the nature of contextual information which may be gathered and the limitations of the method.

More than simple living : a cultural perspective on sustainable living

This paper provides a cultural perspective to the sustainability research within HCI. I draw on the results from an ethnographic field study of sustainable household practices of ten women belonging to the so-called middle class in India. Focusing on their reuse practices, I provide examples of domestic artefacts that are creatively and resourcefully reused from worn-out artefacts. My initial findings show that the rationale behind creating such artefacts is not limited to the practicality and usefulness, but how cultural and religious beliefs are incorporated into such practices.

Limiting the list : human rights and intangible cultural heritage

UNESCO's Convention for the Safeguarding of Intangible Heritage came into force in April 2006, signalling a major expansion of the global system of heritage protection from the tangible to the intangible. It is an expansion that some heritage professionals see as opening up a Pandora's box of confusions and complexities. The conservation of inanimate objects tangible sites and monuments and artefacts - is difficult enough; but the protection of heritage embodied in people raises new sets of ethical and practical issues. The paper canvasses these concerns and focuses on how the notion of human rights must be used as a way of limiting and shaping the Intangible List. In particular it outlines the ways in which the protection and preservation of cultural heritage is linked to 'cultural rights' as a form of human rights. This linkage is not clearly recognised by cultural heritage practitioners in many countries, who view their work merely as technical, or even by human rights workers, despite the abundance of opportunities around the world to witness people struggling to assert their cultural rights in order to protect their heritage and identity.