- Table View
- List View
Learning AngularJS Animations
by Richard KellerIf you are a developer who is new to AngularJS or is experienced with the AngularJS framework, this book is intended for you. If you want to provide a better user experience on your web app, this book is also for you.
Learning Anime Studio
by Chad TroftgrubenWritten in an easy to follow manner with practical exercises, this book takes you through every aspect of Anime Studio, guiding you to create your own original cartoon. Learning Anime Studio is for newcomers to Anime Studio or animation in general. Hobbyists and newcomers with ambitions of being an animator will get the most out of this book. However, intermediate and long time users will be able to use various chapters as a reference to some of Anime Studio's tools and features. The book also serves as a guide for the new enhancements introduced in Anime Studio Pro 10.
Learning ArcGIS Pro 2: A beginner's guide to creating 2D and 3D maps and editing geospatial data with ArcGIS Pro
by Tripp CorbinCreate 2D maps and 3D scenes, analyze GIS data, and share your results with the GIS community using the latest ArcGIS Pro 2 features Key Features Get up to speed with the new ribbon-based user interface, projects, models, and common workflows in ArcGIS Pro 2 Learn how to visualize, maintain, and analyze GIS data Automate analysis and processes with ModelBuilder and Python scripts Book Description Armed with powerful tools to visualize, maintain, and analyze data, ArcGIS Pro 2 is Esri's newest desktop geographic information system (GIS) application that uses the modern ribbon interface and a 64-bit processor to make using GIS faster and more efficient. This second edition of Learning ArcGIS Pro will show you how you can use this powerful desktop GIS application to create maps, perform spatial analysis, and maintain data. The book begins by showing you how to install ArcGIS and listing the software and hardware prerequisites. You'll then understand the concept of named user licensing and learn how to navigate the new ribbon interface to leverage the power of ArcGIS Pro for managing geospatial data. Once you've got to grips with the new interface, you'll build your first GIS project and understand how to use the different project resources available. The book shows you how to create 2D and 3D maps by adding layers and setting and managing the symbology and labeling. You'll also discover how to use the analysis tool to visualize geospatial data. In later chapters, you'll be introduced to Arcade, the new lightweight expression language for ArcGIS, and then advance to creating complex labels using Arcade expressions. Finally, you'll use Python scripts to automate and standardize tasks and models in ArcGIS Pro. By the end of this ArcGIS Pro book, you'll have developed the core skills needed for using ArcGIS Pro 2.x competently. What you will learn Navigate the user interface to create maps, perform analysis, and manage data Display data based on discrete attribute values or range of values Label features on a GIS map based on one or more attributes using Arcade Create map books using the map series functionality Share ArcGIS Pro maps, projects, and data with other GIS community members Explore the most used geoprocessing tools for performing spatial analysis Create Tasks based on common workflows to standardize processes Automate processes using ModelBuilder and Python scripts Who this book is for If you want to learn ArcGIS Pro to create maps and, edit and analyze geospatial data, this ArcGIS book is for you. No knowledge of GIS fundamentals or experience with any GIS tool or ArcGIS software suite is required. Basic Windows skills, such as navigating and file management, are all you need.
Learning as a Creative and Developmental Process in Higher Education: A Therapeutic Arts Approach and Its Wider Application
by Judie Taylor Clive HolmwoodMuch has been written about the importance of creativity in learning and education over the last few decades. This unique book extends beyond the usual focus on implementing creative methods in learning, teaching and assessing within higher education, to an examination of creativity as central to a learning process which is transformational for the student. More specifically, Learning as a Creative and Developmental Process in Higher Education examines the importance of a facilitative tutor-student relationship and environment which contextualise this creative process of teaching and learning. Bringing together unique teaching and learning approaches developed by experienced academics, this book discusses a number of complex issues, including approaches to an understanding of the student’s self-concept as learner; the nature of the curriculum; the potential of metaphor and creativity; and a multi-modal approach to learning and teaching. Contributions to the book also examine some of the challenges and tensions of such an approach within the context of arts-based subjects in higher education institutions. Using a unique and coherent thematic structure that is based upon the student journey as a transformational process, this book provides a new way of understanding the student journey through higher education. Including an examination of the parallels between educational and arts education and arts therapies disciplines, this book will be of interest to researchers, academics and postgraduate students involved in the arts and the arts therapies, as well as those studying creativity in teaching and learning in higher education. It should be of particular interest to those involved in the teaching and training of teachers and lecturers in higher education.
Learning as a Creative and Developmental Process in Higher Education: A Therapeutic Arts Approach and Its Wider Application
by Judie Taylor Clive HolmwoodMuch has been written about the importance of creativity in learning and education over the last few decades. This unique book extends beyond the usual focus on implementing creative methods in learning, teaching and assessing within higher education, to an examination of creativity as central to a learning process which is transformational for the student. More specifically, Learning as a Creative and Developmental Process in Higher Education examines the importance of a facilitative tutor-student relationship and environment which contextualise this creative process of teaching and learning. Bringing together unique teaching and learning approaches developed by experienced academics, this book discusses a number of complex issues, including approaches to an understanding of the student’s self-concept as learner; the nature of the curriculum; the potential of metaphor and creativity; and a multi-modal approach to learning and teaching. Contributions to the book also examine some of the challenges and tensions of such an approach within the context of arts-based subjects in higher education institutions. Using a unique and coherent thematic structure that is based upon the student journey as a transformational process, this book provides a new way of understanding the student journey through higher education. Including an examination of the parallels between educational and arts education and arts therapies disciplines, this book will be of interest to researchers, academics and postgraduate students involved in the arts and the arts therapies, as well as those studying creativity in teaching and learning in higher education. It should be of particular interest to those involved in the teaching and training of teachers and lecturers in higher education.
Learning-Based Robot Vision: Principles and Applications (Lecture Notes in Computer Science #2048)
by Josef PauliIndustrial robots carry out simple tasks in customized environments for which it is typical that nearly all e?ector movements can be planned during an - line phase. A continual control based on sensory feedback is at most necessary at e?ector positions near target locations utilizing torque or haptic sensors. It is desirable to develop new-generation robots showing higher degrees of autonomy for solving high-level deliberate tasks in natural and dynamic en- ronments. Obviously, camera-equipped robot systems, which take and process images and make use of the visual data, can solve more sophisticated robotic tasks. The development of a (semi-) autonomous camera-equipped robot must be grounded on an infrastructure, based on which the system can acquire and/or adapt task-relevant competences autonomously. This infrastructure consists of technical equipment to support the presentation of real world training samples, various learning mechanisms for automatically acquiring function approximations, and testing methods for evaluating the quality of the learned functions. Accordingly, to develop autonomous camera-equipped robot systems one must ?rst demonstrate relevant objects, critical situations, and purposive situation-action pairs in an experimental phase prior to the application phase. Secondly, the learning mechanisms are responsible for - quiring image operators and mechanisms of visual feedback control based on supervised experiences in the task-relevant, real environment. This paradigm of learning-based development leads to the concepts of compatibilities and manifolds. Compatibilities are general constraints on the process of image formation which hold more or less under task-relevant or accidental variations of the imaging conditions.
Learning by Playing. Game-based Education System Design and Development: 4th International Conference on E-learning, Edutainment 2009, Banff, Canada, August 9-11, 2009, Proceedings (Lecture Notes in Computer Science #5670)
by Gwo-Dong Chen Michitaka Hirose Maiga Chang Rita Kuo KinshukWith the widespread interest in digital entertainment and the advances in the technologies of computer graphics, multimedia and virtual reality technologies, the new area of “Edutainment” has been accepted as a union of education and computer entertainment. Edutainment is recognized as an effective way of learning through a medium, such as a computer, software, games or AR/VR applications, that both educates and entertains. The Edutainment conference series was established and followed as a special event for the new interests in e-learning and digital entertainment. The main purpose of Edutainment conferences is the discussion, presentation, and information exchange of scientific and technological developments in the new community. The Edutainment conference series is a very interesting opportunity for researchers, engineers, and graduate students who wish to communicate at these international annual events. The conference series includes plenary invited talks, workshops, tutorials, paper presen- tion tracks, and panel discussions. The Edutainment conference series was initiated in Hangzhou, China in 2006. Following the success of the first (Edutainment 2006 in Hangzhou, China), the second (Edutainment 2007 in Hong Kong, China), and the third events (Edutainment 2008 in Nanjing, China), Edutainment 2009 was held August 9–11, 2009 in Banff, Canada. This year, we received 116 submissions from 25 different countries and regions - cluding Austria, Canada, China, Denmark, Finland, France, Germany, Greece, Hong Kong, Italy, Japan, Korea, Malaysia, Mexico, The Netherlands, Norway, Portugal, Singapore, Spain, Sweden, Switzerland, Taiwan, Trinidad and Tobago, UK, and USA.
Learning C# by Developing Games with Unity 2020: An enjoyable and intuitive approach to getting started with C# programming and Unity
by Harrison FerroneGet to grips with coding in C# and build simple 3D games with Unity from the ground up with this updated fifth edition of the bestselling guide Key Features Understand C# programming basics, terminology, and coding best practices Put your knowledge of C# concepts into practice by building a fun and playable game Come away with a clear direction for taking your C# programming and Unity game development skills to the next level Book Description Over the years, the Learning C# by Developing Games with Unity series has established itself as a popular choice for getting up to speed with C#, a powerful and versatile programming language that can be applied in a wide array of application areas. This book presents a clear path for learning C# programming from the ground up without complex jargon or unclear programming logic, all while building a simple game with Unity. This fifth edition has been updated to introduce modern C# features with the latest version of the Unity game engine, and a new chapter has been added on intermediate collection types. Starting with the basics of software programming and the C# language, you'll learn the core concepts of programming in C#, including variables, classes, and object-oriented programming. Once you've got to grips with C# programming, you'll enter the world of Unity game development and discover how you can create C# scripts for simple game mechanics. Throughout the book, you'll gain hands-on experience with programming best practices to help you take your Unity and C# skills to the next level. By the end of this book, you'll be able to leverage the C# language to build your own real-world Unity game development projects. What you will learn Discover easy-to-follow steps and examples for learning C# programming fundamentals Get to grips with creating and implementing scripts in Unity Create basic game mechanics such as player controllers and shooting projectiles using C# Understand the concepts of interfaces and abstract classes Leverage the power of the latest C# features to solve complex programming problems Become familiar with stacks, queues, exceptions, error handling, and other core C# concepts Explore the basics of artificial intelligence (AI) for games and implement them to control enemy behavior Who this book is for If you're a developer, programmer, hobbyist, or anyone who wants to get started with C# programming in a fun and engaging manner, this book is for you. Prior experience in programming or Unity is not required.
Learning C# Programming with Unity 3D, second edition
by Alex OkitaLearning C# Programming with Unity 3D, Second Edition is for the novice game programmer without any prior programming experience. Readers will learn how C# is used to make a game in Unity 3D. Many example projects provide working code to learn from and experiment with. As C# evolves, Unity 3D evolves along with it. Many new features and aspects of C# are included and explained. Common programming tasks are taught by way of making working game mechanics. The reader will understand how to read and apply C# in Unity 3D and apply that knowledge to other development environments that use C#. New to this edition: includes latest C# language features and useful tools included with the .NET library like LINQ, Local Functions Tuples, and more! Key Features Provides a starting point for the first-time programmer C# Code examples are simple short and clear Learn the very basics on up to interesting tricks which C# offers
Learning C# Programming with Unity 3D, second edition
by Alex OkitaLearning C# Programming with Unity 3D, Second Edition is for the novice game programmer without any prior programming experience. Readers will learn how C# is used to make a game in Unity 3D. Many example projects provide working code to learn from and experiment with. As C# evolves, Unity 3D evolves along with it. Many new features and aspects of C# are included and explained. Common programming tasks are taught by way of making working game mechanics. The reader will understand how to read and apply C# in Unity 3D and apply that knowledge to other development environments that use C#. New to this edition: includes latest C# language features and useful tools included with the .NET library like LINQ, Local Functions Tuples, and more! Key Features Provides a starting point for the first-time programmer C# Code examples are simple short and clear Learn the very basics on up to interesting tricks which C# offers
Learning Cocos2d-x Game Development
by Siddharth ShekarIf you are a hobbyist, novice game developer, or programmer who wants to learn about developing games/apps using Cocos2d-x, this book is ideal for you.
Learning Computer Graphics: From 3D Models to Animated Movies on Your PC
by Shalini Govil-Pai Rajesh PaiAs an introduction to the basics of computer graphics, the approach here focusses on the four main concepts: modeling, rendering, animation, and image manipulation. The authors provide a "learning-by-doing" environment, comprising plenty of hands-on exercises and software. The graphics library provided with the book helps simplify the programming required of readers whilst providing a robust platform for experimentation. Exercises at the end of each chapter illustrate the principles covered.
Learning Country in Landscape Architecture: Indigenous Knowledge Systems, Respect and Appreciation
by David S. JonesThis book strategically focuses upon the feasibility of positioning Indigenous Knowledge Systems into tertiary built environment education and research in Australia. Australian tertiary education has little engaged with Indigenous peoples and their Indigenous Knowledge Systems, and the respectful translation of their Indigenous Knowledge Systems into tertiary education learning. In contrast, while there has been a dearth of discussion and research on this topic pertaining to the tertiary sector, the secondary school sector has passionately pursued this topic. There is an uneasiness by the tertiary sector to engage in this realm, overwhelmed already by the imperatives of the Commonwealth’s ‘Closing the Gap’ initiative to advance Aboriginal and Torres Strait Islander tertiary education successes and appointments of Indigenous academics. As a consequence, the teaching of Indigenous Knowledge Systems relevant to professional disciplines, particularly landscape architecture where it is most apt, is overlooked and similarly little addressed in the relevant professional institute education accreditation standards.
Learning Cultural Literacy through Creative Practices in Schools: Cultural and Multimodal Approaches to Meaning-Making
by Tuuli Lähdesmäki Jūratė Baranova Susanne C. Ylönen Aino-Kaisa Koistinen Katja Mäkinen Vaiva Juškiene Irena ZaleskieneThis open access book discusses how cultural literacy can be taught and learned through creative practices. It approaches cultural literacy as a dialogic social process based on learning and gaining knowledge through emphatic, tolerant, and inclusive interaction. The book focuses on meaning-making in children and young people’s visual and multimodal artefacts created by students aged 5–15 as an outcome of the Cultural Literacy Learning Programme implemented in schools in Cyprus, Germany, Israel, Lithuania, Spain, Portugal, and the UK. The lessons in the program address different social and cultural themes, ranging from one’s cultural attachments to being part of a community and engaging more broadly in society. The artefacts are explored through data-driven content analysis and self-reflexive and collaborative interpretation and discussed through multimodality and a sociocultural approach to children’s visual expression. This interdisciplinary volume draws on cultural studies, communication studies, art education, and educational sciences.
Learning from Arnstein's Ladder: From Citizen Participation to Public Engagement
by Mickey Lauria Carissa Schively SlotterbackSherry Arnstein, writing in 1969 about citizen involvement in planning processes in the United States, described a “ladder of citizen participation” that showed participation ranging from low to high. Arnstein depicted the failings of typical participation processes at the time and characterized aspirations toward engagement that have now been elevated to core values in planning practice. But since that time, the political, economic, and social context has evolved greatly, and planners, organizers, and residents have been involved in planning and community development practice in ways previously unforeseen. Learning from Arnstein’s Ladder draws on contemporary theory, expertise, empirical analysis, and practical applications in what is now more commonly termed public engagement in planning to examine the enduring impacts of Arnstein’s work and the pervasive challenges that planners face in advancing meaningful public engagement. This book presents research from throughout the world, including Australia, Brazil, India, Indonesia, Portugal, Serbia, and the United States, among others, that utilizes, critiques, revises, and expands upon Arnstein’s aspirational vision. It is essential reading for educators and students of planning.
Learning from Arnstein's Ladder: From Citizen Participation to Public Engagement
by Mickey Lauria and Carissa Schively SlotterbackSherry Arnstein, writing in 1969 about citizen involvement in planning processes in the United States, described a “ladder of citizen participation” that showed participation ranging from low to high. Arnstein depicted the failings of typical participation processes at the time and characterized aspirations toward engagement that have now been elevated to core values in planning practice. But since that time, the political, economic, and social context has evolved greatly, and planners, organizers, and residents have been involved in planning and community development practice in ways previously unforeseen. Learning from Arnstein’s Ladder draws on contemporary theory, expertise, empirical analysis, and practical applications in what is now more commonly termed public engagement in planning to examine the enduring impacts of Arnstein’s work and the pervasive challenges that planners face in advancing meaningful public engagement. This book presents research from throughout the world, including Australia, Brazil, India, Indonesia, Portugal, Serbia, and the United States, among others, that utilizes, critiques, revises, and expands upon Arnstein’s aspirational vision. It is essential reading for educators and students of planning.
Learning from Delhi: Dispersed Initiatives in Changing Urban Landscapes
by Written by Mitchell Shamoon PatwariThe inflexibility of modern urban planning, which seeks to determine the activities of urban inhabitants and standardise everyday city life, is challenged by the unstoppable organic growth of illegal settlements. In rapidly expanding cities, issues of continuity with local traditions, local conditions and local ways of working are juxtaposed with those of abrupt change due to emergency, reaction to modernity, environmental degradation, global market forces and global technological imperatives to make efforts to control by physical planning redundant as soon as they are enacted. In most third world cities there is little social welfare and almost no attempt at social housing. The urban poor must still house themselves with little or no state help to procure land or infrastructure. Not having a legal existence, 'slums' are automatically swept away to create a 'tabula rasa' prior to a complete new build for those who can afford the full cost. The notion of upgrading the existing built environment, has hardly entered the official planning vocabulary. Since 2002, both Diploma and latterly Degree students from London Metropolitan University Department of Architecture and Spatial Design have produced schemes from research work generated during an annual field trip to India. Work is focused on situations where rapid cultural and technical change is affecting traditional or transitional communities who have access to only limited resources. Sites have included post earthquake desert locations in Gujarat, under-serviced urban slums in Delhi, dense traditional city landscapes in Meerut and the integration of Marwari nomads into a settlement in Agra. This has proved a stimulating and provocative academic learning environment producing a range of innovative work. Some of the students involved have been awarded RIBA medals and other prestigious student prizes. In the course of this enterprise, links with Indian non-government organisations and architectural schools have developed providing a wealth of opportunity for further work, including a new MA and, while a first live project which will provide sanitation to a low income urban village in Agra is nearing completion, two other live projects: for primary education in a stone quarry near Mumbai and for a housing cooperative in north west Delhi, are just beginning. The course has been ground breaking and innovative in this area in that it seeks first to understand the cultural and physical patterns of old city labyrinths and illegal urban settlements before, and as an aid to, intervention. Extended physical and cultural surveys which up date the 'diagnostic' surveys first employed by Patrick Geddes in the early 20th century are carried out by the students. By understanding the historical, cultural and physical factors which underlie the current city fabric, students are able to propose and validate a range of schemes from simple conservative surgery carried out by the community alone, to working alongside cultures of resistance to provide alternatives to planned projects. They have also shown how major infrastructure projects can be tweaked in practice to add greater potential to those who use them. Unlike master planning this understanding does not seek to lay down a fossilised grid within which inhabitants must fit themselves. Rather than this, students design using a narrative approach to frame, capture and harness (however fleetingly) moments from the everyday to use as building blocks for their imagined proposals. Their schemes show how an 'untidy' mix of the old and the new, of memory and aspiration can, in a spirit of experiment and curiosity, give unique identity to place. Cities are in a process of constant renewal. The piecemeal reuse and adaptation of the existing urban fabric in an attempt to match the changing aspirations of its inhabitants is cost effective, environmentally sustainable and appropriate. The book is about this increasingly vital type of architectural work. It is also a testimony to the value of linking real live projects with education in the studio
Learning from Delhi: Dispersed Initiatives in Changing Urban Landscapes
by Written by Mitchell Shamoon PatwariThe inflexibility of modern urban planning, which seeks to determine the activities of urban inhabitants and standardise everyday city life, is challenged by the unstoppable organic growth of illegal settlements. In rapidly expanding cities, issues of continuity with local traditions, local conditions and local ways of working are juxtaposed with those of abrupt change due to emergency, reaction to modernity, environmental degradation, global market forces and global technological imperatives to make efforts to control by physical planning redundant as soon as they are enacted. In most third world cities there is little social welfare and almost no attempt at social housing. The urban poor must still house themselves with little or no state help to procure land or infrastructure. Not having a legal existence, 'slums' are automatically swept away to create a 'tabula rasa' prior to a complete new build for those who can afford the full cost. The notion of upgrading the existing built environment, has hardly entered the official planning vocabulary. Since 2002, both Diploma and latterly Degree students from London Metropolitan University Department of Architecture and Spatial Design have produced schemes from research work generated during an annual field trip to India. Work is focused on situations where rapid cultural and technical change is affecting traditional or transitional communities who have access to only limited resources. Sites have included post earthquake desert locations in Gujarat, under-serviced urban slums in Delhi, dense traditional city landscapes in Meerut and the integration of Marwari nomads into a settlement in Agra. This has proved a stimulating and provocative academic learning environment producing a range of innovative work. Some of the students involved have been awarded RIBA medals and other prestigious student prizes. In the course of this enterprise, links with Indian non-government organisations and architectural schools have developed providing a wealth of opportunity for further work, including a new MA and, while a first live project which will provide sanitation to a low income urban village in Agra is nearing completion, two other live projects: for primary education in a stone quarry near Mumbai and for a housing cooperative in north west Delhi, are just beginning. The course has been ground breaking and innovative in this area in that it seeks first to understand the cultural and physical patterns of old city labyrinths and illegal urban settlements before, and as an aid to, intervention. Extended physical and cultural surveys which up date the 'diagnostic' surveys first employed by Patrick Geddes in the early 20th century are carried out by the students. By understanding the historical, cultural and physical factors which underlie the current city fabric, students are able to propose and validate a range of schemes from simple conservative surgery carried out by the community alone, to working alongside cultures of resistance to provide alternatives to planned projects. They have also shown how major infrastructure projects can be tweaked in practice to add greater potential to those who use them. Unlike master planning this understanding does not seek to lay down a fossilised grid within which inhabitants must fit themselves. Rather than this, students design using a narrative approach to frame, capture and harness (however fleetingly) moments from the everyday to use as building blocks for their imagined proposals. Their schemes show how an 'untidy' mix of the old and the new, of memory and aspiration can, in a spirit of experiment and curiosity, give unique identity to place. Cities are in a process of constant renewal. The piecemeal reuse and adaptation of the existing urban fabric in an attempt to match the changing aspirations of its inhabitants is cost effective, environmentally sustainable and appropriate. The book is about this increasingly vital type of architectural work. It is also a testimony to the value of linking real live projects with education in the studio
Learning from Failure in the Design Process: Experimenting with Materials
by Lisa HuangLearning from Failure in the Design Process shows you that design work builds on lessons learned from failures to help you relax your fear of making mistakes, so that you’re not paralyzed when faced with a task outside of your comfort zone. Working hands-on with building materials, such as concrete, sheet metal, and fabric, you will understand behaviors, processes, methods of assembly, and ways to evaluate your failures to achieve positive results. Through material and assembly strategies of stretching, casting, carving, and stacking, this book uncovers the issues, problems, and failures confronted in student material experiments and examines built projects that addressed these issues with innovative and intelligent strategies. Highlighting numerous professional practice case studies with over 250 color images, this book will be ideal for students interested in materials and methods, and students of architecture in design studios.
Learning from Failure in the Design Process: Experimenting with Materials
by Lisa HuangLearning from Failure in the Design Process shows you that design work builds on lessons learned from failures to help you relax your fear of making mistakes, so that you’re not paralyzed when faced with a task outside of your comfort zone. Working hands-on with building materials, such as concrete, sheet metal, and fabric, you will understand behaviors, processes, methods of assembly, and ways to evaluate your failures to achieve positive results. Through material and assembly strategies of stretching, casting, carving, and stacking, this book uncovers the issues, problems, and failures confronted in student material experiments and examines built projects that addressed these issues with innovative and intelligent strategies. Highlighting numerous professional practice case studies with over 250 color images, this book will be ideal for students interested in materials and methods, and students of architecture in design studios.
Learning from Informal Settlements in Iran: Models, Policies, Processes, and Outcomes
by Mahyar ArefiThis book explores the tenacity of Iran’s informal settlements against the backdrop of the World Bank’s USD 80 million loan for physical upgrading. Arefi seeks to identify and unravel the distinctive models, policies, processes, and outcomes associated with it, and explains why—despite obvious challenges—informal settlements remain popular in Iran, and also how understanding them in a broader theoretical context helps rectify existing redevelopment policies in order to develop more effective ones.
Learning from Informal Settlements in Iran: Models, Policies, Processes, and Outcomes
by Mahyar ArefiThis book explores the tenacity of Iran’s informal settlements against the backdrop of the World Bank’s USD 80 million loan for physical upgrading. Arefi seeks to identify and unravel the distinctive models, policies, processes, and outcomes associated with it, and explains why—despite obvious challenges—informal settlements remain popular in Iran, and also how understanding them in a broader theoretical context helps rectify existing redevelopment policies in order to develop more effective ones.
Learning from Madness: Brazilian Modernism and Global Contemporary Art
by Kaira M. CabañasThroughout the history of European modernism, philosophers and artists have been fascinated by madness. Something different happened in Brazil, however, with the “art of the insane” that flourished within the modernist movements there. From the 1920s to the 1960s, the direction and creation of art by the mentally ill was actively encouraged by prominent figures in both medicine and art criticism, which led to a much wider appreciation among the curators of major institutions of modern art in Brazil, where pieces are included in important exhibitions and collections. Kaira M. Cabañas shows that at the center of this advocacy stood such significant proponents as psychiatrists Osório César and Nise da Silveira, who championed treatments that included painting and drawing studios; and the art critic Mário Pedrosa, who penned Gestaltist theses on aesthetic response. Cabañas examines the lasting influence of this unique era of Brazilian modernism, and how the afterlife of this “outsider art” continues to raise important questions. How do we respect the experiences of the mad as their work is viewed through the lens of global art? Why is this art reappearing now that definitions of global contemporary art are being contested? Learning from Madness offers an invigorating series of case studies that track the parallels between psychiatric patients’ work in Western Europe and its reception by influential artists there, to an analogous but altogether distinct situation in Brazil.
Learning from Madness: Brazilian Modernism and Global Contemporary Art
by Kaira M. CabañasThroughout the history of European modernism, philosophers and artists have been fascinated by madness. Something different happened in Brazil, however, with the “art of the insane” that flourished within the modernist movements there. From the 1920s to the 1960s, the direction and creation of art by the mentally ill was actively encouraged by prominent figures in both medicine and art criticism, which led to a much wider appreciation among the curators of major institutions of modern art in Brazil, where pieces are included in important exhibitions and collections. Kaira M. Cabañas shows that at the center of this advocacy stood such significant proponents as psychiatrists Osório César and Nise da Silveira, who championed treatments that included painting and drawing studios; and the art critic Mário Pedrosa, who penned Gestaltist theses on aesthetic response. Cabañas examines the lasting influence of this unique era of Brazilian modernism, and how the afterlife of this “outsider art” continues to raise important questions. How do we respect the experiences of the mad as their work is viewed through the lens of global art? Why is this art reappearing now that definitions of global contemporary art are being contested? Learning from Madness offers an invigorating series of case studies that track the parallels between psychiatric patients’ work in Western Europe and its reception by influential artists there, to an analogous but altogether distinct situation in Brazil.
Learning from Madness: Brazilian Modernism and Global Contemporary Art
by Kaira M. CabañasThroughout the history of European modernism, philosophers and artists have been fascinated by madness. Something different happened in Brazil, however, with the “art of the insane” that flourished within the modernist movements there. From the 1920s to the 1960s, the direction and creation of art by the mentally ill was actively encouraged by prominent figures in both medicine and art criticism, which led to a much wider appreciation among the curators of major institutions of modern art in Brazil, where pieces are included in important exhibitions and collections. Kaira M. Cabañas shows that at the center of this advocacy stood such significant proponents as psychiatrists Osório César and Nise da Silveira, who championed treatments that included painting and drawing studios; and the art critic Mário Pedrosa, who penned Gestaltist theses on aesthetic response. Cabañas examines the lasting influence of this unique era of Brazilian modernism, and how the afterlife of this “outsider art” continues to raise important questions. How do we respect the experiences of the mad as their work is viewed through the lens of global art? Why is this art reappearing now that definitions of global contemporary art are being contested? Learning from Madness offers an invigorating series of case studies that track the parallels between psychiatric patients’ work in Western Europe and its reception by influential artists there, to an analogous but altogether distinct situation in Brazil.