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7 results for “cultural institutions”
Prototyping 3D Virtual Learning Environments with X3D-based Content and Visualization Tools-Figure 11. Online accessible repository of digital data on cultural heritage with X3D models (STARC Web Repository, 2017, © Copyright 2017, STARC, Cyprus Institute. Used with permission)
<p>Prototyping can also include the development of toolkits for automatic content generation simulator, but in the case of an architectural environment, the components are too complex to be automatically generated. Furniture elements or the learning artifacts (i.e. content created by learners) can be converted to be viewed in X3D compatible browsers or included in online galleries (Figure 11). After functional and 3D content prototyping, certain components of the virtual campus can be easily modified and adapted as needed.</p>
Exploring opportunities and challenges for intangible cultural heritage at the intersection of institutions, civil society, and migrant communities
<p>This data set was produced in the CultureLabs project to explore the needs and expectations of migrant and refugee communities in several European countries in relation to communicating and sharing their intangible cultural heritage (ICH) practices as well as of cultural and civil society organisations that plan to support this. </p> <p>The data was gathered across Europe in early 2019 and consists of 101 surveys administered and 27 interviews. 101 surveys were administered to people belonging to migrant and refugee communities in several hosting countries, mostly Italy and Germany, while the countries of origin of respondents covered four continents. The survey consisted of closed-ended questions and was structured into eight thematic areas related to a balanced mix of independent and dependent variables for the generation of correlations and clusters. The thematic areas included: background information; employment status; socioeconomic status; residency or migration status; individual preferences, attitudes, and activities; intercultural awareness; extent of interest and preparedness to become actively involved in cultural activities; and access to and use of digital tools. 27 semi-structured interviews were also conducted. The interviewees were recruited from the collaborative network of the nine partner institutions in the CultureLabs project. Although each interview gave space to the issues raised by the interviewees, four themes were deepened with the majority of participants: interest in cultural activities, expectations from cultural activities, the importance of digital tools for cultural activities, and the relevance of cultural heritage activities for individuals and their socio-cultural integration in the host society.</p> <p>The findings resulted in a peer-reviewed publication available at the following link: <a href="https://www.tandfonline.com/doi/full/10.1080/13527258.2021.1922934">https://www.tandfonline.com/doi/full/10.1080/13527258.2021.1922934</a> </p> <p>The original dataset has been processed by removing details and parts that might compromise the anonymity of the participant. </p> <p>This work is supported by the European Union’s Horizon2020 project CultureLabs: Recipes for Social Innovation, under Grant Agreement 770158. The sole responsibility of this work lies with the authors. The European Union is not responsible for any use that may be made of the information contained therein.</p> <p> </p> <p> </p>
Exploring the needs of institutional stakeholders involved in the cultural heritage and social innovation sectors
<p>This data set was produced to gather information and lessons learnt from institutional stakeholders directly or indirectly involved in cultural approaches and/or promoting social integration of disadvantaged groups in order to understand what they need to facilitate participatory and inclusive initiatives. </p> <p>The data was gathered across Europe in early 2019 and consists of 90 surveys administered and 17 interviews. 90 surveys were administered to actors working at the intersection of cultural heritage and social innovation. The survey’s goal was to gather insights about the barriers these actors face in the implementation of participatory approaches and the measures adopted to overcome them. Semi-structured interviews (n=17) expanded upon the survey data and were carried out through an opportunistic sample of the survey respondents. The findings provided relevant insights in relation to the configuration of approaches for participatory projects, the main faced barriers, and the achieved level of impact.</p> <p>The original dataset has been processed by removing details and parts that might compromise the anonymity of the participant. </p> <p>This work is supported by the European Union’s Horizon2020 project CultureLabs: Recipes for Social Innovation, under Grant Agreement 770158. The sole responsibility of this work lies with the authors. The European Union is not responsible for any use that may be made of the information contained therein.</p> <p> </p>
Seshat Databank: Equinox Release with Culturally and Institutionally Continuous Polities
<p>This data is based on the Seshat data release in <a href="https://zenodo.org/record/6642230">https://zenodo.org/record/6642230</a> and aims to dissect the time series of each NGA into culturally and institutionally continuous time series. For both continuity criteria, the central continuous time series is marked in the data (central meaning that this is the time interval during which the NGA has crossed a specified threshold between low-complexity and high-complexity societies). Details can be found in v3 of <a href="https://arxiv.org/abs/2212.00563">https://arxiv.org/abs/2212.00563</a></p>
Institutions and Cultural Diversity: Effects of Democratic and Propaganda Processes on Local Convergence and Global Diversity.
<p>In a connected world where people influence each other, what can cause a globalized monoculture, and which measures help to preserve the coexistence of cultures? Previous research has shown that factors such as homophily, population size, geography, mass media, and type of social influence play important roles. In the present paper, we investigate for the first time the impact that institutions have on cultural diversity. In our first three studies, we extend existing agent-based models and explore the effects of institutional influence and agent loyalty. We find that higher institutional influence increases cultural diversity, while individuals' loyalty to their institutions has a small, preserving effect. In three further studies, we test how bottom-up and top-down processes of institutional influence impact our model. We find that bottom-up democratic practices, such as referenda, tend to produce convergence towards homogeneity, while top-down information dissemination practices, such as propaganda, further increase diversity. In our last model – an integration of bottom-up and top-down processes into a feedback loop of information – we found that when democratic processes are rare, the effects of propaganda are amplified, i.e. more diversity emerges; however, when democratic processes are common, they are able to neutralize or even reverse this propaganda effect. Importantly, our models allow for control over the full spectrum of diversity, so that a manipulation of our variables can result in preferred levels of diversity, which will be useful for the study of other factors in the future. We discuss possible mechanisms behind our results, possible applications, and implications for political and social sciences.</p>
Cultural Identity and the Quechua Language Among Teachers in Peruvian Educational Institutions
<p>Peru is multicultural, multiethnic, and multilingual, with diverse cultural expressions. This study investigated the relationship between cultural identity and the Quechua language among primary intercultural education teachers in southern Peru. A correlational descriptive research design was employed, involving 60 teachers from Andahuaylas (Apurímac), Ayacucho, and Cusco. Results showed that 50% of the teachers fell into the "Achievement" category for self-recognition of cultural identity, while 36.7% were classified as "Process." Regarding commitment to cultural identity, 50% were in the "Process" category, and 38.3% were in the "Achievement" category. Regarding the service model dimension, 68.3% were classified as "Achievement," and 26.7% as "Process." This study concluded a highly significant correlation between cultural identity and the use of the Quechua language among primary intercultural education teachers in southern Peru.</p>
Reliability, Validity, and Cross-cultural Adaptation of the Turkish Version of the Victorian Institute of Sports Assessment for Gluteal Tendinopathy (VISA-G) Questionnaire
ClinicalTrials.gov study NCT04707274. IPD Sharing: YES. Countries: 1. Publications: 0.
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These curated guides explain access requirements, typical timelines, costs, and reuse considerations for widely used research datasets.
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International Brain Laboratory public data
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OpenNeuro
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