SPARK follows conceptual artist/engineer Natalie Jeremjienko as she works on her One Tree(s) project, planting 100 pairs of cloned trees throughout the Bay Area. This Educator Guide explores conceptual art as well as the investigative and ethical issues of life science and cloning.
The workshop is intended for Doctoral students in the health and social sciences who are at the stage of developing a research proposal. Participants will gain skills in the design of conceptually cogent and methodologically rigorous dissertation proposals. The Workshop has an emphasis on topics that relate to Africa, but can be applied to a broad range of research issues.
Broad coverage of technology concepts underlying modern computing and information management. Topics include computer architecture and operating systems, relational database systems, graphical user interfaces, networks, client/server systems, enterprise applications, cryptography, and the web. Hands-on exposure to internet services, Microsoft Access database management system, and Lotus Notes. Information Technology I helps students understand technical concepts underlying current and future developments in information technology. There will be a special emphasis on networks and distributed computing. Students will also gain some hands-on exposure to powerful, high-level tools for making computers do amazing things, without the need for conventional programming languages. Since 15.564 is an introductory course, no knowledge of how computers work or are programmed is assumed.
Trevor Paglen creatively explores the intersection of Conceptual art, geography, and activism, including his "limit photography" documenting restricted military bases and testing facilities. This Educator Guide is addresses activist art through Paglens work.
The purpose of this work is to describe that ‘it is self-evident that consciousness is non-spatial’; that is, ‘consciousness can be represented by no spatial structure’. It considers the example of the consciousness of bodily pain, which is stated to be conceptually distinct from its bodily counterpart, i.e. identification of some electrochemical signal in brain, as a self-evident fact. This example is just a matter of illustration and is not meant to be the justification/basis of the self-evident non-spatiality of consciousness, as no self-evident truth needs justification. Further it is argued that a reader’s possible denial of the self-evident non-spatiality of consciousness is, in fact, their inability to understand the truth due to the relatively profound concepts involved in it; as a simple self-evident mathematical proposition, like if p implies q and if p is true then q is true, may not be self-evidently comprehensible to a person of extremely poor intellect. The self-evident proposition that ‘consciousness is non-spatial’ is one of the six self-evident propositions that form the axiomatic/self-evident foundation of the NSTP (Non – Spatial Thinking Process) theory.
This work attempts to demonstrate the significant possibility (as contrast to the superhyperbolic or the least possibility) in an apparently inanimate thing, like a stone, being conscious. According to the semi-idealistic framework of the NSTP (Non – Spatial Thinking Process) theory, any spatial, and therefore illusive/virtual, entity may have (real non-spatial) feelings/states of consciousness associated with it, provided it has an appropriate conceptual representation in the superhuman engine. A stone, for example, being an apparently spatial entity, may have conceptual representation in the superhuman mind/NSTPs/engine so as to be conscious. Thus, it may be that a broken stone feels pain till its death and then its pieces become conscious. The kind/type of states of consciousness associated with a stone depends entirely upon the kind/type of conceptual representation it has in the superhuman engine.
The term Superconmath means Superconceptual Mathematics. It is a meta-mathematical system that defines the structure of Superultramodern Mathematical Science. Superconmath proposes that the conventional (i.e. pre-superultramodern or modern/ultramodern) mathematical science is not as conceptual as it should be. In other words, it has conceptual deficiencies, in nature as well as in approach. Superconmath has five main components: 1.Superconceptual Definition of Mathematics 2.Philosophy as Mathematics 3.Superconceptual Foundations of Pure mathematics 4.Superconceptual Reconstruction of Pure Mathematics 5.Superconceptual mathematical Resolution of Modern/Ultramodern Mathematical Problems This article states each of the five components, in brief.
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