Showing posts with label visualisation. Show all posts
Showing posts with label visualisation. Show all posts

Thursday, 20 November 2025

Sociocultural Triggers in the Appreciation of Art and Literature | Chapter 5 | Language, Literature and Education: Research Updates Vol. 9

 

The sociocultural triggers that affect and regulate the working of art and literature in contemporary society have undergone rapid changes over the years. Today, the acceptance and appreciation of literature or any other art form defy common perceptions, parameters, and theoretical interpretations put forth by literary or art critics through their ways of analysis. The self-styled interpreters and value judges of literature or art who have their own theories to hold onto believe that literary appreciation is equivalent to extracting aesthetic lessons from texts or art forms based on established practices. Thus, the recognition and understanding of the content-bearing media, literary devices, critical commentaries, and value judgements by the art critics are believed to precede literary appreciation. However, with poststructuralism and postmodernism slowly drifting away, a wilful rejection of grand narratives has assertively brought in pluralist, reflexive, and pastiche cultures of literary and art appreciation modes. All this has led to a kind of cultural sensibility that oscillates between, synthesises, and transcends the logics of modernism and postmodernism.

 

Thus, the objective of this study is to analyse how technological advances and cultural shifts have altered the way people look upon and appreciate literature and art. The technological advances have recast the nature and scope of life on this planet in a surprisingly brief period of time. Alongside developed a new culture of literary or art appreciation was developed that was more vicarious than participatory. An array of new possibilities offered by the virtual world has also added to this visible shift in the contemporary approaches to the appreciation of art and literature.

 

The common assumption is that literature springs from spontaneous, imaginative streaks of genius that demand reflection and analysis to extract its essence, leading to delight. However, the sights and sounds emanating from the sites of performances and the scenes of entertainment make us think otherwise. There are instances that reiterate the role of the epidemic frenzy chiefly perpetuated by the visual media and internet social network groups. When entertainment becomes visualised and vicarious, frenzy develops from the impulsive outbursts of the mind submerged in virtual reality. There is entertainment even in those events and emotions that are capable of generating crude excitement. There used to be a time when art and literature offered soothing tranquillity to troubled minds, but now it is the frenzied mind that sets the norms of excellence in addition to its blatant indulgence in meanness and crudity. The study, therefore, tries to establish that the virtual media-driven frenzy is systematically displacing traditional reflective and critical analysis as the dominant mode of literary appreciation, raising questions about the future of critical engagement with art and literature.

 

People these days move on rapidly, leaving behind the objects that entertain them. They never pause to have a closer look, nor do they reflect on the objects that captured their attention or imagination. How can, then, their appreciation and ways of entertainment exhibit deep levels of thinking solidly backed up by theories and ideologies? Thus, appreciation becomes highly relative to individual sensitivity and impulsive, attitudinal responses that abruptly erupt with the assistance of viral marketing or by the manipulation of public sentiments in social media circles. Literary or art appreciation, therefore, shows the impact of impulsive impressions rather than a premeditated or aesthetically fine-tuned sensibility obtained from works of art. The post-modern reader or spectator keeps contemporary literature away from its formative function of helping man to perfect his rational essence by refining or reforming his sensibilities. On the other hand, his mode of appreciation inverts its stature to bury its intrinsic value under the floating façade of vicarious entertainment. Hence, the observable form of the exposition on the nature of appreciation is the absence of any stable formative basis.

 

Author(s) Details

Savio James V.
Mary Matha Arts & Science College, Vemom, P O Mananthavady, 670 645, Wayanad (Dist), Kerala, India.

 

Please see the book here :- https://doi.org/10.9734/bpi/lleru/v9/6515

Tuesday, 22 February 2022

Foundational Mathematics for Tertiary Students | Book Publisher International

 The Book's Purpose and Importance

Foundational mathematics with R applications was designed to bridge the gap between traditional mathematics and the desire for a mathematical work that combines mathematical concepts with software applications. This is how things are done nowadays. Solving mathematical problems with calculators, and occasionally manually, is uninteresting and time-consuming in today's fast-growing digital and information technology world, especially in the big data era. Today's data has a wide range of features, necessitating the development of computer programming skills in order to solve mathematical issues using such data. Apart from saving time, it aids in the completion of various chores at a faster rate, allowing for growth in other aspects of life. Furthermore, employing software tools to solve complex integral functions, for example, provides for more accurate answers than would be possible with alternative approximation methods. Another benefit of using software applications to solve mathematical problems is the ability to graph. Computer software applications offer advanced graphical manipulations and features, such as multiple graphing, which improves visualisation and interpretation.

To this purpose, the book aims to pique the interest of early tertiary students who will be required to take math courses as part of their curriculum. Such pupils are frequently not mainstream mathematics students, and hence have a low level of interest in the subject. It would normally be interesting to have a book that introduces students to computer applications of mathematical topics. By doing so, the expressed fear of mathematics would be alleviated, hence reducing the likelihood of failing in the subject.

One noteworthy contribution of this book will be the anticipated attention it will elicit, as well as the implications this will have on mathematics education. It is clear that the publication of this book will add a new dimension to the teaching of mathematics in most tertiary institutions, with a strong emphasis on the use of computer software to apply principles learned in class. In some tertiary jurisdictions, this dimension did not exist previously. In a nutshell, it is believed that foundational mathematics combined with R software applications will considerably benefit tertiary students by piqueing their interest in mathematical practises.

 

This Book's Highlights

Set theory, number systems and inequalities, functions and algebra, and exponential and logarithmic functions are all covered in the book's seven chapters. Differential and integral calculus, as well as differential equations, make up the rest. The general objectives are listed at the start of each chapter. These are clever chapter objectives that will help readers analyse what they've learned after reading the chapter. There are 127 worked examples and 54 trials in total, with the answers provided.Immediately beneath the questions is a list of resources. Aside from R applications to problems, solutions to examples are structured in a methodical manner so that the average student may follow along without assistance.

R Computer Software Environment Overview

R is a programming language that allows a person to interact with a computer by issuing instructions and getting responses. It's a programming language invented by Ross Ihaka and Robert Gentleman in New Zealand in 1991. It has a lot of power when it comes to statistical computation and visuals. In the year 2000, the first version of R, 1.0.0, was released. R can be downloaded through the Comprehensive R Archive Network (CRAN) web site, http://cran.r-project.org/, which is run by the R Development Core Team.

Apart from the fact that R is free (which isn't totally true, because full knowledge of R requires internet connection), its main advantage is that it is a programming language. This means that before effectively executing a command, the individual should have a thorough grasp of what to do and what to expect. After the prompt (>), type codes or commands. It's worth noting that some R functions are required to complete specific jobs, but they're not included in the normal R installation. They're referred to as "packages." The CRAN website also has packages accessible. Because R is case sensitive, use the comment operator # to add comments to command lines and the navigation keys (,,) to browse through written commands lines. When it comes to learning R, constant practise is necessary.


Author(s) Details

John Coker Ayimah
Ho Technical University (HTU), Ghana.

Elikem Kofi Krampa
Ho Technical University (HTU), Ghana

Saviour Worlanyo Akuamoah
Ho Technical University (HTU), Ghana.

View Book:- https://stm.bookpi.org/FMTS/article/view/5688