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1.
Crossing Over from Digital Practices to Media Arts and into Social Innovation
Kristina Pranjić, Peter Purg, 2022, published professional conference contribution

Keywords: Media Arts, Education, Social Innovation
Published in RUNG: 06.03.2023; Views: 963; Downloads: 0
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2.
Algorithms matter and one should better understand them
2020, radio or television broadcast, podcast, interview, press conference

Keywords: algorithm, programming, technology, languages, sonic arts, sound, contemporary art
Published in RUNG: 23.02.2021; Views: 1948; Downloads: 16
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3.
Plants are my fellow DJs
2020, radio or television broadcast, podcast, interview, press conference

Keywords: plat art, acoustics, sonic arts, performance, transpecies, anthropocene, bioart
Published in RUNG: 22.02.2021; Views: 2089; Downloads: 25
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4.
Sustainable impacts for studying and innovating through art, science and technology : MAST sustainability plan
Kornélia Kiss, Peter Purg, Simon Gmajner, Nayarí Castillo-Rutz, Daniela Urem, Sergi Bermúdez, 2020, treatise, preliminary study, study

Abstract: The MAST Sustainability Plan reflects the actions and strategies of the MAST project consortium that are to safeguard the longevity of the project’s positive impacts both on the level of participating institutions, the manifold stakeholder groups involved, and the broader network of (future) partnerships that may evolve and benefit from the project’s results.
Keywords: Sustainability, exploitation, project, Arts Science and Technology
Published in RUNG: 10.02.2021; Views: 2212; Downloads: 62
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5.
From Art to Innovation: Do they really need us? : Ars Electronica 2020 (Garden Slovenia)
Peter Purg, Uroš Veber, Janez Frelih, other monographs and other completed works

Abstract: Ars Electronica Garden Slovenia konS ≡ TALKS - From Art to Innovation: Do they really need us? Kersnikova Institute [Kapelica Gallery + Rampa + BioTehna + Vivarium] (SI), Projekt Atol Institute (SI), Ljudmila Society (SI), Aksioma Institute (SI), Cona Institute (SI), University of Nova Gorica – School of Arts (SI), Youth Cultural Centre Maribor (SI), Youth Centre Velenje (SI), LokalPatriot Novo mesto (SI) Credits Partners: Kersnikova Institute (Kapelica Gallery + Rampa + BioTehna + Vivarium), Projekt Atol Institute, Ljudmila Society, Aksioma Institute, Cona Institute (all from Ljubljana), University of Nova Gorica – School of Arts, Youth Cultural Centre Maribor, Youth Centre Velenje, LokalPatriot Novo mesto – SI konS ≡ Platform for Contemporary Investigative Art is a project chosen on the public call for the selection of the operations “Network of Investigative Art and Culture Centres”. The investment is co-financed by the Republic of Slovenia and by the European Regional Development Fund of the European Union.
Keywords: interdisiplinary, intermedia, arts, innovation, labs, kons, platform
Published in RUNG: 09.11.2020; Views: 2762; Downloads: 0
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6.
Slovene scientists during World War II : The life trajectories of Maks Samec, Fran Ramovš and Ljudmila Dolar Mantuani, and the impact of World War II on their careers
Željko Oset, 2019, original scientific article

Abstract: This paper discusses the impact of World War II and its aftermath on the Slovene intellectual elite within Slovene national institutions, e.g., the University of Ljubljana and the Slovene Academy of Sciences and Arts. The focus is on the life trajectories of three prominent professors of the University of Ljubljana, among whom two were also members of the Slovene Academy of Sciences and Arts. They were selected due to their prominence, scientific field (natural sciences and humanities), and gender. Case studies can provide a better understanding of decisions, doubts, and anguish of individual scientists, while testy about the general mood among intellectuals. Everyone tried to find their way through the war and repression in different ways. Due to their position in society, the intellectuals were more protected than the general public, but even then they were under pressure to proclaim loyalty to the occupation authorities, and after a while denounce the liberation movement. After the war, their lives, connections and wartime actions were placed under the microscope by the new Communist authorities.
Keywords: World War II, Slovene culture, University of Ljubljana, Slovene Academy of Sciences and Arts, Maks Samec, Fran Ramovš, Ljudmila Dolar Mantuani
Published in RUNG: 06.04.2020; Views: 2753; Downloads: 0
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7.
Quality Assured Across Borders of Disciplines and Cultures : Two cases on developing open and progressive curricula in the arts (MAP programme, MASTmodule.eu) and a discussion on how to assure their quality.
Peter Purg, 2019, published scientific conference contribution abstract

Abstract: Abstract (full): Within the international master study programme of Media Arts and Practices (MAP) the University of Nova Gorica School of Arts is currently developing an interdisciplinary module in Art, Science and Technology (MAST) within a diverse partnership of two further universities and three NGOs. Both curriculum development projects were funded by the European Commission for their progressive, even disruptive character. If MAP (2011-2014), developed within the ADRIART.net project, was to join four countries as well as several artistic and media production fields creating a new partnership model and a contemporary employment profile, MAST (2018-2020) now seeks to root the art-thinking paradigm deep into the innovation process outside university. In order to reinvent better and meaningful futures for the society at large the dominance of the technological and the scientific approach is to be balanced out by the artistic openness and radical difference. This in turn mirrors the structure of the MAST curriculum – not only that its outcomes are unprecedented and tuned onto most progressive priorities of the Europen Union. The syllabus reminds of the innovation process itself, building a new module-specific graduate profile of an “innovation catalyst’. The abovementioned two cases will be interpreted on the background of ‘The Standards and Guidelines for Quality Assurance in the European Higher Education Area’ (ESG) as the primary setting of their development and implementation, while the ‘internal’ quality aspect shall be prioritized. The discussion will predominantly refer to the design and approval of programmes, but also present some novel solutions in student-centered learning, teaching and assessment. After touching upon a relevant recognition issue, the public impact and meaning of such programmes will be considered more broadly. As far as the design and approval of programmes (ESG 1.2) are concerned, the Guidelines point out that curricula should be designed „in line with the institutional strategy“ which often proves a paradox – a new academic programme development may instigate radical institutional change from the bottom-up, such that is unlikely to occur through the conventional top-down approach. The MAP project involved four university partners, of which two accredited the master programme fully as such (Croatia and Slovenia) and two participated therein merely with partnership modules. While the Slovenian partner gradually modified its strategic priorities as a (fairly small) art school throughout the project's three years, the bigger Croatian national art academy would let the MAP programme remain insulated from other programmes, preventing the curricular innovations and new teaching and learning methods from spreading to other programmes. This eventually led to inter-institutional conflicts and a closure of the programme in 2018 after three years of its running. Even if all invlved universities „involved students and other stakeholders in the work“ and the MAP programme contained „well-structured placement opportunities“ (ESG 1.2), its sustainability was evaluated low also in the case of the Italian and Austrian partners, since most of the MAP curricular structures eventually proved too open and progressive for their traditional acdemic environments. The Graz Technical University (Austria) returned in the MAST project again to enter a new, more contemporary alliance, founded on their bilateral continuity with the University of Nova Gorica, and their strategic priority of developing interdisiplinary programmes. The latter has in 2014 also established and continues to lead a South-Eastern-Europe wide CEEPUS network of ten art academies named ADRIART.CE (Belgrade, Budapest, Graz, Nova Gorica, Krakow, Rijeka, Split, Sarajevo, Belgrade, Skopje, Sofia), three of which presented its core that developed from the MAP partnership (www.ADRIART.net/ce). Besides Nova Gorica and Graz, the MAST partnership involves one further university (Madeira University, Portugal) and three NGOs (the renowned Kapelica Gallery from Slovenia, the Croatian Cultural Allience and the Europe-wide network Culture Action Europe). The ESG standard 1.3 on student-centred learning, teaching and assessment suggests that the programme delivery should „encourage students to take an active role in creating the learning process, and that the assessment of students reflects this approach.“ The MAP programme manifests this approach in several novums such as the 'Progress Track' module, where students critically peer-reflect on their academic progress along three semesters, or the 'Studio' module that brings into the programme external art (and later in MAST also science and/or technology) practitioners. It also treats contemporary topical issues that relate to the European topics such as e.g. 'The Future of Work' as well as to the profile of the cohort, their course selections and career orientation. A continuous 'Carrier Module' (MAST being one of them, others are Film, Animation, New Media, Photography and Contemporary Art Practice) in the MAP programme supports the student's „flexible learning path“ along three semesters of gradual academic progression: After exploring the chosen realm, and then defining own topical interest and method, the student focuses on her or his area of artistic (or interdisciplinary) investigation, in order to complete the Master Thesis (that includes a theoretical thesis and a practical project) in the fourth semester, all to encourage „a sense of autonomy in the learner, while ensuring adequate guidance and support from the teacher“. In the case of MAST the students shall each year be faced with the semester-long 'Challenge' course that is to keep them deeply involved in a real-life innovation process brought in from NGOs or companies, along with their expert mentors, or evaluators (in assessment committees, programme boards etc). Both MAP and MAST curriculum development projects focussed importantly on the issue of „fair recognition of higher education qualifications, periods of study and prior learning, including the recognition of non-formal and informal learning“ (ESG 1.4). This was to not only support but also promote mobility of staff and especially students, since both curricular structures instigate international as well as inter-sectoral collaboration: if the academic experience of students and their career prospects is to be advanced, a dynamc flux and interaction of students, (external) mentors and (university) teachers needs to be preserved at both entry and exit points to the programme (or module). Only this way the positive public impact and meaning of such programmes (ESG 1.8) can be kept transparent – not only to be accounted for, but also actively steered towards actual social and economic relevance! Study programmes that matter to all stakeholders – the students, the universities and the employers, including a broader public, need to be kept open for manifold talents and apply progressive interdisciplinary teaching and learning methods, attracting experts and tackling real-life challenges across disciplinary sectors, and national borders.
Keywords: arts, pedagogy, quality assurance, curriculum development, science, technology
Published in RUNG: 11.09.2019; Views: 3210; Downloads: 0
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8.
9.
Life trajectories of three professors of the University of Ljubljana : The impact of the Second World War on their careers
Željko Oset, 2018, published scientific conference contribution abstract (invited lecture)

Abstract: The paper focuses on careers and life trajectories of three university professor of University of Ljubljana: Fran Ramovš (1890-1952, slavicist, assistant professor in University of Graz – 1917-1918, a professor at the University of Ljubljana – 1919-1950, rector of the University of Ljubljana – 1934/1935, president of the Slovene Academy of Sciences and Arts – 1950-1952), Maks Samec (1881-1964, chemist, a professor at the University of Ljubljana – 1919-1945, rector of University of Ljubljana – 1935-1937, purged from the University after Second World War but later became head of the newly established Institute of Chemistry at the Slovene Academy of Sciences and Arts – 1946-1964) and Ljudmila Dolar Mantuani (1906-1988, geologist, in 1940 became Assistant Professor, and before the end of the war in 1945 emigrated to Canada where she established herself in the private sector.
Keywords: The University of Ljubljana, the Slovenian Academy of Sciences and Arts, academic freedom, World War II
Published in RUNG: 17.09.2018; Views: 3581; Downloads: 0
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10.
Capoeira : influences on depression, aggression and violence in Salvador
Goran Gumze, 2014, doctoral dissertation

Keywords: martial arts, lifestyles, leisure, idleness, depression (psychology), aggressiveness (psychology), violence
Published in RUNG: 19.02.2015; Views: 5025; Downloads: 470
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