Virtual

Entrare nell’immagine: un desiderio che accompagna l’umanità
dall’alba dei tempi, perdendosi nelle nebbie del mito. Un desiderio
che nei secoli ogni cultura visuale ha cercato di realizzare con
i mezzi di volta in volta disponibili. E che oggi le tecnologie di realtà
virtuale promettono di soddisfare: l’immagine si fa ambiente immersivo,
ci avvolge a 360 gradi, è presenza in carne e ossa. Saltano
le cornici che la confinavano in un mondo a parte. Persino il
medium in cui si concretizza sembra farsi trasparente. Una volta
aperto il passaggio fra il mondo reale e il mondo iconico, dobbiamo
però aspettarci un varco percorribile nei due sensi: penetriamo
nel mondo dell’immagine, ma l’immagine esonda nel nostro
mondo. Al desiderio si accompagna il timore per tale tracimazione.
Questo libro esplora quel doppio movimento, e ricostruisce la
storia di quel desiderio-timore, delle fantasie che ha innescato e
delle strategie escogitate per corrispondervi: dal proto-immersivo
Narciso ai caschi VR, passando per il trompe-l’oeil e le sculture
viventi, gli specchi e le architetture illusionistiche, i panorami e le
fantasmagorie, l’arte-ambiente, il cinema in 3D. Indugiando sulla
soglia che al contempo separa e congiunge quei due mondi, ne
subiamo il fascino, e ne apprezziamo il rischio.

The concept of "virtual" widely used today is polysemantic, but the reasons for this are not quite clear. The article is devoted to the study of some linguistic (semantic) and philosophical reasons for the existence of “Platonic” (real, imaginary) and “Aristotelian” (possible, effective) meanings in which the sense of the word "virtual" is expressed in Russian. The word "virtual" is derived from the Latin word "virtus". The semantics of the word "virtus" happens to be interconnected with the meanings of the words "ἀρετή", "δύναμις" and "potentia", since the Latin word "virtus", which has two semantic “dominants” — "virtue" is the “Platonic” dominant and "power" is the “Aristotelian” one, — was used to translate two Greek words: "ἀρετή" (virtue) and "δύναμις" (strength, power, might), and the Greek word "δύναμις" was translated by two Latin words: "virtus" (righteous divine power) and "potentia" / "potentialitas" (ability, power). Through Plato’s doctrine of arete-eidos, the concept of "virtus" is also connected with the concept of "εἶδος". Thus, the “Platonic” line of meanings expressing the sense of the word "virtual" is connected with the concepts of "ἀρετή" and "εἶδος", and the “Aristotelian” line — with the concepts of "δύναμις" and "potentia". All meanings of the words "virtus", "ἀρετή", "δύναμις" and "potentia" can be divided into three groups: “Platonic,” “Aristotelian,” and “Platonic-Aristotelian”. The sense of the English word "virtual" is expressed when translated into Russian by the following four meanings: a) factual, real; being something in essence, really (and not formally); b) imaginary; c) possible; d) effective. The meanings "a" and "b" can be attributed to the “Platonic” line, and the meanings "c" and "d" — to the “Aristotelian” one. It is considered how the mutual influence of the meanings of the words "virtus", "ἀρετή", "δύναμις" and "potentia" in the three specified groups could lead to the formation of the four above-mentioned meanings, in which the sense of the word "virtual" is expressed in Russian. Key words: virtus, ἀρετή (virtue), εἶδος, δύναμις (ability / possibility), potentia (power), the virtual, Plato, Aristotle, ontology, semantics.

1.1 Shifting from Physicality to Virtuality
No prior generation has witnessed such an extraordinary acceleration of technological
power over reality. Corresponding social changes and ethical responsibilities
accompany this acceleration (Floridi, 2002). To be sure, computing and new
telecommunication technologies are well along in creating a global network of social
communications with near instantaneous transmission of information, ideas, and value judgments in science, commerce, education, politics, religion, entertainment, and
every other facet of human activity. Indeed the very fabric of human understanding
shifts as physical reality gives way to virtual reality, or more appropriately, to
virtuality, concurrently transforming of the way philosophers understand foundational
concepts like mind, consciousness, experience, knowledge, truth, ethics, and
creativity.
While the Internet has been considered the latest and in many respects the most
powerful in the continuum of evolving media from the telegraph to telephone, radio,
and television, virtual reality communication media emerge as the forward edge of a
general evolution towards the emergence of a metamedium and explicitly embody “a
destination for the evolution of this metamedium" (Biocca & Levy, 1995), p. 16). A
metamedium transcends the ability to merely statistically represent. A metamedium
can dynamically simulate (Kay, 1990). Virtuality communication media dynamically
simulate experience perceived as telepresence.

This paper introduces a new form of work integrated learning (WIL), one where students' previous experiences in the workplace are used as a basis for the integration of further conceptual and theoretical learnings. At a university level, WIL usually refers to practicums, internships and placements which enable students to develop work based skills, integrate theory with workplace practice, apply theoretically learned problem solving skills in the 'real world' and effectively become exposed to, and socialised into, the practices and expectations of the profession in which they are studying. The case study of the Murdoch Business School applied this concept in reverse. Students were required to use their existing work-based experiences to question the applicability of the University learning they had undertaken in business-related topic areas. Learning outcomes were focussed on students evaluating and reflecting on the 'authenticity' and relevance of their University-based learning when mapped against their current 'real world' work experiences. The students were asked to assess, question and integrate their individual (and collective) work-based experiences and acquired real-life knowledge with their business-based university learning. The students reported a universally positive assessment of the unit. They concluded that the learning topics within the unit had provided them with critical and personally useful insights into their own and the wider work environment. It also led to a deeper questioning of the university learning that they had received within their Business majors. A final question remains unresolved: does such a unit fit legitimately within the taxonomy of acceptable WIL definitions? Keywords: work integrated learning; student centred learning; reverse mapping; integration of learning and practice

Indonesia, like other countries in the world, struggles as pandemic strikes. Such condition force every subject involved in the criminal justice system to administer technology to suppress the spread of the virus by social distancing. However, the sudden turn to employ modern technology has made the justice system moved into a new place called the virtual court. This pandemic situation also forces the shift of the conventional criminal court to the virtual criminal court paradigm. This article discusses the history of virtual criminal court in Indonesian Criminal Justice. This research employs a descriptive-normative method. The information collected by applying a historical approach and theoretical approach.  Relevant data then studied and evaluated. The result then explained and described clearly. Indonesia is ready to implement virtual criminal justice. The shift from formal criminal court proceeding into virtual criminal court proceeding is applicable in Indonesia since 2002. In...

Social media skills are used in nearly every organization so students should be prepared in a strategic way to compete in this environment where their careers are enhanced or eliminated by their social media use (Preston, 2012).  One social media platform in the news for preparing students for work is Pinterest (Kimm, 2012; Delello, 2012). Pinterest. McWhorter (2010) described how Virtual HRD has emerged over time beginning with the use of information technology (IT) and progressing to sophisticated technologies that create  spaces for meeting through and within the technology. Such innovation allows for “technology-mediated work, learning and development that are strategic and innovative” (p. 624) necessitating the field of HRD to develop an understanding of how these technologies are expanding the workplace.  McWhorter (2011) defined Virtual HRD as: “the process of utilizing technologically integrative environments for increasing learning capacity and optimizing individual, group, community, work process, and organizational system performance” (p. 3) which is advantageous for considering Pinterest as a facilitator to prepare higher education students for the workplace.

The convergence of game technology (software and hardware), the Internet, and rehabilitation science forms the second-generation virtual rehabilitation framework. This reduced-cost and patient/therapist familiarity facilitate adoption in clinical practice. This paper presents a PlayStation 3-based hand physical rehabilitation system for children with hemiplegia due to perinatal brain injury (hemiplegic cerebral palsy) or later childhood stroke. Unlike precursor systems aimed at providing hand training for post-stroke adults in a clinical setting, the experimental system described here was developed for in-home tele-rehabilitation on a game console for children and adults with chronic hemiplegia after stroke or other focal brain injury. Significant improvements in Activities of Daily Living function followed three months of training at home on the system. Clinical trials are ongoing at this time.

Integrated technologies are changing the workplace in a real way. This session will discuss sophisticated technologies and review Web-based tools conducive for learning and training on the Web. Due to the uncertainty and volatility in the current business environment, scenario planning has seen an increase in utilization. This session highlights two virtual scenario planning projects illustrating technology-enabled planning in a small business and in a non-profit organization context whereby both cases utilized Web 2.0 tools for synchronous strategic learning. This methodology may prove useful for public and private sector organizations when standard face-to-face scenario planning is cost and time prohibitive.

Le contexte sanitaire actuel et le développement du télétravail ont quelque peu remis en question les certitudes et fonctionnements établis. De nouvelles perspectives se sont ouvertes : certains modèles se sont mis à la pose en visio ; et des artistes, enseignants et élèves au dessin ou à l’enseignement d’après modèle en ligne.

El objetivo de este trabajo es analizar el potencial de educación presencial, en el aula educación virtual, en la casa, dentro del proceso enseñanza aprendizaje en época de pandemia y como procesos de aprendizaje y transmisión del conocimiento. La primera a través de un aula y la segunda mediante línea, para conocer la efectividad tanto de las clases presenciales como virtuales.  De ahí se destaca de cada uno sus éxitos, ventajas, desventajas. En general, la investigación permitió interpretar la importancia de las clases presenciales y en línea, realizar un razonamiento, una crítica, una precisión objetiva y lo que es más importante determinar la importancia de los docentes tanto en las clases presenciales como virtuales, con roles diferentes y con desafíos que deben capacitarse y profesionalizarse para estar acordes al mundo tecnológico.

This paper discusses and examines trust building in the remote-digital negotiations. More specifically, the paper focuses on international trade negotiations aimed at being integrative, and how the Covid-19 pandemic affected the way they have been conducted over the years, mainly relying in face-to-face meetings. Information exchange and knowledge sharing is essential part of negotiations, occurring in interactive processes between actors involved. Trust is a prerequisite for effective information exchange and knowledge sharing and creation. Trust creates openness, willingness to collaborate, and freedom to be productive, and is a foundation for integrative negotiations. Trust manifests in different ways, affecting time, intensity, process, and results of the overall negotiation process. Remote working and remote-digital meetings have become prevalent these days, especially due to the disruption caused by Covid-19. Remote communication necessarily carries inescapable restrictions compared to face-to-face encountering and discussion. Therefore, the technology mediated (TM) remote context highlights the meaning of trust, as interaction and collaboration emerge more restricted than in face-to-face contacts. This paper builds on previous research on integrative negotiations, role of trust, and meetings. By analysing and discussing the academic literature, the purpose of the paper is to provide theoretical views and insights for further research, and practical implications for negotiators and professionals in general. The exploratory research questions are: i) what challenges did the Covid-19 pandemic pose to international trade negotiations? ii) how do virtual-TM meetings may affect trust building for integrative negotiations? iii) how does country culture and technology mediate the impact of virtual meetings in trade negotiations? By responding to these research questions, the paper focuses on intangible factors that may contribute to trust building or trust destroying in virtual meetings and how they may affect information exchange, knowledge sharing and knowledge dynamics leading to successful integrative negotiations.

Chapter 1. The notion and conceptions of virtual reality. Chapter 2. "Platonic" senses of the "virtual": the "virtual" as a produced by the activity of the objectively-mental. Chapter 3. "Platonic" senses of the "virtual": naturally-caused subjectively-mental virtual reality. Chapter 4. "Platonic" senses of the "virtual": artificially-caused subjectively-mental virtual reality. Chapter 5. "Aristotelian" and "Plato-Aristotelian" senses of the "virtual".

This paper introduces Deleuze’s philosophy of becoming in system theoretic terms and proposes an alternative ontological foundation to the study of systems and complex systems in particular. A brief critique of system theory and difficulties apparent in it is proposed as an initial motivation to the discussion. Following is an overview aiming to provide an access to the ‘big picture’ of Deleuze’s revolutionary philosophical system with emphasize on a system theoretic approach and terminology. The major concepts of Deleuze’s ontology - difference, virtuality, multiplicity, assemblages, quasi-causation, becoming (individuation), intensity and progressive determination are introduced and discussed in some length. Deleuze’s work is a radical departure from the dogma of western philosophy that also guides the foundations of science and system theory. It replaces identity with difference and being with becoming, in other words, it provides system theory with an ontological ground based on change, heterogeneity and inexhaustible novelty-producing process that underlies all phenomena. The conceptual tools made available by this philosophy seem to capture the fundamental aspects of complexity and complex systems much better than the current conceptual system that is based on static transcendental ontological entities.

Este livre-escrito se pretende uma aproximação estética ao texto "Água Viva", de Clarice Lispector. Em tal aproximação busca-se uma experiência imediata, explicitante do princípio, já presente nas teorizações das psicoterapias de fundamentação fenomenológico-existencial, segundo o qual não encontram-se no cultivo das capacidades humanas de reflexão as possibilidades de atualização das potencialidades humanas de auto-construção e auto-superação.

Objective: This paper explores the therapeutic relationship, engagement and communication for participants using telepsychiatry (i.e., video; TP), telebehavioral health (TBH) and other technologies.
Methods: The goal of this concept paper is to help clinicians, teachers and researchers consider the intersection of the following three topics: 1) the therapeutic relationship in psychiatric and behavioral health care; 2) how TBH affects the therapeutic relationship, engagement, communication, and boundaries; and 3) research findings on telepresence (TPr), virtual reality (VR) and augmented reality (AR) applied to clinical care. A keyword search focused on concept areas: 1) therapeutic relationship, engagement, communication, boundaries, clinical; 2) telepsychiatry, telemental or telebehavioral health, telepsychology); 3) psychotherapy via technology; 4) computer/technology-mediated communication; and 5) telepresence related to technologies (virtual, augmented, reality, environment).
Results: From a total of 4,712 potential references, 453 were eligible for full text review and 77 papers directly related to the concepts. From papers’ references and a review of books and popular literature, 12 other sources of information (i.e., papers, books, other) about TPr and VR were found. Though few studies literally discuss the therapeutic relationship, the impact of technology on clinical engagement and communication is growing, from clinical (e.g., psychotherapy) and non-clinical (e.g., communication, TPr) literature. The historical evolution of TPr and VR shows that definitions, foci of studies (e.g., social neuroscience to business) and assessments vary widely. TP and TBH care can be improved by concepts of TPr, avoiding distractions, understanding the technology-human interface, measures of TPR for clinical use and the use of simulation for training.
Conclusions: Additional evaluation/research is needed to ensure quality care, training, and evaluation of the therapeutic relationship while preventing potential pitfalls.

Virtual schools are rising in popularity and presence. Unfortunately, there is a relative dearth of research related to teaching and learning in virtual schools. Although there are numerous handbooks addressing teaching online, there is little research on successful online teaching in the K-12 arena. Much of the existing research focused on teaching online is rooted in face-toface content, not focused on content areas, built upon a post-secondary audience, or fails to use data from the teachers themselves to triangulate findings. This ...

Sierra, JL, Fernández-Valmayor, A., Guinea, M., & Hernanz, H.(2006). From Research Resources to Learning Objects: Process Model and Virtualization Experiences. Educational Technology & Society, 9 (3), 56-68. 56 ISSN 1436-4522 (online) and 1176-3647 (print).© International ...

Social media in general, and Facebook in particular, have used word 'metaverse extensively. Are you aware what it is? And When Facebook changed its corporate name to Meta, , people really were intrigued. The metaverse is a network of always-on virtual environments in which many people can interact with one another and digital objects while operating virtual representations-or avatars-of themselves. Think of a combination of immersive virtual reality, a massively multiplayer online role-playing game and the web.

This is the syllabus for my Bergson seminar, through the Melbourne School for Continental Philosophy. It will be taught online, through Zoom. It runs from March 8 to May 31, Monday evenings at 6:30-8:30pm (AUS EDT).

Here is the link: https://mscp.org.au/courses/evening-school-sem-1-2021

Wilderness medicine (WM) education is desired in Primary Care Sports Medicine fellowship training. Due to the COVID-19 pandemic and travel restrictions, a virtual wilderness medicine boot camp was created to share a WM experience with learners across the United States. A previously led in-person WM boot camp was converted to lecture format and delivered through video conference. This covered information relevant to WM and the sports medicine certification exam. A post intervention survey was completed by 79.5% of participants (128/161). Participants rated the virtual experience positively. Both fellows and faculty felt the virtual boot camp adequately taught WM topics (fellows [5(4-5)], faculty [5(55)], P<0.01). Both felt the virtual experience was sufficient over an in-person boot camp (fellows [4(2.75-4)], faculty [4(4-5)], P<0.01). Due to the ongoing COVID-19 pandemic, it is important to rethink teaching strategies to optimize the opportunities for learners. To date, this is the largest boot camp recorded in the literature. This was a safe and cost effective way to ensure that requirements for a WM experience were met. This virtual course could be adjusted to fit learning objectives of any specialty and tailored to accommodate any level of learning.

Resumen El estudio del psicoanálisis es una práctica que desarrolla su trabajo de investigación sobre la psique, la mente, interpretar al inconsciente; La técnica del juego se utiliza en la transferencia con el niño, obteniendo más rápido los significantes necesarios para entender alguna patología mental, pero esta técnica desde Melanie Klein se ha visto obsoleta y muy lenta con la evolución tecnológica, entre la interacción hombre-máquina queremos mediar un ciclo terapéutico, en este caso psicoanalista-niño-máquina y la relación tecnología-salud, por medio de la implementación de un sistema multimedia, sustentado con diferentes autores sobre la técnica del juego para así poder obtener una transferencia más efectiva, donde el psicoanalista y el niño hagan parte de un entorno onírico, donde el niño se sienta capaz de fluir en su asociación libre mucho más rápido de lo habitual, sintiéndose cómodo con lo que dice, con lo que siente y con lo que expresa.

Virtual classes are courses conducted over the Internet, generally through a learning management system. These classes are provided in different ways-as MOOCs (Massive Open Online Courses), Distance education under authorized universities or alternatives for traditional classes. Students faced a sudden shift to virtual education with the rise of Covid19 pandemic. Aim: This study aims to evaluate students' attitude towards the shift to virtual education during the Covid19 pandemic. Method: The study was conducted on 16 samples selected through purposive sampling technique and belonging to two categories-School and college students. Semistructured interviews were conducted to assess attitudes of the participants. The interviews were then transcribed and analyzed to draw conclusions. Results: The overall analysis indicate negative attitude of students towards virtual education. School and college students differ in attitudes towards different aspects of virtual education, which is discussed in the study.

This article aims to explore the nature of Nick Land’s “anomalous theory of time”, of which we can single out two fundamental features. Namely, (1) that the future is no less ontologically given than the past, and (2) that it can interfere with the present condition. In order to deepen their meaning, I map out a gene- alogy of Land’s theory, by drawing from his entanglement with multiple concep- tual domains. Firstly, I deal with the notion of hyperstition, which is taken as an entry–point into Land’s understanding of time, and through which we can shift our attention from the future in itself to its virtual dimension, thereby clarifying the nature of its interactive dynamics with the present and actual sphere. Second- ly, I address Land’s cybernetic approach to the structure of time, bringing into account some scientific issues that, according to the philosopher, point toward a re–evaluation of temporality. Eventually, by accounting for Land’s own hypersti- tion, which exposes philosophy to a reconfiguration of its functions — i.e., that of shedding light on, and effectuating alike, the (virtual) future to come — I res- onate around the destiny of the philosophical thought therein.

Au-delà du débat dichotomique sur le virtuel, le réel, et leurs rapports aux technologies numériques, cette communication vise à poser la virtualité comme un talent et une puissance de transformation. Le concept métaphorique des « talents virtuels » induit de nouveaux rapports au savoir et à l'oeuvre de l'Homo Virtualis.

Technology is permeating our personal and professional lives and is having an enormous impact on the field of human resource development (HRD). Given the growing interest
that scholars have had for integrating technology into HRD practice and research, Virtual HRD (VHRD) has emerged as a new area of inquiry in the field of HRD. This article begins by defining and exploring the emergence of the construct of VHRD. It reviews the evolution of technology from the inception of the Academy of Human Resource
Development and integrates selected literature that supports the emergence of VHRD in the field of HRD to include sophisticated, immersive environments appropriate for HRD
practice. This article then introduces the contents of this special issue and articulates the four-part format that will be used to do so. Lastly, a summary is provided that serves as a
call to action for HRD scholars and practitioners to more thoughtfully consider the impact of VHRD on the future of the HRD field, to disseminate the accumulated research
that has been done thus far, as well as to promote awareness of VHRD as a compelling HRD construct before other fields lay claim to this territory and obfuscate the contributions that have already been made toward understanding, defining, and
researching this emergent construct.

Randall Collins is coming to the theory of conflict as a model that describes the diversity of the social world and, at the same time includes all of its variety. I’m going to show how conflict theory is applicable to different levels of social interaction in everyday life. In particular, I will focus on mediated kinds of conflicts that occur on-line and off-line. Given the wide distribution of mediated interaction, it is necessary to compare the mechanisms of interaction face to face in everyday life and the mechanisms of solidarity and emotional energy production while communicating through electronic media. Speaking about the interaction at the micro level, we are faced with a number of similar patterns. Solidarity, produced by making "friendship" on social networks can easily lead to conflicts of dominance similar to those that occur in small groups. Analyzing the features of the mediated network interaction, Randall Collins finds that such communication is not a substitute for bodily face-to-face interaction, but only supplements it. In addition, he notes that the degree of emotional solidarity that arises in this kind of interaction is much lower than those constitutes the social movements that have in its core bodily interaction. Separating these types of conflicts as a ‘virtual’ and ‘violent’ in this paper, we’ll try to pay attention to the similarities and differences in the effects of these kinds of conflicts.

Key words: virtual conflict, Randall Collins, solidarity, emotional energy, mediated interactions

Certaines rencontres ne nous laissent pas indemnes. Une rencontre peut être synonyme de grand bouleversement tout comme d'une importance plus diffuse, n’apparaissant qu'une fois l'événement révolu. Ce qui compte ici, c’est l’impact qu’un tel fait produit. Ce contact marque le cours de l’expérience de son empreinte. Cette proposition, à la fois réflexive et esthétique, nous invite à prêter attention aux mouvements que les choses font lorsqu’elles se constituent et se dissipent, lorsqu’elles deviennent, insistent ou persistent dans le cours de l’expérience.

Comment cultiver de nouvelles formes d’attention aux événements pour parvenir à prendre la mesure de cet entremêlement? Le philosophe Etienne Souriau nous apporte un premier élément de réponse : en pensant l’intensité. À ses côtés, cette étude se propose de penser l'aventure du geste d’intensification. Faire monde avec Souriau permet à tous ces êtres qui peuplent à la fois nos rêves, nos imaginaires et nos souvenirs de pouvoir prendre de l’importance au sein du récit en train de se dérouler. Le point étant que l’importance n’est pas immédiate, elle s’acquiert : elle s’instaure. Qu’il s’agisse d’instaurer un concept, un son ou bien une équation, on n’instaure jamais seul, on instaure toujours à partir de et avec une pluralité d’autres existences. Cheminer avec cet auteur nous entraîne alors sur la piste de nouvelles manières d’agir et de penser permettant de transformer ce qui nous touche en quelque chose de commun.