Intersections, Innovations, Institutions: A Reader in Singapore Modern Art is the second of two volumes of readers which the editors had published on Singapore art. The first volume, Histories, Practices, Interventions: A Reader in Singapore Contemporary Art, was published in 2016. Like the first volume, Intersections, Innovations, Institutions brings together historically important writings but the scope is on modern artistic practices in Singapore from the 19th century to the 1980s. The aim of this book is to make these writings accessible for research and scholarship and for new histories and narratives to be constructed about the modern in Singapore art.Bundle set: A Reader in Singapore Modern and Contemporary ArtRelated Link(s)

Bridging art and innovation, this book invites readers into the processes of artists, curators, cultural producers and historians who are working within new contexts that run parallel to or against the phenomenon of ‘maker culture’. The book is a fascinating and compelling resource for those interested in critical and interdisciplinary modes of practice that combine arts, technology and making. It presents international case studies that interrogate perceived distinctions between sites of artistic and economic production by brokering new ways of working between them. It also discusses the synergies and dissonances between art and maker culture, analyses the social and collaborative impact of maker spaces and reflects upon the ethos of the hackathon within the fabric of a media lab’s working practices. Art Hack Practice: Critical Intersections of Art, Innovation and the Maker Movement is essential reading for courses in art, design, new media, computer science, media studies and mass communications as well as those working to bring new forms of programming to museums, cultural venues, commercial venture and interdisciplinary academic research centres.

Two leading experts on designing strategic conversations unveil a simple, creative process that allows teams to tackle their most challenging issues. In our fast-changing world, leaders are increasingly confronted by messy, multifaceted challenges that require collaboration to resolve. But the standard methods for tackling these challenges—meetings packed with data-drenched presentations or brainstorming sessions that circle back to nowhere—just don’t deliver. Great strategic conversations generate breakthrough insights by combining the best ideas of people with different backgrounds and perspectives. In this book, two experts “crack the code” on what it takes to design creative, collaborative problem-solving sessions that soar rather than sink. Drawing on decades of experience as innovation strategists—and supported by cutting-edge social science research, dozens of real-life examples, and interviews with well over 100 thought leaders, executives, and fellow practitioners— they unveil a simple, creative process that leaders and their teams can use to unlock solutions to their most vexing issues. The book also includes a “Starter Kit” full of tools and tips for putting the book’s core principles into practice.

A Triple Helix of university-industry-government interactions is the key to innovation in increasingly knowledge-based societies. As the creation, dissemination, and utilization of knowledge moves from the periphery to the center of industrial production and governance, the concept of innovation, in product and process, is itself being transformed. In its place is a new sense of 'innovation in innovation' - the restructuring and enhancement of the organizational arrangements and incentives that foster innovation. This triple helix intersection of relatively independent institutional spheres generates hybrid organizations such as technology transfer offices in universities, firms, and government research labs and business and financial support institutions such as angel networks and venture capital for new technology-based firms that are increasingly developing around the world. The Triple Helix describes this new innovation model and assists students, researchers, and policymakers in addressing such questions as: How do we enhance the role of universities in regional economic and social development? How can governments, at all levels, encourage citizens to take an active role in promoting innovation in innovation and, conversely, how can citizens so encourage their governments? How can firms collaborate with each other and with universities and government to become more innovative? What are the key elements and challenges to reaching these goals?

This volume is the result of the annual Summer research symposium sponsored by the Association for Educational Communications and Technology (AECT). The twenty-two chapters in this volume seek to examine how learning and the design of instruction is interdisciplinary and connective in terms of research and practice. The book is generally divided into three areas: Theory, Research, and Application. This framework shaped the authors’ interactions, discussions, and the informal context of the symposium. Writings are included on multiple levels including research and practice on learning across disciplines, including instructional design and how design thinking is inherently interdisciplinary. How learning is designed for general audiences or for purposely integrated educational experiences has also been examined.

In light of growing discourse on 'frugal innovation', this book offers novel approaches to innovation based on extensive empirical research. The study complements a decade of scholarly attention on frugal innovation by taking a research-based approach to innovation in resource-scarce and complex institutional contexts. The findings suggest that concepts such as frugal, reverse, jugaad, social, grassroots and inclusive innovation in fact represent heterogeneous assemblies of innovation for social, environmental and economic value. The conceptual framework invites attention to more plural sources and elements in the study of models of innovation to inspire further research in the fields of strategy, innovation, entrepreneurship, economic sociology and development studies. The design framework offers models, metrics and competencies for practitioners and policymakers to identify, evaluate and design frugal innovations. The comprehensive view of frugal innovation demonstrates how firms can implement globally competitive strategies by pursuing innovation for humanity to improve lives for everyone, everywhere.

How a team of musicians, engineers, computer scientists, and psychologists developed computer music as an academic field and ushered in the era of digital music. In the 1960s, a team of Stanford musicians, engineers, computer scientists, and psychologists used computing in an entirely novel way: to produce and manipulate sound and create the sonic basis of new musical compositions. This group of interdisciplinary researchers at the nascent Center for Computer Research in Music and Acoustics (CCRMA, pronounced “karma”) helped to develop computer music as an academic field, invent the technologies that underlie it, and usher in the age of digital music. In The Sound of Innovation, Andrew Nelson chronicles the history of CCRMA, tracing its origins in Stanford's Artificial Intelligence Laboratory through its present-day influence on Silicon Valley and digital music groups worldwide. Nelson emphasizes CCRMA's interdisciplinarity, which stimulates creativity at the intersections of fields; its commitment to open sharing and users; and its pioneering commercial engagement. He shows that Stanford's outsized influence on the emergence of digital music came from the intertwining of these three modes, which brought together diverse supporters with different aims around a field of shared interest. Nelson thus challenges long-standing assumptions about the divisions between art and science, between the humanities and technology, and between academic research and commercial applications, showing how the story of a small group of musicians reveals substantial insights about innovation. Nelson draws on extensive archival research and dozens of interviews with digital music pioneers; the book's website provides access to original historic documents and other material.

While community colleges have traditionally focused on providing students with opportunities to gain credentials for employment, the increasingly important question is: Are they preparing students for the looming dynamic, disruptive, and entrepreneurial environments ahead? This book addresses the urgent need for community colleges to prioritize entrepreneurship education both to remain relevant in a changing economy and to give graduate students the flexible and interdisciplinary mindsets needed for the future of society. It argues that entrepreneurial education should be offered broadly to a wide range of students, and across all disciplines; defines the key constructs for achieving this objective; and describes how to create entrepreneurial learning environments.The expert contributors, with the support of the National Association for Community College Entrepreneurship (NACCE), start from the premise that community colleges are uniquely positioned to lead entrepreneurial initiatives through both internally-generated curriculum design and through collaboration with the local entrepreneurial community to build bridges between the classroom to the community which in turn can offer models of implementation and constitute a network or support system for students. Community colleges can become incubators of innovation, a magnet for talent, and provide the impetus for development strategies that their communities have not begun to realize. As the chapters make clear, developing an entrepreneurial program itself requires an entrepreneurial mindset that transcends any lack of resources, requiring a spirit of imagination and resourcefulness. This book takes the reader on a journey through the steps needed to build a meaningful, relevant, and sustainable entrepreneurship program, covering program development, curriculum design, appropriate pedagogical approaches, and community engagement.

Core text for the symbolic interaction course - often called “Self and Society” or “Individual and Society” – most often taught in sociology departments. Symbolic Interaction in Society offers a systematic application of symbolic interaction to everyday life. In addition to providing an overview of the theory and methods of symbolic interaction, it includes theory and research related to all of the relevant topics in sociology today: race and ethnicity, gender and sexuality, social institutions, and social change. This book is written in a way that encourages students to employ symbolic interactionist concepts and principles throughout the text. Students are asked to put themselves into particular situations and consider how they would respond to the other people in that scenario. In doing so, students are able to see that human interaction is both stable and dynamic, that people can be predictable but that they also have agency, the ability to make number of decisions in a given situation. The goal is to show students the practical value of symbolic interaction for understanding their social lives today. Key features include: Full review of symbolic interaction concepts and theories including a discussion of the nature of society and the role of the individual in society Research applications of symbolic interaction examining major sociological outcomes such as inequality (race, class, gender and sexuality), deviance and mental health, social relationships, family and other social institutions, and social change SI Online boxes include a review of how the principles of symbolic interaction apply to the effects of the Internet and modern communications on the individual and society Personal Notes boxes share real student applications in which students describe how they have employed symbolic interaction in their personal lives Original Work features one short excerpt from a book or journal article in every chapter Pedagogical devices such as chapter objectives, key terms, and end of chapter key terms and critical thinking questions guide students through each chapter