Results for 'Peggy Kamuf'

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  1. Lord, Lewis, and the Institutional Theory of Art.Peggy Zeglin Brand - 1981 - Journal of Aesthetics and Art Criticism 40 (3):309-314.
    In "Convention and Dickie's Institutional Theory" (British Journal of Aesthetics 1980), Catherine Lord maintains the following thesis: (L) If a work of art is defined as institutional and conventional, then the definition precludes the freedom and creativity associated with art. Lord also maintains that the antecedent of this conditional is false. In this note, I argue that (i) certain confusions and assumptions prevent Lord from showing the antecedent is false, and (ii) even if the antecedent is assumed to be true, (...)
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  2. Review of Out of Order, Out of Sight. [REVIEW]Peggy Zeglin Brand - 1998 - Journal of Aesthetics and Art Criticism 56 (4):405-406.
    There has been an important artist in our midst. Her work is about gender, race, and the internal structures of the artworld, and it predated the current popularity of those topics in theoretical circles by three decades.... Piper's volumes serve two functions. Volume I, Selected writings in Meta-Art, 1968-1992, provides an intimate history of the development of her own creative art making, while Volume 2, Selected writings in Art Criticism, 1967-1992, chronicles her more public responses to art-critical writings. Together they (...)
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  3. AI4People—an ethical framework for a good AI society: opportunities, risks, principles, and recommendations.Luciano Floridi, Josh Cowls, Monica Beltrametti, Raja Chatila, Patrice Chazerand, Virginia Dignum, Christoph Luetge, Robert Madelin, Ugo Pagallo, Francesca Rossi, Burkhard Schafer, Peggy Valcke & Effy Vayena - 2018 - Minds and Machines 28 (4):689-707.
    This article reports the findings of AI4People, an Atomium—EISMD initiative designed to lay the foundations for a “Good AI Society”. We introduce the core opportunities and risks of AI for society; present a synthesis of five ethical principles that should undergird its development and adoption; and offer 20 concrete recommendations—to assess, to develop, to incentivise, and to support good AI—which in some cases may be undertaken directly by national or supranational policy makers, while in others may be led by other (...)
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  4. Key ethical challenges in the European Medical Information Framework.Luciano Floridi, Christoph Luetge, Ugo Pagallo, Burkhard Schafer, Peggy Valcke, Effy Vayena, Janet Addison, Nigel Hughes, Nathan Lea, Caroline Sage, Bart Vannieuwenhuyse & Dipak Kalra - 2019 - Minds and Machines 29 (3):355-371.
    The European Medical Information Framework project, funded through the IMI programme, has designed and implemented a federated platform to connect health data from a variety of sources across Europe, to facilitate large scale clinical and life sciences research. It enables approved users to analyse securely multiple, diverse, data via a single portal, thereby mediating research opportunities across a large quantity of research data. EMIF developed a code of practice to ensure the privacy protection of data subjects, protect the interests of (...)
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  5.  57
    "On White Privilege and Anesthesia: Why Does Peggy McIntosh's Knapsack Feel Weightless," In Feminists Talk Whiteness, eds. Janet Gray and Leigh-Anne Francis.Alison Bailey (ed.) - forthcoming - London: Taylor and Francis.
    It is no accident that white privilege designed to be both be invisible and weightless to white people. Alison Bailey’s “On White Privilege and Anesthesia: Why Does Peggy McIntosh’s Knapsack Feel Weightless?” extends a weighty invitation white readers to complete the unpacking task McIntosh (1988) began when she compared white privilege to an “invisible and weightless knapsack.” McIntosh focuses primarily making white privilege visible to white people. Bailey’s project continues the conversation by extending a ‘weighty invitation’ to white readers (...)
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  6. Review of Praying for a Cure: When Medical and Religious Practices Conflict, by Peggy DesAutels, Margaret P. Battin, and Larry May. [REVIEW]Edmund F. Byrne - 2002 - Teaching Philosophy 25 (1):75-77.
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