Students were encouraged to actively use artificial intelligence (AI) in their studies and research in the field of biomedical engineering. The study analyzed the results of reports and research projects assigned to students. The handling of copyright was a common topic among students regarding AI. In research projects, AI was often used to search for technical terms and references. AI was used to list related technologies and check the feasibility of ideas. AI was effective for self-study. AI is particularly effective in interdisciplinary fields that require a wide range of basic knowledge, and is useful for self-study of technical terms. AI was proven to be useful for students in setting research topics and writing papers.

Data visualization and data mining are transdisciplinary tools for predictive and descriptive analytics. This presentation shows the abundance of data visualization tools currently available that are applicable for multi-disciplinary data. Some examples of visualization are presented as applied for multi-disciplines.

Results of applying the most commonly used data visualization tools of Tableau [1] and Power BI [2] are presented as preliminary outputs of a funded Seed Money Grant that applies data for transmissible diseases for humans and also plant pathology.

Tableau Software, LLC is an American interactive data visualization software company focused on business intelligence and can be used across all disciplines. Tableau products query relational databases, online analytical processing cubes, cloud databases, and spreadsheets to generate graph-type data visualizations.[1] Power BI (Business Intelligence) is a suite of business analytics tools developed by Microsoft that is widely used across various industries for business reporting, data analysis, and decision-making. [2]

Future directions of this research are discussed that include using other data mining and visualization methods such as image processing techniques for applications to data for plant pathology and human diseases.

In an era of rapid technological advancements and complex societal challenges, the imperative for disruptive innovation has never been more acute. The International Multi-Conference on Complexity, Informatics, and Cybernetics (IMCIC) 2024 served as a confluence for thought leaders across the domains of Complexity, Informatics, and Cybernetics to explore the relationship between Transdisciplinary Communication (TDC) and disruptive innovation. This presentation highlighted that TDC's unique toolkit complements and is crucial in bridging diverse fields of study. TDC is essential for fostering innovation capable of transcending traditional boundaries and instigating profound systemic change. Drawing upon various collaborative frameworks, including collaborative, network, and cooperative models, this keynote delved into organizational, collaborative, and social innovation dynamics. It underscored the limitations of the status quo, where incremental change and reform fall short of achieving significant impact. Through a discourse about systemic innovation, the keynote discussed ways to produce desired outcomes that achieve measurable impacts with positive social change. TDC acts as a force multiplier for disruptive innovation initiatives, enabling a departure from conventional solutions and embracing holistic, system-wide transformations.

The article concluded by highlighting the necessity of fostering a culture where TDC catalyzes disruptive innovation and offers a roadmap for tackling global challenges through unprecedented collaboration and creativity.

Fractured personal identities contribute to conflict and corruption, underscoring the significance of comprehending identity, its expression, and societal context. Identity encompasses existence, fundamental values, and purpose, spanning from structured to arbitrary. Identity, itself, initiates one’s core, which, in turn, produces virtues and ethics, molded by one's values. Living those values – internalizing them – is virtue. Imminent in our discourse is structure, repeatedly encountered in our journey through spacetime. Such bespeaks of order. We need to understand the nature of order and how it came to be, and implications for our identities. The Voris method, particularly the Authentic Life Theme Assessment (ALTA), is an identity proper, effectively demonstrating that one’s core produces fundamental values that result in life themes, all affirming an individual's existence, distinctiveness, purpose, and influence.

Trans-disciplinary communication generates new knowledge that may lead to inventions that may be processed into innovations by ambidextrous organizations operating in a global innovation ecosystem. These ecosystems comprise global partnerships united by supply chains financed by multinational institutions whose professional talent originates in universities. For these ecosystems to succeed, their individual components must operate as open systems shareable by each and developed according to a mutually agreed set of rules or standards. In this paper, we will present the developing ISO 56000 family of standards as serving to bring discipline into the global innovation ecosystem.

The education community's sentiment regarding artificial intelligence (AI) is divided. Many see it as a means to cheat and prevent students from developing their intellectual abilities because it is generative and can provide results for many domains. Just as some had predicted that paper use would go down when computers were created, the opposite occurred. AI in the classroom, when utilized effectively, promotes critical thinking and not cheating. New technology can shock and awe those who see it for the first time. Upon closer investigation, the actual capabilities are revealed. While large language models can quickly create reports from very little information, we must examine their ability to create specific reports on topics we desire. Any large language model currently available states that it can make mistakes. Students will grow by learning how to prompt AI tools to provide meaningful results, spot mistakes, and validate their results. Knowing when it is appropriate to use an AI tool and reflecting on the consequences of results being wrong brings a student to a higher level of awareness. Performing these tasks concerning AI results also brings the user into the consciousness of their fallibility.

In this paper we would like to explore the concept of transdisciplinarity in relation to the changes that have taken place in science, philosophy and the arts in the twentieth century which have influenced the individual and social behaviour of the whole of humanity.

The living environments of the planet have been transformed, the multiple dynamics within the whole biosphere and biosphere and its ecosystems, stimulating their transformation through accelerated transitional phases.

Today, many ecosystems and many of their transitional dynamics are in crisis, and the entire ecosystem-biosphere is in biosphere, while the evolutionary prerogatives of the living world itself are being replaced by the artificial world of the most advanced digital technologies.

This impending crisis can be contained and mitigated in order to return to the living world the prerogatives that are its own and that allow it to continue and sustain the processes of evolutionary transition, escaping the power of the now dominant artificial world.

In this sense, all the practices of transdisciplinary learning and communication, chorally experienced through knowledge and social participation in the transformations of anthropized environments and natural environments, constitute a stimulating reference for re-founding on concrete grounds a contemporary Ecology of the Ternary Systems Human/Society/Environment and for highlighting the problems that arise in facing the epochal crisis of our living world. All of this can be concretely evidenced by many different experiences already underway or possible in contemporary reality from which emerge both extraordinary evolutionary potentials and serious contradictions and difficulties, as we can summarise through the examples we present.

Let us now begin the complex unfolding of the themes announced here in theatrical order and manner.

Are machines smarter than humans? What will happen of our species if artificial intelligence (AI) becomes so advanced that it can no longer be controlled? Is the uniqueness of human beings at risk? These are just some of the questions that grip computer science experts as much as ordinary people who experience technological development day in and day out. In our paper, the current scenario will be analysed, from the search for a definition of human intelligence to the historical stages marking the birth and development of technologies capable of emulating many of its facets. The discussion will focus on the main differences between man and machine in the interpretation and replication of the concept of intelligence, highlighting the diversity of approach between an inherently complex entity (man) and a linearly functioning system (machine). The purpose will be trying to provide insights to answer the initial questions, by analysing possibilities and limitations of the main AI emulation techniques. The optimistic view offered by our work suggests that the machine's highest aspiration can only come down to the sheer emulation of our behaviours: machines’ linearity will always remain in the service of human complexity, never vice versa.

This paper reviews and unifies 15 papers and book chapters written by the author over the past decade. The paper shows that an underlying commonality of all the author’s approaches to a wide variety of pedagogical problems relies on three pillars: (a) a cybernetic approach that is independent of discipline and does not rely on specific content areas, (b) direct referral to established processes of the mind, and (c) a metric approach whereby a new pedagogic tool is formulated in terms of measurement enabling newcomers to instantly apply the new method. These three pillars are useful in improving all aspects of course pedagogy: delivery, retention, performance, and satisfaction. The use of a metric approach is often superior (easier to implement) than traditional approaches; the appeal to direct processes of the mind supplements reliance on experiments and surveys which focus on methods rather than on their underlying psychological basis. The three pillars apply to such diverse areas as pedagogic challenge, syllabus construction, computer assisted instruction (CAI), dealing with hard course components, formulating challenging practice exercises, enriching syllabus modules, and defining levels of problem difficulty. The mental processes on which the theory is based are executive function, atomic habit formation, Stroop interference, controllability (attribution) theory, and self-efficacy.

The advancement of artificial intelligence (AI) technology has greatly impacted our daily lives. Generating a video from a text description used to be difficult, if not impossible, but has now become possible. After ChatGPT became viral after its first official release in December 2022, the development and usage of AI has increased rapidly. As large language models (LLMs), the backbone of current generative AI (GenAI) systems, has become available as open source, the creation of a local AI has become an easy task. Local AI can solve some of the concerns of personal privacy issues. As we embrace this technology, we investigate the most recent AI technologies and their impact on education in this report. There are both positive and negative impacts when AI is used in education. We will discuss how recent technologies may be used to alleviate the negative impacts. We also discuss the challenges faced by educators today.

This paper explores the use of machine learning and big data to enhance mass media research. It covers topics such as principles of machine learning relevant to media studies, integration of computational methods with media research, data collection and preprocessing techniques, visualization of research findings, machine learning research tools, data quality and bias, ethical considerations, cross-disciplinary skills and knowledge, and best practices in data-driven research. Additionally, the paper addresses the status of media research with machine learning and big data, discussing its impact and contributions to academia and society, as well as the future challenges it may face.

Data can be for any discipline, and is only useful if presented, processed, or analyzed in meaningful ways. There are many formats for data such as text, numerical, image and ultrasound. Data can be disciple specific and instrument specific. Applications can be for medical, data communication, remote sensing, astronomical, geospatial and other. This paper discusses what are the differences in purposes, inputs and performing certain operations to get some useful information from its outputs, and applications between: (1.) Image Processing, (2.) Computer Vision, (3.) Data Visualization and (4.) Data Mining. What are these different techniques, and how would you determine which to use for your available data or circumstances? Illustrations of recent studies for each are presented.

We use the word "education", often confabulated with "training" when both more accurately fall under the rubric "schooling". Education exists because of training and, conversely, obeying the most fundamental law, the unity of opposites. Yet, an "educated" person is often set apart from the perceived "unwashed masses", their being not so distantly removed from our primate ancestors, dragging their knuckles across the terrain. Trainees are supposed to obey the commands of the educated. Without social context, "education" is a mere word devoid of content. An apparent paradox in the US is the state of its school system, which produces graduates, only half of whom can read past the eighth grade. Our "education" and hubris have managed to bring the much-vaunted Homo sapiens sapiens to the brink of extinction. Effects have caused and impelling our current dilemma is disordered personal identity. The absence of real education is responsible, despite the "sapiens" designation.

Schooling exists under the rubric of "formalizing awareness", this is a process as well as an object, resulting in one’s becoming, an organic phenomenon. Supervening the hedonistically-characterized path of human development are the mandates of the transcendental realm, represented by the words of Buddha, Christ, Mahoma, Aristotle, and Plato, among others. The "trans" in "transdisciplinary" means "across", with truth (its object and method of seeking it) existing in all domains permeating the Universe and our search for it necessitating our exploring all regions. So, "trans", in this regard, mirrors the "trans" in "transcendental". Truth characterizes the Creator, and so is the object of search in education. Training validates it, evidenced by virtue (internalizing maximal behavior). Truth bespeaks one’s identity, its integrity a function of order. A disordered identity compromises a person’s being, and conversely. Two methods of identity location are neurocorrelation and deep personal questioning (as with the Voris method).

For one with a transcendental ethos, s/he not only lives education; s/he is education.

This paper, dealing with the Greek-Roman theatres, aims to focus on four main issues: 1) the origin and the evolution of the theatre and its social role within the Mediterranean area (Milizia); 2) the importance of the Greek and Roman cultures, which, while conquering new lands, spread their culture, too (Mazzarino); 3) how theatres evolved under the Greeks, and under the Roman Empire (Neppi Modona), and 4) to prove that war, not only destroys people, but, moreover, destroys the entire world. Piro considers war any behavior that tries to subdue people by negating their rights, their religion, and their culture. [1]

The fusion of the Greek and Roman cultures left their signs whenever and wherever they arrived. The Greek-Roman theatres are an example of the importance of fusing cultures; a fusion which enriches both the people conquered and the people conquering.

While talking about drama, as the expression of social aggregation, Milizia writes: “The Greeks and the Romans are the only people who really knew the very spirit of society.” [2]

In order to follow its aim, this research wants to give a quick look at the first inhabitants of the Mediterranean coast, so as to understand how trade helped them to share both goods and culture.

History is a very important subject, not simply for acquiring information, but, moreover, for getting new experiences from past events. We say that grandparents are a great resource, because they provide children with advice which can help them when something new has to be solved. This is also the role of history, to judge the results of people’s behaviour when facing political problems. For this reason, talking about the peoples who lived around the Mediterranean Sea, admiring their archaeological sites, and studying the history of their age will facilitate the understanding of the context in which those peoples lived and had to make important decisions. In so doing, it will be easier to judge the results of their actions, and acquire experience from them.

In brief, even though war had at first appeared a means to solve problems related to wellness, patriotism, motherland, goods exchange, religion, language, etc., at last, the great conquerors of the past understood that cooperation among peoples is the best way to achieve prosperity both economically and culturally. Nowadays, we are surrounded by wars in every angle of the world, as if it were the first time that a country refuses to share a land, or refuses to accept foreigners, or complains about either a political or religious creed.

So that, during this journey of mine, among the mediterranean peoples of the past, I learned a great lesson; a lesson I hope to transfer to you; a lesson I could understand while admiring the archaeological remains left all around the Mediterranean Sea. So, while looking at them, I realized that those wonders are the result

of cooperation and not of hate among peoples of different language, religion and culture; peoples, who at last, understood that war, as Pope Francesco says, is a defeat for everybody.

“With war, a senseless and inconclusive venture, no one emerges a winner; everyone ends up defeated, because war, right from the beginning, is already a defeat, always.

Let us listen to those who suffer its consequences, the victims and those who have lost everything. Let us hear the cry of the young, of ordinary individuals and peoples, who are weary of the rhetoric of war and the empty slogans that constantly put the blame on others, dividing the world into good and evil, weary of leaders who find it difficult to sit at a table, negotiate and find solutions.” [3]

At the core of global educational transformation is artificial intelligence (AI), which promises to revolutionize teaching and learning. This is especially significant in Latin America, notably in Peru, due to the country's dedication to enhancing its educational system and fostering critical skills in students. At this conference, we present a case study comparing AI and traditional learning methods in secondary education, focusing on critical thinking development. This study examines AI's role in fostering critical thinking and evaluates its ethical and practical challenges.

Critical thinking is vital in modern society, enabling individuals to analyze, evaluate, and solve problems effectively. Across Latin America, there is an effort to develop this skill from an early age. In Peru, where the educational system faces challenges like the digital divide and unequal access to quality education, developing critical thinking is crucial for preparing citizens to tackle 21st-century challenges. AI, with its ability to personalize and optimize learning, offers an opportunity to enhance education in Peru but also raises questions about its impact on critical thinking development.

Cognition is addressed since millennia but started to be systematically studied around the middle of last century, together with other intellectual initiatives in its neighbourhood. It has been approached from several perspectives while grounded on several intellectual disciplines, most of them scientific. Yet, there is still no consensus about what a cognitive occurrence or fact is from the scientific point of view. Moreover, cognition is an individualcentred science.

This text presents a case-study and advances an empirical conjecture about the relations between mind-processes, brainorganisation, signal-perception, and knowledge-creation. This ansatz is associated with the investigation of cognition and of creative mental processes, without specifically adhering to any of the current approaches regarding these subjects. It was suggested by a personal experience and can only be adequately expressed with the aid of ideas emanating from that experience. The ansatz is thus uncommitted to existing approaches, touching nevertheless most of them.

To motivate and put things in context, we tell a true story centred on mental states and recalled from the mists of time, of which I hold the key. The description of what goes on inside our minds is though. We address this puzzle using allegories and metaphors, particularly three: thoughts as self-dialogues, labyrinths as in any game, and Torii the Japanese portals separating laic from sacred things. We also discuss how the three mental entities represented by them interact and stand in relation to each another.

The author of this paper will first define what interlinguistic communication involves. Second, she will categorize: (a) the interface between two AIs in the language they have been programmed; and (b) the interface between HIs and AIs in two distinct cases in relation to communication, by providing specific examples. Third, she will try to explain why AI is unable to get involved in interlinguistic communication, whereas healthy HIs are able to attain this task. The writer of this study will base her analysis on neuroscience (Broca and Wernicke), linguistics, translation studies and socio-cultural studies. Finally, the objective of this study is twofold: (1) to wish for a collection of articles written about how language functions in bilingual and multilingual environments as well as in international conferences and (2) to motivate scientists from different fields to learn/know how nous (human brain and mind) operates in interlinguistic situations in general and scientific interlinguistic situations in particular (e.g. IIIs Conferences). Such a kind of knowledge can lead to a better understanding of humanity.