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The evolution of a passive narrator & 'Half river, half sea: a novel'
Get PDFThis thesis comprises a novel and a critical study. The novel is a first-person text which explores the narration of unrequited love. The critical study is a discussion of how a character narrating unrequited love can tend toward passivity. Its purpose is to find how my narrator evolved from one whose passivity was a weakness in the novel, to one in which it became a quality that merited attention.
In the Introduction I offer some background about why unrequited love is a subject that interests me and how I have used the theme before. I describe how initially in this novel, my narrator’s response to unrequited love was problematic for me, and why. In this context, I look at and give a definition of narrative passivity. I outline what type of narrator I realised I did want, and my intentions for the study. I also introduce the texts that sustained and supported me on the way.
Part One [Early Incarnations] looks back at the direction in which my originally unnamed and urban narrator was going. I explain why I felt the need to refigure him. I show how, during the process of developing him, I found he nevertheless retained some of his initial characteristics. I point to where the traces of these early iterations remain.
In Part Two [The Makings of Will] I discuss the concepts of passivity and agency in relation to my narrator. I look at what it means to be a protagonist and what I did to make my narrator both narrator and protagonist of this novel. I examine his relationships, including those that pre-date the novel. I show how the connections he forges serve to mitigate – rather than eradicate – his passivity, thereby making this aspect of him interesting as opposed to frustrating for a reader.
Part Three [The Division of Time] investigates how I organised the novel temporally. There are two timeframes. Initially, neither was organised in a linear way. I explain the changes I undertook – namely rearranging events chronologically – and why; that is, in order to better reinforce the arc of my narrator’s growth. Finally, I reveal why the river is a crucial site within the novel and how it influenced my narrator’s development.
The Conclusion summarises my main discoveries during the creation of my narrator. In particular was the realisation that whilst his character need not be wholly determined by a narration of unrequited love, and indeed is not, the two are bound – and balanced – throughout
Performing the girl swarm: an IRL investigation of performing postinternet female identity
Get PDFThe aim of this thesis is to explore an amorphous group of female-identifying internet users who are active on social media platforms such as Tumblr and Instagram known as the girl swarm. The girl swarm use hyperfeminine and abject performativity that is often antagonistic to patriarchal norms. The content and aesthetics they create are pursued by capital in the form of commodity feminism whilst simultaneously the swarm are often deemed narcissistic and are frequently censored.
In this thesis I investigate the girl swarm in order to understand strategies of postinternet identity subversion. I examine how the internet went from a space that was heralded as having a post-identity utopic potential for freedom to the platforms of social media run by corporate giants that profit from people’s identities. I investigate selfie culture and how it is viewed in a late capitalist and patriarchal system and I explore why the swarm’s version of selfie culture is so popular with other young women online and frequently deleted as inappropriate, or abject on social media platforms.
This thesis forms part of my practice-based research and stands alongside a performance that was made for a traditional theatre space and merges choreographic and live art practices. While there have been excellent performances and academic studies that focus on the pressures and anxieties that social media and selfie culture place on young girls this research seeks to address online performativity and identity constructs that subvert limiting and patriarchal notions of young women. I unpack methods I used to embody the digital aesthetics and online actions of the swarm within a traditional theatre space. By embodying the swarm through theatrical practice I was able to understand some societal prejudices towards young women and find strategies to question these prejudices in order to forward a feminist agenda. This research project exposes the need and desire that young women are able to take up space in order to subvert limiting notions of what young women should look and act like in the twenty-first century
Esto no me pertenece = This does not belong to me
No full textA six meter charcoal mural drawn directly by Dexter Dalwood in the Coppedè rooms of the exhibition, made without precedent at MUNAL, accounts for a contemporary reflection on the ephemeris of the Conquest of Mexico and the fall of Mexico-Tenochtitlan that took place 500 years ago
Les Lumières radicales de la Révolution anglaise: Samuel Hartlib et les réseaux de l’Intelligence (1600–1660) [book review]
No full textDo we have cognitive (psychology) overload? What could 'the learning sciences' mean for primary science education?
Get PDFIn the recent Ofsted review of research related to science education (Ofsted, 2021), research in cognitive psychology frames learning science as the organisation of knowledge in memory. Science educators have expressed concerns that the importance of language, emotions and hands-on learning and enquiry in primary science may get lost in this view of learning as memory. Perhaps a wider view of ‘the learning sciences’ that includes neuroscience can take us forwards.
After a brief explanation of the background to our recent research project addressing these issues, and a response to the Ofsted review, this article has two main parts:
how we can use ideas from cognitive psychology in primary science, and how insights from neuroscience research can take us further, although there are critiques of this too
Artistic travels on Mount Athos
No full textDoug Patterson and Tim Vyner are two contemporary British artists, who have travelled and worked on Mount Athos over the last twenty years, continuing the long tradition of traveller-artists who have travelled around the Athonite republic recording its architecture and the daily lives and worship of its monks. In the course of their travels they have recorded – each in his own personal artistic idiom – their experiences, thereby creating extensive collections of artworks which are now managed by the Mount Athos Center
A Froude number approach to the possible causes of incipient boulder displacement due to wave impact
No full textStorm waves and tsunamis have been responsible for the movement and deposition of boulders located near or at a shore. Nott proposed a set of formulas to calculate the minimum incident wave velocities required to dislodge cuboid-shaped boulders. These formulas depend on boulder properties, local terrain, water wave parameters and mechanism of dislodgement. Further, Nott proposed a formula to compute the wave height corresponding to the wave velocity, and including a parameter depending on whether the wave arose from a storm or a tsunami. The dislodgement formulas have been improved and extended (cf. Haslett and Wong, Nandasena) and references therein) to include additional boulder configurations. Recently, Nott’s approach to inferring wave height and wave type has been criticised. This work is a preliminary study to link boulder- and wave-parameters to a Froude number which might be useful as an alternative approach to deciding between storm waves and tsunami waves as a cause of boulder displacement
Constructing regression model for innovative leadership values with regulatory focus theory
Get PDFWith the increasing attention towards innovative leadership, the inner world of leaders becomes a more interesting area than ever, especially their impact on the success of innovation. This study adopts the theory of consumption values (Sheth, Newman, & Gross, 1991) and the Chronic Regulatory Focus theory into the innovation management to explain how leaders decide to support novel ideas and projects. The operationalisation of this theory within the perspective of leadership and innovation would not only guide organisations for investing in innovation objectively but also; this orientation would enrich the leadership literature. Therefore, this paper aims to define the leadership’s values as an antecedent and formulate them within the regression model. This study and its suggested regression model can be facilitated to explain Leader’s behaviour for the treasure hunter who would like to mine the gold from innovation and creativity
Why she wrote: a graphic history of the lives, inspiration, and influence behind the pens of classic women writers
No full textDive into the fascinating, unexpected, and inspiring stories behind the greatest women writers in the English language.
This compelling graphic collection features 18 women—including Jane Austen, Louisa May Alcott, Alice Dunbar Nelson, Anne Lister, and more—and asks a simple question: in a time when being a woman writer often meant being undervalued, overlooked, or pigeonholed, why did she write?
Why did Jane Austen struggle to write for five years before her first novel was ever published? How did Edith Maude Eaton's writing change the narrative around Chinese immigrant workers in North America? Why did the Brontë sisters choose to write under male pennames, and Anne Lister write her personal diaries in code
'What is it that’s going on here? And what’s in it for me?' How two L2 graduate students experienced spoken interaction
Get PDFThis paper views classroom interaction as integral to the production of academic writing. It presents a situated account of how two L2 master’s students’ experienced spoken interaction on two different courses, extracted from a small-scale 13-month ethnographic study which drew on Bourdieu’s concept of symbolic capital (1991), and Goffman’s participation framework (1981). Triangulation of classroom observation data with student interviews reveals how interaction is framed by the two research participants’ courses and to what extent interactive events are tied to specific goals related to written assignments. Findings echo existing research that language proficiency, familiarity with norms, and power relations intersect in rendering interaction problematic. I discuss recommendations for enhancing interaction in course design and pedagogy; rather than trans-contextual solutions, constructivist evaluation studies of specific courses are needed which reflect voices of all participants