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The new analogue: media archaeology as creative practice in 21st century audiovisual art
No full textThis chapter discusses retrospective trends in music and audiovisual art,
sometimes known as Hauntology. It discusses a renewed interest in analogue
tools and techniques, but positions this as a reaction against digital
technologies, and a successor to the Glitch movement of the 1990s. It
examines hybrid analogue/digital approaches, particularly in the context of
‘maker culture’, and looks at the evolution of these approaches into modular
systems for audio and video. It argues that a new kind of material of sound
and light is emerging, a successor to the Structuralist film of the 1960s. It
concludes that this can be seen as a creative approach to Media Archeology
and a collapsing of media history, linked to ethical and environmental
concerns around technology, and part of a broader questioning of the idea of
societal progress.
It discusses seminal works of 21 st Century audiovisual art through an
exposition of technical and aesthetic development, where possible focusing
on communities and schools of thought/practice rather than individual artists
An annual-resolution stable isotope record from Swiss subfossil pine trees growing in the Late Glacial
Get PDFPrevious studies have suggested that the Late Glacial period (LG; ~ 14,600 – 11,700
cal BP) was characterised by abrupt and extreme climate variability over the European
sector of the North Atlantic. The limited number of precisely dated, high-resolution
proxy records, however, restricts our understanding of climate dynamics through the
LG. Here, we present the first annually-resolved tree-cellulose stable oxygen and
carbon isotope chronology (δ18Otree, δ13Ctree) covering the LG between ~14,050 –
12,795 cal BP, generated from a Swiss pine trees (P. sylvestris; 27 trees, 1255 years).
Comparisons of δ18Otree with regional lake and ice core δ18O records reveal that LG
climatic changes over the North Atlantic (as recorded by Greenland Stadials and Inter-
Stadials) were not all experienced to the same degree in the Swiss trees. Possible
explanations include: (1) LG climate oscillations may be less extreme during the
summer in Switzerland, (2) tree-ring δ18O may capture local precipitation and humidity
changes and/or (3) decayed cellulose and various micro-site conditions may overprint
large-scale temperature trends found in other δ18O records. Despite these challenges,
our study emphasises the potential to investigate hydroclimate conditions using
subfossil pine stable isotopes
Gender differences in attention to pain body postures in a social context
Get PDFPain signals the presence of potential harm, captures attention, and can inhibit performance on concurrent tasks. What is less well known, however, is whether such attentional capture also occurs in a wider social context, such as when observing people in pain. In order to explore this possibility, we adopted a novel social-cue detection methodology: the bodies-in-the-crowd task. Two experiments are reported that consider whether nonverbal cues of pain, happiness and anger as expressed through body postures would capture and hold attention. Both experiments recruited 40 (20 male, 20 female) pain-free individuals. Overall, results show that pain postures do not capture attention any more than happiness or anger postures, but disengagement from pain postures was significantly slower across both studies. Gender differences were also found, and were more likely to be found, when crowds comprised both men and women. Male pain postures were more likely to capture attention. Whilst female observers had faster target detection speed, and were quicker to disengage from distractors. They also showed slower disengagement from female expressions overall. Male observers showed no variation based on target or distractor gender. Implications and potential directions for future research are discussed
Operationalising physical literacy within physical education teaching practice through professional development
No full textIntroduction - Physical literacy has been described as a longed-for concept and has gained widespread global interest. This interest has also given rise to calls for physical literacy to be operationalised, providing clarity and guidance on developing physical literacy informed teaching practice. Operationalising physical literacy is crucial in moving the concept forwards by providing substance to the claims made by physical literacy advocates. The purpose of this research was to explore how physical literacy could be operationalised within physical education teaching practice. In particular, this thesis investigates how professional development can support physical literacy informed physical education practice.
Methodology - This research utilised professional development sessions alongside participatory action research to develop the practice of fourteen teachers of physical education in both primary and secondary school contexts. Semi-structured interviews were used to capture the professional development journey of each teacher. This information was supplemented by extensive supporting data including field diaries, emails, video recordings, lesson observations, lesson plans and lesson reflections. Thematic analysis and narrative representation were used to analyse and present the findings of the semi-structured interviews.
Findings - This research proposes that physical literacy professional development can be effective in operationalising physical literacy within physical education teaching practice. It argues that the factors that mediate the effectiveness of professional development include the professional development process, the use of a credible expert, and participant and context engagement. This research also argues that as a result of professional development teachers are better able to describe the why, what and how of physical literacy and are able to better articulate how it informs their teaching practice. Finally, a number of barriers to operationalising physical literacy within physical education teaching practice were identified and categorised as either leadership and governance, management and institutional or individual barriers. Solutions to support the operationalisation of physical literacy in physical education teaching practice centred around two key themes. Firstly, raising the status and value of physical education and secondly, by improving professional development opportunities for teachers.
Conclusion - This research contributes to knowledge firstly, by extending the theoretical and conceptual rationale and understanding around unpacking physical literacy for use within educational professional development and physical education teaching practice. And secondly, in the development of a physical literacy professional development framework and intervention. This research provides an effective process (action research and professional development sessions) alongside a range of supporting tools (lesson planning, observation and reflection tools) and resources (website, folder, handouts) that can assist the operationalisation of physical literacy. This research recommends that more opportunities for meaningful physical literacy professional development, including the development of whole school approaches are required. It also argues that more needs to be done in order to elevate and align the value, role and purpose of physical education across the education profession as a whole. Finally, this research argues that in order to scale and create sustainable impact the creation of in-situ physical literacy experts or champions are required to sustain and advocate the value of and develop physical literacy informed practice more widely and sustainably
Impact of health warning labels on snack selection: an online experimental study
Get PDFExcessive consumption of energy-dense food increases the risk of obesity, which in turn increases the risk of non-communicable diseases, including heart disease, type 2 diabetes and most non-smoking-related cancers. Health warning labels (HWLs) that communicate the adverse health consequences of excess energy consumption could reduce intake of energy-dense foods. The aim of the current study was to estimate the impact on selection of energy-dense snacks of (a) image-and-text HWLs (b) text-only HWLs and (c) calorie information. In a between-subjects, 3 (HWL: image-and-text, text-only, no label) x 2 (calorie information: present, absent), factorial experimental design, participants (N = 4134) were randomised to view a selection of energy-dense and non-energy-dense snacks with one of five label types or no label. The primary outcome was the proportion of participants selecting an energy-dense snack in a hypothetical vending machine task. The proportion of participants selecting an energy-dense snack was reduced in all label groups, relative to the no label group (no label: 59%; calories only: 54%; text-only HWL: 48%; text-only HWL with calories: 44%; image-and-text HWL: 37%; image-and-text HWL with calories: 38%). Compared to the no label group, participants were least likely to select an energy-dense snack in the image-and-text HWL group (OR = 0.46, 95%CI = 0.40, 0.54, p < 0.001). Health warning labels – particularly those including an image and text - have the potential to reduce selection of energy-dense snacks in an online setting. Their impact on selection and consumption in real-world settings awaits testing
Letting go of a concept: finding 'I remember, I forget'
No full textThis dissertation comprises a literary novel, 'I Remember, I Forget', and a contextualizing thesis. The novel is written in two parts. 'I Remember' explores marriage, widowhood, and dislocation through Meg Thomas' s direct address to her long dead husband, Jack. At the time of this address, sixty-year-old Meg is facing the specter of encroaching memory loss. In 'I Forget', Meg travels to Ireland, the birthplace of her grandparents, in search of her identity, both the one she is losing to illness and the one she feels has been subsumed by the Midwestern landscape and culture of her husband's family. What she finds instead, at this short end of time, is a love affair that puts to rest the pain of her past and fear of the future.
The supporting research is an examination of my original concept for 'I Remember, I Forget', which included a magical realist/fantasy narrative mirroring the shifts in Meg's consciousness and memory due to Alzheimer's, and the difficulties I found with its execution. I explore the various ways (and times) I approached the problem, and how my stubborn unwillingness to give up on the concept interfered with my creative process, until, all possibilities exhausted, I started over and found my way to the novel presented as part of this dissertation.
I have organized the research chronologically, from inspiration to concept, through a survey of Alzheimer's literature which alerted me to the overuse of common signifiers of dementia and how I might avoid them, to the ultimate problems with the magical realist strand, that failed, over and over again, to interest my readers. I look with retrospection at the feedback I received and the evolution of my understanding of where the problems lay. And finally, I consider other novels I read when at an impasse, and how they catalyzed something in my writing and allowed me to find a path forward. This dissertation comprises a literary novel, 'I Remember, I Forget', and a contextualizing thesis. The novel is written in two parts. 'I Remember' explores marriage, widowhood, and dislocation through Meg Thomas's direct address to her long dead husband, Jack. At the time of this address, sixty-year-old Meg is facing the specter of encroaching memory loss. In 'I Forget', Meg travels to Ireland, the birthplace of her grandparents, in search of her identity, both the one she is losing to illness and the one she feels has been subsumed by the Midwestern landscape and culture of her husband's family. What she finds instead, at this short end of time, is a love affair that puts to rest the pain of her past and fear of the future.
The supporting research is an examination of my original concept for 'I Remember, I Forget', which included a magical realist/fantasy narrative mirroring the shifts in Meg's consciousness and memory due to Alzheirner's, and the difficulties I found with its execution. I explore the various ways (and times) I approached the problem, and how my stubborn unwillingness to give up on the concept interfered with my creative process, until, all possibilities exhausted, I started over and found my way to the novel presented as part of this dissertation.
I have organized the research chronologically, from inspiration to concept, through a survey of Alzheimer's literature which alerted me to the overuse of common signifiers of dementia and how I might avoid them, to the ultimate problems with the magical realist strand, that failed, over and over again, to interest my readers. I look with retrospection at the feedback I received and the evolution of my understanding of where the problems lay. And finally, I consider other novels I read when at an impasse, and how they catalyzed something in my writing and allowed me to find a path forward
