4,346 research outputs found
Tennessee roads / Jesse Stuart. In Mountain herald / Lincoln Memorial University.
No full textThis picturesque poem was written by then-sophomore (and future celebrated author) Jesse Stuart about the roads of Tennessee
Theatrical Dynamics
No full textElliot’s paintings were featured in this group exhibition.
Extract from Theatrical Dynamics - A Conversation between David Leapman & Stuart Elliot:
I am curious to see how the spoken and written word initiated the work, and how forces of uncertainty sprout new questions, and old ones. Theatre is such a loaded term in art, it evokes the critical crisis surrounding minimalism.
In one corner, notions of the aesthetic autonomy of the modernist art object, in the other, the 'literal' space of the minimalist specific object and the enfolding of the audience's bodies into the structure of the work. What is behind apparently stark oppositions
RitchieSupplementalMaterial – Supplemental material for How Much Does Education Improve Intelligence? A Meta-Analysis
No full textSupplemental material, RitchieSupplementalMaterial for How Much Does Education Improve Intelligence? A Meta-Analysis by Stuart J. Ritchie and Elliot M. Tucker-Drob in Psychological Science</p
RitchieOpenPracticesDisclosure – Supplemental material for How Much Does Education Improve Intelligence? A Meta-Analysis
No full textSupplemental material, RitchieOpenPracticesDisclosure for How Much Does Education Improve Intelligence? A Meta-Analysis by Stuart J. Ritchie and Elliot M. Tucker-Drob in Psychological Science</p
No. 617 Stuart Ruckman
No full textTranscript (12, 40 pages) of two interviews by Matt Driscoll with Stuart Ruckman on April 9, 2010, and July 7, 2011Ruckman (b. 1966) was born in Salt Lake City, Utah. Stuart shares how his family, particularly his father, played a significant role in introducing him to the outdoors. Some of his initial explorations included a hike to the top of Mount Olympus when he was five years old, backpacking trips in the Wasatch and Uinta Mountains, and a successful summit attempt on the Grand Teton when he was twelve. Stuart discovered technical rock climbing due to the influence of his older brother Bret, five years Stuart\u27s senior. Bret learned under Dennis Turville, a well-respected Salt Lake climbing instructor. Stuart shares his observations on the Salt Lake climbing community of the late 1970s and 1980s, noting the intimacy of the community, while also pointing out the significant influence of a handful of climbers, including Merrill Bitter, Les Ellison, and Brian Smoot. He briefly describes the proliferation of new-route development in the Wasatch during his first decade in climbing. In collaboration with his brother Bret, Stuart published comprehensive guidebooks on climbing in the Wasatch Mountains. Stuart\u27s contributions as a first-ascensionist and co-author of Rock Climbing the Wasatch Range attest to his lasting impact on Utah climbing. Interview is part of the Outdoor Recreation History Project. Interviewer: Matt Driscol
Education and Intelligence Meta-Analysis
No full textData, codebooks, scripts (Mplus and R), outputs, and other files associated with the manuscript "How Much Does Education Improve Intelligence? A Meta-analysis" (Stuart J. Ritchie and Elliot M. Tucker-Drob). A brief description of each of the files here can be found in the Supplementary Material document associated with the manuscript
Education and Intelligence Meta-Analysis
No full textData, codebooks, scripts (Mplus and R), outputs, and other files associated with the manuscript "How Much Does Education Improve Intelligence? A Meta-analysis" (Stuart J. Ritchie and Elliot M. Tucker-Drob). A brief description of each of the files here can be found in the Supplementary Material document associated with the manuscript
The Professor Stuart McDonald Anatomy Drawing Award
No full textProfessor Stuart McDonald was professor of Forensic and Clinical Anatomy at the University of Glasgow for over forty years and taught anatomy to numerous medical, dental and science students during his lifetime. To commemorate his invaluable memory, the Head and Neck anatomy drawing award was created. The intricacy and organic art of the human body is admirable to many, if not all students who study anatomy, and this award is a touching reminder of the indispensable relationship between art and science.
The award is open each year for all year two Medical Students, year three Dentistry Students and year three BSc Honours Anatomy Students with the winner being awarded a prize of £200 and a certificate of achievement. The judges’ criteria included originality, creativity and anatomical accuracy – which were used when deciding upon a winner.
The winner of this year\u27s award was current Year three Medical Student Elliot McColgan for his original and intricately labelled pencil drawing of the muscles of facial expression. I would also like to congratulate the two joint runners up Zainab Mahmod and Ameerah Gardee as well as highly commended Linda McVey, Ruby McGill and Zaren Nacario. Each student\u27s entry displayed an impressive level of creativity and talent.
I managed to speak to Elliot, who explained that he drew his admission during the lighter final week of the Head Neck and Neuro block, and this allowed him to dedicate more time to his art. As this was the last week of teaching before the Easter break, Elliot commented that the process of creating his drawing was a helpful way to consolidate his understanding of the position and unique function of each muscle associated with facial expression. Drawn in coloured pencil, Elliot said he chose this as his preferred medium as it was the most efficient way to add the layers of detail needed to accurately depict the muscles of facial expression. There is so much content to learn and memorise when studying human anatomy, so it can be helpful to explore a variety of learning techniques. This could include drawings, paintings, mind-maps, flashcards, mnemonics, learning in groups of friends, teaching others or even creating games. Each student will find different methods more effective than others, and it is appreciable that the University of Glasgow actively encourages all Anatomy students to incorporate drawing and art into weekly learning. The introduction of the Stuart McDonald Anatomy Drawing award is a genuine celebration of the interconnectedness of art and science.
For as long as I can remember I have loved art. I think this partly fuelled my interest in medicine as fundamentally, it integrates both scientific and artistic principles. There is not always a formula or ‘correct answer’. This is perhaps best seen in holistic healthcare, where evidence-based medicine is balanced with an emphasis on patient individuality, considering their physical, social and psychological needs. This appreciation for the mix between subjectivity and precision has shaped my interest in pursuing a career in plastic surgery and is ultimately why I chose to focus on the muscles of facial expression. It strengthens knowledge that will be essential later on and explores an aspect of human anatomy I find fascinating. Drawing has become an enjoyable and rewarding method of learning that I have incorporated into my revision. It allows me to look at things from a different, more detailed, perspective. This process led me to an ongoing discussion, whether the muscle of facial expression, ‘Depressor Supercilii’ is a distinct muscle, contributing to eyebrow depression, or actually part of ‘Corrugator Supercilii’ or ‘Orbicularis Oculi\u27. Engaging with this broadened my overall appreciation of the anatomy and highlighted that medicine is full of nuance and interpretation. To me, that is where its artistry stands out
Working class films for middle class desires: power distribution, escape and damage in Billy Elliot, Brassed Off and the Full Monty
No full textThis dissertation examines the representations of the working class in three British films made in the late 1990s and early 2000s. They are Brassed Off (1996), The Full Monty (1997), and Billy Elliot (2000). Although the films purport to be championing the working class, this dissertation will show how the films are more suited to a middle class audience as the working class is
largely portrayed in a negative light. The reason the working class is portrayed in a negative light is so the hierarchical class divides remain in place and the working class are placed at the bottom of the social pile, subservient to the middle and upper class
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