Is copyright blind to the visual?

This article argues that, with respect to the copyright protection of works of visual art, the general uneasiness that has always pervaded the relationship between copyright law and concepts of creativity produces three anomalous results. One of these is that copyright lacks much in the way of a central concept of 'visual art' and, to the extent that it embraces any concept of the 'visual', it is rooted in the rhetorical discourse of the Renaissance. This means that copyright is poorly equipped to deal with modern developments in the visual arts. Secondly, the pervasive effect of rhetorical discourse appears to have made it particularly difficult for copyright law to strike a meaningful balance between protecting creativity and permitting its use in further creative works. Thirdly, just when rhetorical discourse might have been useful in identifying the significance and materiality of the unique one-off work of visual art, copyright law chooses to ignore its implications

The galaxy-halo connection from a joint lensing, clustering and abundance analysis in the CFHTLenS/VIPERS field

We present new constraints on the relationship between galaxies and their host dark matter halos, measured from the location of the peak of the stellar-to-halo mass ratio (SHMR), up to the most massive galaxy clusters at redshift $z\sim0.8$ and over a volume of nearly 0.1~Gpc$^3$. We use a unique combination of deep observations in the CFHTLenS/VIPERS field from the near-UV to the near-IR, supplemented by $\sim60\,000$ secure spectroscopic redshifts, analysing galaxy clustering, galaxy-galaxy lensing and the stellar mass function. We interpret our measurements within the halo occupation distribution (HOD) framework, separating the contributions from central and satellite galaxies. We find that the SHMR for the central galaxies peaks at $M_{\rm h, peak} = 1.9^{+0.2}_{-0.1}\times10^{12} M_{\odot}$ with an amplitude of $0.025$, which decreases to $\sim0.001$ for massive halos ($M_{\rm h} > 10^{14} M_{\odot}$). Compared to central galaxies only, the total SHMR (including satellites) is boosted by a factor 10 in the high-mass regime (cluster-size halos), a result consistent with cluster analyses from the literature based on fully independent methods. After properly accounting for differences in modelling, we have compared our results with a large number of results from the literature up to $z=1$: we find good general agreement, independently of the method used, within the typical stellar-mass systematic errors at low to intermediate mass (${M}_{\star} < 10^{11} M_{\odot}$) and the statistical errors above. We have also compared our SHMR results to semi-analytic simulations and found that the SHMR is tilted compared to our measurements in such a way that they over- (under-) predict star formation efficiency in central (satellite) galaxies.Comment: 31 pages, 18 figures, 4 table. Accepted for publication in MNRAS. Online material available at http://www.cfhtlens.or

A theoretical insight into the photophysics of psoralen

Psoralen photophysics has been studied on quantum chemistry grounds using the multiconfigurational second-order perturbation method CASPT2. Absorption and emission spectra of the system have been rationalized by computing the energies and properties of the low-lying singlet and triplet excited states. The S1 ππ* state has been determined to be responsible of the lowest absorption and fluorescence bands and to initially carry the population in the photophysical processes related to the phototherapeutic properties of psoralen derivatives. The low-lying T1 ππ* state is, on the other hand, protagonist of the phosphorescence, and its prevalent role in the reactivity of psoralen is suggested to be related to the elongation of the pyrone ring C3–C4 bond, where the spin density is distributed on both carbon atoms. Analysis of energy gaps and spin-orbit coupling elements indicates that the efficient photophysical process leading to the population of the lowest triplet state does not take place at the Franck-Condon region but along the S1 relaxation [email protected] [email protected] [email protected]

Critical Race Theory and Education: racism and anti-racism in educational theory and praxis

What is Critical Race Theory (CRT) and what does it offer educational researchers and practitioners outside the US? This paper addresses these questions by examining the recent history of antiracist research and policy in the UK. In particular, the paper argues that conventional forms of antiracism have proven unable to keep pace with the development of increasingly racist and exclusionary education polices that operate beneath a veneer of professed tolerance and diversity. In particular, contemporary antiracism lacks clear statements of principle and theory that risk reinventing the wheel with each new study; it is increasingly reduced to a meaningless slogan; and it risks appropriation within a reformist “can do” perspective dominated by the de-politicized and managerialist language of school effectiveness and improvement. In contrast, CRT offers a genuinely radical and coherent set of approaches that could revitalize critical research in education across a range of inquiries, not only in self-consciously "multicultural" studies. The paper reviews the developing terrain of CRT in education, identifying its key defining elements and the conceptual tools that characterise the work. CRT in education is a fast changing and incomplete project but it can no longer be ignored by the academy beyond North America

Please mind the gap: students’ perspectives of the transition in academic skills between A-level and degree level geography

This paper explores first-year undergraduates’ perceptions of the transition from studying geography at pre-university level to studying for a degree. This move is the largest step students make in their education, and the debate about it in the UK has been reignited due to the government’s planned changes to A-level geography. However, missing from most of this debate is an appreciation of the way in which geography students themselves perceive their transition to university. This paper begins to rectify this absence. Using student insights, we show that their main concern is acquiring the higher level skills required for university learning

Landscapes of Loss: Responses to Altered Landscapes in an Ex-Industrial textile Community

Geographically located at the heart of Carpetvillage in West Yorkshire, Carpetmakers had once been a thriving manufacturer of fine woven carpets since the late 1880s. From my own experience of growing up there in the 1970s, its inhabitants had held a sense of ‘communal being-ness’ through the shared experience of living there and of making carpets. After the factory was closed, Carpet Mill was demolished in 2002, leaving a void where there had once been a handsome Victorian building. Interested in responses to architectural, spatial, and sensuous change in an ex-industrial landscape, this article asks: what were the subjective consequences for the affective ties that hold together an ex-industrial community? Using sensuous ethnographic mobile methods, the study draws on ex-Carpetmakers employees and local residents. The research found nostalgic memories of Carpetmakers as a paternalistic employer operating in a thriving and largely self-sufficient community. Photographs were collected from respondents, which chart a vast number of social clubs and events that offered an important dimension to the ‘way of life’ offered to workers in this ‘company village’. It found that while the importance of works buildings is acknowledged by writers on de-industrialization, missing from their accounts is an embodied analysis of how people interact in situ with landscapes of demolition. Respondents told of the emotional trauma of the demolition process, the effects of spatial change through the erasure of the village’s architectural past and the almost total decline of a community which, for them, no longer holds a sense of place. The decline in the social structures of an industrial community meant that ageing ex-workers and residents found it difficult to generate communal ties with newcomers to the village

Education policy as an act of white supremacy: whiteness, critical race theory and education reform

The paper presents an empirical analysis of education policy in England that is informed by recent developments in US critical theory. In particular, I draw on ‘whiteness studies’ and the application of Critical Race Theory (CRT). These perspectives offer a new and radical way of conceptualising the role of racism in education. Although the US literature has paid little or no regard to issues outside North America, I argue that a similar understanding of racism (as a multifaceted, deeply embedded, often taken-for-granted aspect of power relations) lies at the heart of recent attempts to understand institutional racism in the UK. Having set out the conceptual terrain in the first half of the paper, I then apply this approach to recent changes in the English education system to reveal the central role accorded the defence (and extension) of race inequity. Finally, the paper touches on the question of racism and intentionality: although race inequity may not be a planned and deliberate goal of education policy neither is it accidental. The patterning of racial advantage and inequity is structured in domination and its continuation represents a form of tacit intentionality on the part of white powerholders and policy makers. It is in this sense that education policy is an act of white supremacy. Following others in the CRT tradition, therefore, the paper’s analysis concludes that the most dangerous form of ‘white supremacy’ is not the obvious and extreme fascistic posturing of small neonazi groups, but rather the taken-for-granted routine privileging of white interests that goes unremarked in the political mainstream