What Rises Above the White Noise: the Possibility of Hearing Truth in a Post-truth World

This installation in a valley in the UK’s Lake District National Park taps into the idea of communication, the problem of apparent fact and post-truth, and which voices are being heard when it comes to standing up for the environment. In consideration of post-truth and the confusion between fact and fiction, particularly with regard to issues about environment, this art installation explores the possibility of clarity in voices that are heard above the white noise of facts, partial truths and information overload. It is a site-specific installation, created around a single tree and a rapidly flowing river in the Lake District National Park, where many different organizations strive for balance between human occupation and natural biodiversity, and not everyone feels their voices are heard or adequately acted upon

Cell lineage analysis of the avian neural crest

Neural crest cells migrate extensively and give rise to diverse cell types, including cells of the sensory and autonomic nervous systems. A major unanswered question concerning the neural crest is when and how the neural crest cells become determined to adopt a particular fate. We have explored the developmental potential of trunk neural crest cells in avian embryos by microinjecting a vital dye, lysinated rhodamine dextran (LRD), into individual cells within the dorsal neural tube. We find that premigratory and emigrating neural crest cells give rise to descendants with distinct phenotypes in multiple neural crest derivatives. These results are consistent with the idea that neural crest cells are multipotent prior to their emigration from the neural tube and become restricted in phenotype after emigration from the neural tube either during their migration or at their sites of localization. To determine whether neural crest cells become restricted during their migration, we have microinjected individual trunk neural crest cells with dye shortly after they leave the neural tube or as they migrate through the somite. We find that a majority of the clones derived from migrating neural crest cells appear to be multipotent; individual migrating neural crest cells gave rise to both sensory and sympathetic neurons, as well as cells with the morphological characteristics of Schwann cells, and other nonneuronal cells. Even those clones contributing to only one neural crest derivative often contained both neurofilament-positive and neurofilament-negative cells. These data demonstrate that migrating trunk neural crest cells, like their premigratory progenitors, can be multipotent. They give rise to cells in multiple neural crest derivatives and contribute to both neuronal and non-neuronal elements within a given derivative. Thus, restriction of neural crest cell fate must occur relatively late in migration or at the final destinations

Migrating neural crest cells in the trunk of the avian embryo are multipotent

Trunk neural crest cells migrate extensively and give rise to diverse cell types, including cells of the sensory and autonomic nervous systems. Previously, we demonstrated that many premigratory trunk neural crest cells give rise to descendants with distinct phenotypes in multiple neural crest derivatives. The results are consistent with the idea that neural crest cells are multipotent prior to their emigration from the neural tube and become restricted in phenotype after leaving the neural tube either during their migration or at their sites of localization. Here, we test the developmental potential of migrating trunk neural crest cells by microinjecting a vital dye, lysinated rhodamine dextran (LRD), into individual cells as they migrate through the somite. By two days after injection, the LRD-labelled clones contained from 2 to 67 cells, which were distributed unilaterally in all embryos. Most clones were confined to a single segment, though a few contributed to sympathetic ganglia over two segments. A majority of the clones gave rise to cells in multiple neural crest derivatives. Individual migrating neural crest cells gave rise to both sensory and sympathetic neurons (neurofilament-positive), as well as cells with the morphological characteristics of Schwann cells, and other non-neuronal cells (both neurofilament-negative). Even those clones contributing to only one neural crest derivative often contained both neurofilament-positive and neurofilament-negative cells. Our data demonstrate that migrating trunk neural crest cells can be multipotent, giving rise to cells in multiple neural crest derivatives, and contributing to both neuronal and non-neuronal elements within a given derivative. Thus, restriction of neural crest cell fate must occur relatively late in migration or at the final sites of neural crest cell localization

Race and religion in the Victorian age: Charles Kingsley, Governor Eyre and the Morant Bay Rising

A consideration of the ideological issues surrounding the controversy of Governor Edward Eyre's draconian reaction to the Morant Bay rising in Jamaica in 1865, and of the responses to it of a number of mid-Victorian intellectuals, including Charles Kingsley, Ruskin and Carlyle

Space and the Atom: On the Popular Geopolitics of Cold War Rocketry

This paper considers the imbricated domains of space exploration and Cold War geopolitics by following the trajectory of the 'Corporal', the world's first guided missile authorised to carry a nuclear warhead. It examines the popular geopolitics of rocketry as both a technology of mass destruction and as a vehicle for the transcendent dreams of extra-terrestrial discovery. Avoiding both technical and statist accounts, the paper shows how these technologies of Cold War strategic advantage were activated and sustained through popular media and everyday experience. Particular attention is given to such mundane activities as children's play, citing the example of die-cast miniature toys of the Corporal. Through such apparently modest means, nuclear weapons were made intelligible in, and transposable to, a domestic context. The paper is also situated within a wider emerging literature on geographies and geopolitics of outer space.</p

On the Genealogy of Universals: The Metaphysical Origins of Analytic Philosophy

The concepts of particular and universal have grown so familiar that their significance has become difficult to discern, like coins that have been passed back and forth too many times, worn smooth so their values can no longer be read. On the Genealogy of Universals seeks to overcome our sense of over-familiarity with these concepts by providing a case study of their evolution during the late nineteenth century and early twentieth century, a study that shows how the history of these concepts is bound up with the origins and development of analytic philosophy itself. Understanding how these concepts were taken up, transfigured, and given up by the early analytic philosophers, enables us to recover and reanimate the debate amongst them that otherwise remains Delphic. This book begins from the early, originating texts of analytic philosophy that have hitherto baffled commentators, including Moore's early papers, and engages afresh with the neglected contributions of philosophical figures that historians of analytic philosophy have mostly since forgotten, including Stout and Whitehead. This sheds new light upon the relationships of Moore to Russell, Russell to Wittgenstein, and Wittgenstein to Ramsey

The creative potential of metaphorical writing in the literacy classroom

Creativity is difficult to define and a universal definition remains elusive. However, common words associated with creativity affirm that it concerns novelty and originality, hallmarks of many great and enduring texts. Students can also be encouraged to surface original ideas through constructing their own creative texts. This article outlines such a project that focuses on metaphorical writing with students in the primary school setting. When teachers foster creativity in the literacy classroom, they provide openended lessons, encourage variety and innovation, and allow time to play with ideas. Engaging students in writing their own metaphorical texts is one way in which students can generate novel responses and multiple interpretations as outlined in this paper. The students’ texts reveal unique voices that range from the playful to the dramatic in their creative exploration of what it means to be human. The potential of such writing for engaging students is discussed alongside the value of metaphorical writing for encouraging emotional exploration, imagination and sheer enjoyment