Coldness and Cruelty as Performance in Deleuze's Proust

This book is an encounter between Deleuze the philosopher, Proust the novelist, and Beckett the writer creating interdisciplinary and inter-aesthetic bridges between them, covering textual, visual, sonic and performative phenomena, ..

“some kind of thing it aint us but yet its in us”: David Mitchell, Russell Hoban, and metafiction after the millennium

This article appraises the debt that David Mitchell’s Cloud Atlas owes to the novels of Russell Hoban, including, but not limited to, Riddley Walker. After clearly mapping a history of Hoban’s philosophical perspectives and Mitchell’s inter-textual genre-impersonation practice, the article assesses the degree to which Mitchell’s metatextual methods indicate a nostalgia for by-gone radical aesthetics rather than reaching for new modes of its own. The article not only proposes several new backdrops against which Mitchell’s novel can be read but also conducts the first in-depth appraisal of Mitchell’s formal linguistic replication of Riddley Walker

Learners reconceptualising education: Widening participation through creative engagement?

This paper argues that engaging imaginatively with ways in which statutory and further education is provided and expanding the repertoire of possible transitions into higher education, is necessary for providers both in higher education and in the contexts and phases which precede study at this level. Fostering dispositions for creativity in dynamic engagement with educational technology together with the consideration of pedagogy, learning objects, inclusion, policy and the management of change, requires innovative provision to span the spaces between school, home, work and higher education learning. Reporting on The Aspire Pilot, a NESTA-funded initiative at The Open University, the paper offers the beginning of a theoretical frame for considering learning, learners and learning systems in the information age prioritizing learner agency. It will report emergent empirical findings from this inter-disciplinary project, with a significant e-dimension, which seeks to foster the creativity of 13-19 year olds in considering future learning systems, developing provocations for others to explore creative but grounded possibilities. It explores implications arising from this project for approaches that may facilitate widening participation in higher education

Corticospinal interaction during isometric compensation for modulated forces with different frequencies

<p>Abstract</p> <p>Background</p> <p>During isometric compensation of modulated low-level forces corticomuscular coherence (CMC) has been shown to occur in high-beta or gamma-range. The influence of the frequency of force modulation on CMC has up to now remained unexplored. We addressed this question by investigating CMC, motor performance, and cortical spectral power during a visuomotor task in which subjects had to compensate a modulated force of 8% of the maximum voluntary contraction exerted on their right index finger. The effect of three frequencies of force modulation (0.6, 1.0 and 1.6 Hz) was tested. EEG, EMG from first dorsal interosseus, hand flexor and extensor muscles, and finger position were recorded in eight right-handed women.</p> <p>Results</p> <p>Five subjects showed CMC in gamma- (28-45 Hz) and three in beta-range (15-30 Hz). Beta- and gamma-range CMC and cortical motor spectral power were not modulated by the various frequencies. However, a sharp bilateral CMC peak at 1.6 Hz was observed, but only in the five gamma-range CMC subjects. The performance error increased linearly with the frequency.</p> <p>Conclusions</p> <p>Our findings suggest that the frequency of force modulation has no effect on the beta- and gamma-range CMC during isometric compensation for modulated forces at 8% MVC. The beta- and gamma-range CMC may be related to interindividual differences and possibly to strategy differences.</p

Handwriting performance in the absence of visual control in writer's cramp patients: Initial observations

BACKGROUND: The present study was aimed at investigating the writing parameters of writer's cramp patients and control subjects during handwriting of a test sentence in the absence of visual control. METHODS: Eight right-handed patients with writer's cramp and eight healthy volunteers as age-matched control subjects participated in the study. The experimental task consisted in writing a test sentence repeatedly for fifty times on a pressure-sensitive digital board. The subject did not have visual control on his handwriting. The writing performance was stored on a PC and analyzed off-line. RESULTS: During handwriting all patients developed a typical dystonic limb posture and reported an increase in muscular tension along the experimental session. The patients were significantly slower than the controls, with lower mean vertical pressure of the pen tip on the paper and they could not reach the endmost letter of the sentence in the given time window. No other handwriting parameter differences were found between the two groups. CONCLUSION: Our findings indicate that during writing in the absence of visual feedback writer's cramp patients are slower and could not reach the endmost letter of the test sentence, but their level of automatization is not impaired and writer's cramp handwriting parameters are similar to those of the controls except for even lower vertical pressure of the pen tip on the paper, which is probably due to a changed strategy in such experimental conditions

Choreography, controversy and child sex abuse: Theoretical reflections on a cultural criminological analysis of dance in a pop music video

This article was inspired by the controversy over claims of ‘pedophilia!!!!’ undertones and the ‘triggering’ of memories of childhood sexual abuse in some viewers by the dance performance featured in the music video for Sia’s ‘Elastic Heart’ (2015). The case is presented for acknowledging the hidden and/or overlooked presence of dance in social scientific theory and cultural studies and how these can enhance and advance cultural criminological research. Examples of how these insights have been used within other disciplinary frameworks to analyse and address child sex crime and sexual trauma are provided, and the argument is made that popular cultural texts such as dance in pop music videos should be regarded as significant in analysing and tracing public perceptions and epistemologies of crimes such as child sex abuse

An examination of global university rankings as a new mechanism influencing mission differentiation: the UK context

Since their emergence a decade ago, global university rankings have become a powerful force in higher education internationally. The majority of research studies on global rankings have examined the effects at institutional and national levels. This study offers a valuable perspective on the ways rankings (and other international benchmarks) are deployed at the intra-sector level, by UK higher education ‘mission groups’, to support different policy positions. The concept of object in activity theory is used to problematize the analysis. Critical discourse analysis is used as a methodological orientation to study the ways global rankings mediate the object in this context. The findings contribute to the current debate on whether rankings are promoting isomorphism in higher education sectors nationally, illustrating a differentiated engagement with rankings in the UK context. The relevance of the findings for policy-makers and institutional managers is discussed

Border skirmishes and the question of belonging: An authoethnographic account of everyday exclusion in multicultural society

Transnational migration has transformed most European countries, making the problem of how to 'integrate' an increasingly popular topic in public debates and social policy. It is assumed that as long as the newcomer learns the language, adapts to the local customs and finds work, s/he will be integrated and welcomed with open arms as a full-fledged member of society. Based on an autoethnography of our experiences as US-born, long-term and fully 'integrated' residents of the Netherlands, one of Europe's most multicultural societies, we have explored some of the subtle, well-intentioned practices of distancing and exclusion that are part of the fabric of everyday life. We will show how, contrary to the official discourse of integration, 'Dutch-ness' as a white/ethnic national identity is continuously constructed as a 'we', which excludes all 'others'. And, indeed, we have discovered that, paradoxically, the closer the 'other' comes to being completely assimilated into Dutch society, the more the symbolic borders of national belonging may need to be policed and tightened. © The Author(s) 2011