Learning to draw: an active perceptual approach to observational drawing synchronising the eye and hand in time and space

What happens when we draw? How do we transform the visible into lines, and how does drawing the lines transform our perception? The research explores these questions through analysis of physical behaviour in observational drawing, specifically the communication between eye and hand in time and space. By connecting new scientific models of expert drawing behaviour with enactive perception theory (Noë 2004), observational drawing practice and pedagogy, the thesis concludes that drawing is both an action and a form of perception, finely-tuned for detail by the coupling of the movements of the eye with those of the hand. One draws for perception, not from perception. The contribution of the thesis is the development of an enactive observational drawing method, based on the orchestration of eye and hand. While observational drawing is often viewed as more to do with looking with the eye than moving the body, this novel method teaches students to attend to coordination and timing, and its perceptual role. Students learn to draw by learning the dance of the eye and the hand, by developing rhythm. The thesis positions observational drawing as a dynamic embodied engagement with the world; ‘drawing with life’ or ‘drawing life’, rather than drawing from life. The drawing method is defined as presentation (distinct from representation) recognising that perception is transformed by the action of drawing and entailing that it cannot be re-presented, given that it only exists as it emerges. Perception is understood to happen within the movements of drawing. Drawing is described as a two-way conversation between eye and hand, whereby the eye learns from the hand, and develops a slower ‘hand-like’ way of looking, that enables drawing. The drawing method teaches students to move the eye in a slower more detailed way, scanning an object, to allow a fine-grained presentation. The project explores the use and potential of drawing in this way as a research tool, and develops methods for future study of the articulation of the body for observational drawing, and of the complex relationship between perception and action. The conclusion reached is that drawing requires orchestrated movements of eye and hand, and that due to the reflexive nature of drawing, with the action of the hand elucidating vision and in turn influencing the behaviour of the eye, drawing is itself a perceptual process. One perceives from drawing, rather than draws from perception

The hydrology of prehistoric farming systems in a central Arizona ecotone

The prehistoric land use and water management in the semi-arid Southwest was examined. Remote sensing data, geology, hydrology and biology are discussed along with an evaluation of remote sensing contributions, recommendations for applications, and proposed future remote sensing studies

Curriculum and Assessment : A Question of Politics?

The Victorian Certificate of Education (VCE) has been subject to ongoing modifications since its full introduction in 1992. These changes were largely driven by vocal opponents of this educational reform. In this paper we give voice to teachers charged with implementing the curriculum and assessment directives of the VCE. Specifically, we draw on the experiences of close to 500 senior mathematics teachers – through interview and survey data - to consider the impact on them of the evolution of the VCE

Determinants of Chronic Illness Among Aged Population in Ghana: A Multinomial Logit Approach

Generally, the constant change in demographic trends among the aged depict gradual increase in the size of the aged population globally. The aged population is often capitalised with degenerative conditions such as chronic illness which affect their ability to function effectively and often require special support. Despite the increase in the size of the aged population and their associated degenerative conditions, very few descriptive studies on the determinants of chronic illness among the aged has been researched especially in developing countries such as Ghana and there is no compelling evidence on the association of chronic illness and its determinants. Thus, this study seeks to analyse and predict the impact of age, gender, education, marital status, Quality of Life (QoL), social cohesion, settlement and depression on chronic illness among the aged population in Ghana. From the studies a Multinomial Logit Regression (MLR) was employed to analyse the data obtained from the Ghana Statistical Service (GSS) under, Ageing and Adult Health (SAGE), 2012. It was revealed that out of the 1384 sampled, 71% had no chronic illness whilst 22% and 7% had one and two or more chronic illness respectively. Again, it was observed that, Depression State, Gender, Marital Status and Settlement Type (rural or urban) play significant roles in determining the likelihood of the aged getting chronic illness while Physical Function, Social Cohesion, QoL, Age and Education Level were not statistically significant determinants of chronic illness. Our findings demonstrate that chronic illness among the aged is constantly increasing in Ghana especially in the urban communities and need to be addressed urgently through governmental policies and programs in the quest to help salvage the deteriorating conditions of the aged.   Keywords: Aged Population, Multinomial Logit Model, Chronic Illnes

Towards Developing AI Literacy: Three Student Provocations on AI in Higher Education

This article reports the reflections of the co-organisers on a recent AI in Higher Education event which was led by students from the University of Leeds and University College London. While academic communities and experts have contributed significantly to the discourse, students’ perspectives have so far been underrepresented. Three student provocations are shared which provided the focus of the discussions during the event. The student co-authors present future-gazing visions of the impact of AI in higher education and beyond. Our collaborative reflections highlight that whether we are seeking to bring about desirable, AI-empowered futures, or aspiring to evade undesirable consequences of these new technologies, it will be vital to develop and enhance the AI literacy of students and educators alike in order to make use of it ethically, creatively and critically

Exogenously added GPI-anchored tissue inhibitor of matrix metal loproteinase-1 (TIMP-1) displays enhanced and novel biological activities

The family of tissue inhibitors of metalloproteinases (TIMPs) exhibits diverse physiological/biological functions including the inhibition of active matrix metalloproteinases, regulation of proMMP activation, cell growth, and the modulation of angiogenesis. TIMP-1 is a secreted protein that can be detected on the cell surface through its interaction with surface proteins. The diverse biological functions of TIMP-1 are thought to lie, in part, in the kinetics of TIMP-1/MMP/surface protein interactions. Proteins anchored by glycoinositol phospholipids (GPIs), when purified and added to cells in vitro, are incorporated into their surface membranes. A GPI anchor was fused to TIMP-1 to generate a reagent that could be added directly to cell membranes and thus focus defined concentrations of TIMP-1 protein on any cell surface independent of protein-protein interaction. Unlike native TIMP-1, exogenously added GPI-anchored TIMP-1 protein effectively blocked release of MMP-2 and MMP-9 from osteosarcoma cells. TIMP-1-GP1 was a more effective modulator of migration and proliferation than TIMP-1. While control hTIMP-1 protein did not significantly affect migration of primary microvascular endothelial cells at the concentrations tested, the GPI-anchored TIMP-1 protein showed a pronounced suppression of endothelial cell migration in response to bFGF. In addition, TIMP-1-GPI was more effective at inducing microvascular endothelial proliferation. In contrast, fibroblast proliferation was suppressed by the agent. Reagents based on this method should assist in the dissection of the protease cascades and activities involved in TIMP biology. Membrane-fixed TIMP-1 may represent a more effective version of the protein for use in therapeutic expression

The representation of scientific research in the national curriculum and secondary school pupils’ perceptions of research, its function, usefulness and value to their lives

Young people’s views on what research is, how it is conducted and whether it is important, influences the decisions they make about their further studies and career choices. In this paper we report the analysis of questionnaire data with a particular focus on pupil perceptions of research in the sciences and of the scientific method. The questionnaire was a 25-item Likert Scale (1-5) distributed to seven collaborating schools. We received 2634 returns from pupils across key stages 3, 4 and 5. We also asked teachers to complete the questionnaire in order to explore how they thought their pupils would respond. We received 54 teacher responses. Statistically significant differences in the responses were identified through a chi-square test on SPSS. As what is being taught influences secondary pupil views on research we also consider how the term ‘research’ appears in the national curriculum for England and Wales and the three main English exam boards. The main theoretical construct that informs our analysis of the questionnaire data and the national curriculum is Angela Brew’s 4-tier descriptor of perceptions of research (domino, trading, layer, journey). We use this framework in order to map what, when and how research is presented to school pupils in England and Wales. We also use this framework in order to highlight and discuss certain pupil views that emerged from the questionnaire data and which indicate areas where curriculum and pedagogy intervention may be necessary: pupils seem less confident in their understanding of research as involving the identification of a research question; and, they often see research as a means to confirm one’s own opinion. They do however understand research as involving the generation of new knowledge and the collection of new data, such as interviews and questionnaires as well as laboratory work, field trips and library searches and they appear relatively confident in their statements about their ability to do research, their school experiences of research and the importance of research in their future career choice