A personal artistic philosophy

My paintings are made up of images, to some extent abstracted but for the most part recognizable. Evan large areas of canvas which may seem vacant are objects or part of objects. A blue and white checked area is not merely decoration, but a sheet hung on a line, or a bright table cloth. A large textured area (textured through the use of color) is a wall, sky or the ground. I believe in the depiction of objects as I see them. There is, therefore, no reason to totally abstract my impressions, feelings, or the objects I am in contact with. Objects offer me a value of their own which is great enough to allow than to remain intact. The amount of abstraction that I feel necessary results as a personal interpretation of such objects. It does not change them, but presents them in a new light

The Lantern Vol. 28, No. 1, January 1961

• I Felt Horror That Day • John Ten • Term Paper: Circa 3032 A.D. • Villanelle • Lament • Joy of Bearded Boy • U.S. Foreign Policy: The Future • Contrast • Camp Crowder • Whispered Sounds • Pity, Love • Not Quite Free • Experiences of a Heroin Addict • The Hawk • The Second Apple • Reaction • Poor Family, Moving • Torch Ends Sputter in the Pall • Late Date • She\u27ll Call Mehttps://digitalcommons.ursinus.edu/lantern/1079/thumbnail.jp

The Lantern Vol. 32, No. 1, January 1965

• The Wise Man • Of Men and Lobsters • Deliberate-Beyond Conception • Villanelle • Villanelle: Interlude • Rune Green Stones • Redemption • John Ten • Torch Ends • The General and the Birdnest • Not Quite Free • Hymn to the Morning • Walking Togetherhttps://digitalcommons.ursinus.edu/lantern/1087/thumbnail.jp

Larval gryporhynchid tapeworms (Cestoda: Cyclophyllidea) of British freshwater fish, with a description of the pathology caused by Paradilepis scolecina

Larvae of the cyclophyllidean tapeworms Paradilepis scolecina (Rudolphi, 1819), Neogryporhynchus cheilancristrotus (Wedl, 1855) and Valipora campylancristrota (Wedl, 1855), are described from British freshwater fish. The morphometrics of the rostellar hooks, infection characteristics and host ranges of these parasites from fisheries in England and Wales are presented. Difficulties in the detection, handling and identification of these tapeworms are highlighted, and may in part explain the paucity of records from Britain. Tissue digestion was shown to be a useful technique for the examination of these parasites, providing clear and consistent preparations of the rostellar hooks for measurement. The pathological changes caused by P. scolecina to the liver of wild tench, Tinca tinca, are detailed for the first time. Tapeworms located in the hepatic parenchyma and pancreatic tissues caused little pathological damage and invoked only mild inflammatory responses. The small size of these tapeworms and their encapsulation within host tissues appear to limit the severity of pathology, compared with parasites that insert their rostellum during attachment

The Lantern Vol. 27, No. 3, Fall 1960

• Thoughts in DaVinici\u27s Coffeehouse • Kinesiology Class • No One is Named Alistair • The Beat Generation • The Super Highway Blues • Panic and the Mountain Peak • The Lake • Later • Ares • The Light • The Room • Thoughts After Three-Thirty • Critique • There • Organized Religion - Pro • Organized Religion - Con • Longing • Apologies to Francois Villon • The Fortune Teller • At Twilight • The Ledge • Waiting at Evening for the Sky to Fall • In Memory of a Friend • The Gentleman • Consumption • Post-Panegyric • The Everglades • Awareness • The Art of Two-Timing • Meditations of an Egyptologist • Sonnet to Mao Tse-Tung • A Strange Affair • With Us Tonight • The Form in Fronthttps://digitalcommons.ursinus.edu/lantern/1078/thumbnail.jp

Using standardized patients in an undergraduate mental health simulation

Simulation is a technique of reproducing the performance of a desired circumstance or procedure by means of an equivalent scenario for the purpose of observation or tuition. The overwhelming shortfall in this process is the absence of the human element—the individual patient's response to illness. Little is known about the use of simulation in the mental health component of an undergraduate curriculum. This pilot study aimed to explore the impact of an integrated-simulation approach on second-year undergraduate nursing students' preparedness for a mental health placement. Students completed a questionnaire pre- and post-clinical placement to determine whether the simulations improved their confidence about communication and assessment skill development. Students found the experience of engaging in a mental health simulation with standardized patients a positive experience. They noted that the experience increased their confidence, encouraged professionalism, enhanced their understanding of mental illness presentations, and was also clinically realistic. The benefits of using simulation to address mental health placement shortfalls mean that all students can be guaranteed a controlled and safe interaction with a mental health client. Simulation should not be seen as the "poor cousin" to hospital-based clinical placement. Rather it provides a comprehensive opportunity to engage in an immersive, secure, and innovative learning environment where safe clinical decision-making opportunities are abundant

Notions of value and care in transnational education: Contextualizing theory to practice with Fashion Media students in Hong Kong.

This paper draws on the experience of teaching a Top-Up degree programme in Hong Kong. The course, with a focus on fashion media, contextualised practice within a framework of cultural studies theory. Taught by staff from both London and Hong Kong, it sought to develop practitioners who could confidently operate in the fast-paced, global fashion industry. Perhaps unsurprisingly, however, it became evident that the cultural theory, assessed through an 8,000-Dissertation written in English, would prove especially challenging for some of the students. The one-to-one tutorial scenario, the teaching format for the delivery, appeared to compound this challenge, as it seemed to leave some students feeling exposed. It was important that the staff team addressed this issue promptly, as students were at risk of not attending due to lack of confidence and a subsequent lack of motivation. Through an action research project, staff considered verbal immediacy, ego support and tutor confirmation as strategies to support students with these challenges. This paper reports on findings that demonstrate that these methods (which specifically consider the emotional needs of students) were effective in motivating and facilitating confidence in the students who were struggling with the demands of the course. Furthermore, it discusses student perceptions of value and care and how these differ and are dependent on the needs of the student. It goes further, to report on interviews with alumni who discuss the value of critical thinking and of contextualising practice, and how these attributes can facilitate students as life-long learners who are to able live and work successfully upon graduation. It identifies further opportunities for research, which consider additional cycles in the reflective and intervention cycles of the action research process

Notions of Value and Care in Transnational Education: contextualising theory to practice with fashion media students in Hong Kong

This paper draws on the experience of teaching a Top-Up degree programme in Hong Kong,China. The course, with a focus on fashion media, contextualised practice within a framework of cultural studies theory. Taught by staff from both London and Hong Kong, it sought to develop practitioners who could confidently operate in the fast-paced, global fashion industry. Perhaps unsurprisingly, however, it became evident that the cultural theory, assessed through an 8,000-dissertation written in English, would prove especially challenging for some of the students. The one-to-one tutorial scenario, the teaching format for the delivery, appeared to compound this challenge, as it seemed to leave some students feeling exposed. It was important that the staff team addressed this issue promptly, as students were at risk of not attending due to lack of confidence and a subsequent lack of motivation. Through an action research project, staff considered verbal immediacy, ego support and tutor confirmation as strategies to support students with these challenges. This paper reports on findings that demonstrate that these methods (which specifically consider the emotional needs of students) were effective in motivating and facilitating confidence in the students who were struggling with the demands of the course. Furthermore, it discusses student perceptions of value and care and how these differ and are dependent on the needs of the student. It goes further, to report on interviews with alumni who discuss the value of critical thinking and of contextualising practice, and how these attributes can facilitate students as life-long learners who are to able live and work successfully upon graduation. It identifies further opportunities for research, which consider additional cycles in the reflective and intervention cycles of the action research process

Regulating transcriptional activity by phosphorylation: a new mechanism for the ARX homeodomain transcription factor

Aristaless-related homeobox (ARX) gene encodes a paired-type homeodomain transcription factor with critical roles in development. Here we identify that ARX protein is phosphorylated. Using mass spectrometry and in vitro kinase assays we identify phosphorylation at serines 37, 67 and 174. Through yeast-2-hybrid and CoIP we identified PICK1 (Protein interacting with C kinase 1) binding with the C-terminal region of ARX. PICK1 is a scaffold protein known to facilitate phosphorylation of protein partners by protein kinase C alpha (PRKCA). We confirm that ARX is phosphorylated by PRKCA and demonstrate phosphorylation at serine 174. We demonstrate that phosphorylation is required for correct transcriptional activity of the ARX protein using transcriptome-wide analysis of gene expression of phospho-null mutants (alanines replacing serines) compared to ARX wild-type (ARX-WT) overexpressed in pancreatic alpha TC cells. Compared to untransfected cells, ARX-WT overexpression significantly altered expression of 70 genes (Log2FC >+/-1.0, P-value <0.05). There were fewer genes with significantly altered expression compared to untransfected cells with the double phospho-null mutant Ser37Ala+Ser67Ala (26%) and Ser174Ala (39%), respectively. We demonstrate that the c-terminal region of ARX required to bind PICK1 causes a shift in PICK1 subcellular localisation to the nucleus to co-locate with the ARX protein, and truncation of this C-terminal region leads to the same loss of transcriptional activation as S174A mutant. In conclusion, we show that ARX is phosphorylated at several sites and that this modification affects its transcriptional activity.Tessa Mattiske, May H. Tan, Oliver Dearsley, Desiree Cloosterman, Charles S. Hii, Jozef Gécz, Cheryl Shoubridg