Universities | Universities | Universities |
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John Butcher | Arts and humanities |
Jonathan Hughes | Social sciences |
Laura Hills | Science, technology and maths |
I remember the line, ‘Water, water, everywhere, nor any drop to drink’ – though I do not know where these words come from. I like this line. It makes me think of being on a boat, in the middle of the sea. It is harder to think about why this is memorable. It makes me think of a small boat in a vast sea, and this image has stuck in my mind. I learned it when I was very young. I do not really know why I remember it.
I can’t imagine how anyone can call a tent or a shed art. I can only assume it’s because they can’t paint, sculpt or turn a clay pot. This fire is no great loss to the art world. (Gareth Dunn, Edinburgh)
I’ve got a few unmade beds for sale to interested bidders. In fact for the right price I’ll throw in the stroppy teenage occupant. He can reduce any tidy room to the state of Tracey’s bedroom if left to his own devices for a day or two. (Karen Wood, Lincolnshire) (BBC News, 2004)
I don’t think pickling something and putting it into a glass case makes it a work of art. It is no more interesting than a stuffed pike over a pub door. (Sewell, 2005)
The integration of thought and feeling and the combination of complexity with visual and emotional power that is characteristic of major art. (Molyneux, 1998, p. 1)
Artwork | Effects and comments |
3 | Messy. Intimate. Sordid. |
6a–b | Gloomy. Run down. Drab yet decorative. |
7 | Delicate. Fragile. Sad. |
11 | Colourful and complex. Dizzy. Flowing. Psychedelic. |
I think it’s about time that people started to bring their senses into play more and trust their bodily reactions to work – become more willing to say, ‘Wow! That is really lovely. I love that!’, rather than looking for the meaning of it all the time. (Berens, 2003)
Question | Technique | Effect |
1 Has a wide or narrow palette of colours been used? |
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2 Have contrasting colours been placed next to each other? |
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3 Are there more warm colours than cool colours or vice versa? |
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4 In what way is dark and light colour used? |
Question | Technique | Effect |
1 Has a wide or narrow palette of colours been used? | Quite a restricted palette. | Gives a natural feel to the artwork. Keeps the spectator focused on the central figure. |
2 Have contrasting colours been placed next to each other? | Contrast between the blue eye and the yellow background. | Gives depth and moves the spectator’s eye around the composition. |
3 Are there more warm colours than cool colours or vice versa? | Mainly warm. The red and yellow around the woman’s neck looks especially warm, even hot. | This gives a comforting, positive feel to the artwork. |
4 In what way is dark and light colour used? | little or no drama or contrast. |
Technique | Effect | Possible meaning |
Medium: bare wood of the shed and live plants – everyday objects. | Gives a homely, natural feel. | Possible link with the title and either growing up or growing plants. |
Medium: use of low-quality, grainy film showing inside the hut. | Again, gives a homely feel. | Again, might be connected with growing up/childhood. |
Colour: natural colour of wood. | Makes the hut feel ordinary and unadorned. | Not sure. Might refer to an ordinary, no-frills childhood. |
Viewpoint: the spectator initially looks up at the hut but needs to climb the ladder in order to see the film. At this point they are at eye level with the footage. | This makes the film feel inaccessible and private. We have to make an effort in order to see it and can only do so through a tiny hole. | Might be intended to suggest the privacy of family life. |
Comte thought that sociology was a science employing observation, experimentation and comparison, which was specifically relevant to the new social order of Industrial Europe.
Who works harder, men or women? In a marriage or partnership, the answer is that it all depends on the employment circumstances of the couple, their ages and beliefs they have about their appropriate roles within a household.
What is the article about? | ||
Bretts | Confinos | |
Housing | ||
Daily Lives | ||
Education | ||
Prospects for the future |
Bretts | Confinos | |
---|---|---|
Housing | ||
Daily lives | ||
Education | ||
Prospects for the future |
Three major factors which impact on the families’ futures are housing, education and money. Housing plays a key part in shaping educational opportunities and therefore life chances. The cramped space in the Bretts’ flat means that the children have little room for quiet study, whereas the Confinos have plenty of room to study. The poor condition of the Bretts’ flat also plays a role. Broken windows and a broken lavatory will make for harsher living conditions than in the Confinos’ comfortable house. Then there is the lack of educational resources. Whereas the Confino children have computers with broadband, educational toys and after-school classes the Brett children appear only to have a television. Finally there is lack of money. Debbie had to give up her law degree because of the cost of childcare, and Zoe is only ‘hanging on’ at college, partly because of the pressure of having to do part-time work. The Confinos have none of these financial pressures, and can concentrate on studying. It seems, then, that the three factors act together to shape in contrasting way the likely futures of two families.
science | technology | maths |
Geologists can trace the history of the Earth back about 4.6 billion years, to its formation from a ring of gas and dust around the young Sun. They divide this vast span into intervals that form the basic yardsticks of geological time. Early geologists named these intervals on the basis of the rocks formed within them but without knowing how long they lasted. Succeeding generations have changed the names of some and calibrated them in years to produce a geological time scale – a means of measuring the history of the Earth. (Hecht, 1995)
Use of water | Volume/litres |
baths and showers, etc. | 50 |
flushing toilet | 37 |
clothes washing | 21 |
dish washing | 12 |
garden watering | 9 |
drinking and cooking | 6 |
car washing | 1 |
miscellaneous | 14 |
Total | 150 |
Use of water | Volume/litres |
baths and showers, etc. | 50 |
flushing toilet | 37 |
clothes washing | 21 |
dish washing | 12 |
garden watering | 9 |
drinking and cooking | 6 |
car washing | 1 |
miscellaneous | 14 |
Total | 150 |
Non-technological ways of saving water | Technological ways of saving water |
---|---|
Use of water | Volume/litres |
flushing toilets | 120 |
bath and shower | 96 |
washing machine | 54 |
dishwashing | 24 |
outside use (e.g. garden, car washing) | 20 |
miscellaneous (including, drinking, cooking, cleaning) | 86 |
Total | 400 |
Use of water | Fraction | Percentage |
outside use | 5% | |
bath/shower | ||
flushing toilet |
Use of water | Fraction | Percentage |
outside use |
5% |
|
bath/shower |
8% |
|
flushing toilet |
3% |
Life can only be understood backwards; but it must be lived forwards.
Assumption | Now | What's changed? |
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Now | What's changed? | |
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Now | What changed? | |
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Now | What's changed? | |
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Now | What's changed? | |
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Now | What's changed? | |
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Now | What's changed? | |
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Now | What's changed? | |
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