Sk-etchbook

This popped up at the top of a search listings the other day.

http://www.google.com/explanation.html

This got me thinking. In a society of free speech and via a medium which is difficult, nigh impossible to moderate what kind of filtering is actually going on in search results? I image specific words are filtered out for the purpose of safe searches but filtering of obnoxious and offensive opinions can not be simple.

Furthermore should it be done? In a developed society surely all are entitled to their opinions. It would be the responsibility of the offender to justify his stance point yet to refrain from persisting to the point of forcing their unwelcome views on others. The offended then should equally respect the offenders view and not take offence. Rather it is the offendeds responsibility to offer their contrasting opinions and justify them. Disagreement is likely but should be respected.

Total comprehension and through understanding of any situation or element requires complete information. Positive, negative, objective and subjective.

There is a limit of course when these views are acted upon where it does become immoral, turns to bullying and can degrade the quality lives however this is not the topic here.

To me, offensive opinions are not offensive. They are mealy the results of the individuals life experiences and the influence of their exterior. A mind ravaged with hate and anger is the worse prison of all. There are no bars, no doors and no windows. You remain trapped for as long as they exist.

Would it not then be the right thing to help these people escape their prisons. Censorship and condemnation has no positive returns.

The manifestation of conciousness at a sentient level is a truly miraculous thing. We all possess the ability to manage, construct and reconstruct our own realities, our personalities and perceptions can be moulded. The only way to overcome the negative aspects of our own psyches to to question our beliefs. Questions which sometimes need to be offered others.

Negative, spiteful opinions towards generalised groups or stereotypes, even ones based on our own experiences or "what we have been told" are nothing more than childhood monsters.

What may initially appear to be a hideous, evil and scary monster lurking in the darkened corner of your room turns out to be nothing more than teddy bear once viewed in the light.

0 Comment

I absolutely love Wired's November cover. The baby's expression is priceless, the posture is perfect and the lighting treatment gives it the perfect unnatural intensity bringing about subtle feelings of uncomfortable fear. The bold single word is also a terrific choice which takes ultimate control over the viewers train of thought.

One image that really says a thousand words.

0 Comment

I've been doing some logo design training for the past week or so...

Now I can admittadly be a bit of a space cadet at times, living in my own little magic garden shed on top of an imaginary hill made of porridge oats.

But..

One of the logos referred to a few times is FedEx (quite a famous and well know logo). I'm currently on a chapter about the use of negative space and FedEx is again been used as and example.

I'm ashamed to say I'd never even noticed the uniquely inventive aspect of this logo before. And I've even worked in companies using FedEx, handling their branded document envelopes weekly even daily.

Now have I just been really dim here or has anyone else missed it too?

Ready?

OK, who can see the arrow? Or more importantly did you know it was there before it was pointed out?

0 Comment

http://www.d-9.com/

This is an excellent movie. A highly recommended must see and a compleatly original take on the alien invasion genre.

I think what makes this film soo good is the fact that it is multifacited and speaks on many levels. You have a good (although there are a few minor holes in the consitency and reasoning) storyline, excellent special effects, good actors and believable characters which you can feel rapport with. However the film addresses very aptly and with varying degress of subtlety some of the darkest social issues and predudices of our time.

Anyway there's plenty of reviews out there which cover everything so I'm not gonna waste too much of my time.

10 stars, get ur asses on them seats if your still to see this film.

0 Comment

Here are some random notes I found from my old Media Studies GNVQ course. Old but still very true, it's a shame technology isn't the same. As soon as I seem to learn anything language or software wise it seems to be outdated!

Module - DTP

Considerations when planning a design project:

MARKET
BUDGET
MATERIALS
TYPE/FONT
SIZE
DEADLINE

Module - Media in Context

Find four examples of the functions of the mass media:
1. Entertain
2. Inform
3. Socialise - how to behave/who to be
4. Propaganda

Case study used: The Full Monty

Entertain - uses humor to tell a story.

Inform - Depicts working class life and how redundancy effected them.

Socialise - Nathan does not like has dad stripping. Gerald lies to his wife, says he has a job as he is under pressure to be well off and respected.

Propaganda - people are not accepted openly in uncommon roles ie. women welding and men hoovering. Weight and sex-appeal worries.

Living up to a stereotype causes issues when they are experiencing difficulty meeting these expectations. Illustrates how relationships function better when people are free to be themselves.

0 Comment

A while ago I started studying Philosophy of Mind, one of the sub categories being artificial intelligence.

Brains and computers function in very different ways yet there are now many parellels drawn between the size/power of the intenet and the human brain. I'm not going to go into too much detail about this now, or throw in my own oppinions however for those who are interested here is some material to get you walmed up for the debate.




Guardian - Does the internet's processing power rival the brain's?


Journal of Evolution & Technology

Present Computing Technology
Times Article about ASCI Purple

IBM Road Runner Super Computer #1
Top 500 Supercomputers

Analogue Computing

Developing Technologies
Quantum Computing
DNA Computing

0 Comment

This has been sat on my desktop for a while & I didn't know what do do with it so I thought I would share. It's a nice little diagram outlining some of the leading theories on identity development, which is part of my perceptual studies.

0 Comment

BBC - Genius of Photography
Andre Kertesz – Meudon
Photography shows a world that lies beneath appearances.
A camera obscurer.
Roman, Pennin – woman traces her dying lover on the wall.
Silver salts, react to light.
1802 – experiments, couldn’t fix shadows.
1839 – method invented by Talbot (paper, reproducible).
1839 – method invented Louie Daguerre (Daguerretypes, better quality, not reproducible).
Photographs – a looking glass view of the world.
Process of framing says “look at this”.
Undiscriminates between important/unimportant.
Doesn’t have a hierarchy of psychological interests.
Stanford/Moorbridge – Horse photos capture the motion.
Intrusion in time.
Commercial use.
Carpet Z photographs (8 small images)
Japanese women – Simona
Gaspar Felix – Nadar
Charles Boudlaire – Nadar
Captured photographs changed fine art (people & objects would be cropped).
Stereoscopic photographs.
Kodak.
Brownie camera.
Vernacular photography.
Killed – William Burke
Jacque Lartigue
Pictorialism

Diane Arbus
Camera is a licence
People want the attention.

0 Comment

I never knew this. Don't believe spell check for a moment!


There is a rule, and most native speakers get it wrong anyway when writing.

"Which" for nonrestrictive clauses and "that" for restrictive clauses. That doesn't help much, because you always have to stop and think which kind of clause you have. Sometimes in my schooling, nonrestrictive clauses were called nondefining clauses, and restrictive cl's were called defining cl's.

A restrictive clause is one that restricts, or limits, the meaning of the word(s) it modifies.
-The pot that I made soup in is in the sink.
-Sentence without clause: The pot is in the sink.
-Clause: that I made soup in. This clause is defining because it singles out the pot among all possible pots.

A nonrestrictive clause does not limit the meaning of what it modifies.
-Sentence: The 3-quart aluminum pot, which was a gift from Grandma, is in the sink.
-Sentence without clause: The 3-quart aluminum pot is in the sink.
-Clause: which was a gift from Grandma. The pot is already identified ("defined") without the clause (assuming the household has only one 3-qt, etc., pot). So the clause is nondefining. It adds information but doesn't tell the listener which pot you mean.

If lifting the clause out of the sentence leaves intact the meaning of what remains, you have a nondefining clause.

A nonrestrictive clause should have a comma at each end. A restrictive clause shouldn't have a comma at either end unless something else about the sentence requires a comma there.

There are some exceptions.

1. With a nonrestrictive clause, if there are too many "thats" around, use "which" instead of "that" to avoid a jingly jangle.
-That's right, I believe that the pot WHICH I made that soup in that was oversalted is in the sink.

2. With two correlative clauses (they modify the same word), use "which" instead of "that."
-The pot WHICH I made soup in AND WHICH sprang a leak is in the sink.

3. Use "which" if the clause is so far from what it modifies that people would get lost looking for its referent.
-The pot from the set Grandma gave us last Christmas WHICH I made soup in is in the sink.

The usual mistake of writers is to use "which" when "that" is correct, not the other way around. I think they do that because "which" is associated with writing more than with speech and consequently has acquired an air of formality or correctness. "Which" occurs more often in writing, but not because it's a better word than "that"; it's because the kinds of clauses that properly take "which" are rare in speech.

http://www.phrases.org.uk/bulletin_board/8/messages/1079.html

0 Comment

This was the artwork shown for the final crit. I am satisfied where it's at however I did struggle to achieve an exact representation of what I imagined. The blurred movement of shooting objects in perspective was the most notable of these, they all looked wrong and as if they were moving sideways rather than forward. Some of the shape studies I did in Photoshop were interesting however the aesthetic is easy to get wrong and I didn't want to end up with something looking like early attempt at photo realistic computer game graphics. My greatest advancements, in terms of knowledge, were in illustrator. From a couple of tutorials I collected some good techniques to create faux-lighting and shadow effects, current reading has also given me a more in depth understanding of how we perceive shape, colour and form in daily life. This knowledge was applied to the designs and considered along the way predominantly colour continuity, relativity and intensity. It's also worth a mention that my readings in Perception Psychology covers an interesting subject on 2D images. We learn so relate symbolic images as part of our growth and development as a child, although modern art and design utilizes a depth of techniques to realistically reproduce 3D space it is still only a representation. If you were to show a drawing created in modern day England to someone from a culture using very different symbolic representation then they would not at first have any idea of what the picture was. The best thing I can liken this to would be for one of us to look at a wall of hieroglyphics, however even here we have an advantage as we no longer live in self contained cultures so our minds are more pliable and exposed to more forms of art so we are able to pick out what some of the hieroglyphs would represent.

Anyway back to the artwork. The styles colours etc. were all discussed previously so here I'll just cover what I don't like and think needs improvement. Overall I'm liking the look of the vectors, they achieve the feeling of business, joy and movement I was looking for. I want to improve on the seamlessness of the piece as a whole, I wanted to have a night/day/sceney/abstract design in each corner which all draw on each other and blend to create a whole. The artwork still does not mesh as I hoped and looks a little too "psychedelic vomit" at the moment. I intend to render lighting effects on the lover layers and use blending modes to create a slight variance in the hues and slightly tweek some of the upper layers to get the colours to sync more analogously. The back ground also need the line breaking up around the feathered edge. This I shall try to achieve with some brushes and distortion. Finally I may also experiment stacking the graphics giving them some movement and depth and may also replace the sun layer with a swf so the rays can rotate.

0 Comment

We presented the final (well semi-final) piece yesterday for our viral campaign. As it is a campaign we would have been better off having some presentation boards but unfortunately we didn't get round to pulling these together. I started a generic background but we need to sift though our planning and early docs, tidy them up a bit. Just thinking about the flow now I would say the boards should go something like:

Client Brief, our assessment of and extraction of key requirements.

A written proposal detailing our response to the brief.

Justify our choice of the "funny video" medium, research into humor and elaborate on possible video options we came up with.

Distribution net diagram.

Design proposal (email & site), reasoning behind choice of style.

Walk through of site functionality.

Label mock up.

Summarize and mention benefits and any supporting stats.

Suggest future development possibilities.

As far as the project goes as a whole I'm satisfied but it could have been better in my part if the graphic layers and CSS alignment were finalized. Would have been super, smashing, great if I actually finished the functionality side of things but deconstructing the project now I realize I have added a good few hours to my flight time spent in illustrator learning vector art and faux-3D. I was going to say I didn't think I'd learnt much new in Photoshop but I have spent a while messing around so I'm sure I'll have picked up a few new parlor tricks. Functionality I did get a little stumped, I can see easily how to get the separate required elements to work but synchronizing them to work as a whole confused me as it requires rewriting the PHP processing script which is still a new language to me. Gonna keep trying tho, after all where's the fun if you don't make life hard for yourself!

Now the video part I have to admit I was a tad disappointed by. The flash animation was far too simple and some of the improvements we had previously discussed had not been implemented. We had a longer conversation after the presentation and I helped Luke resolve some of the technical and practical issues he was experiencing. The main critiques in terms of the animation are it lacks personality and character. The lack of eye or any other movement had a paralyzing, flattening effect on the fruit. This makes them just bits of fruit and the observer is unlikely to develop any emotional rapport with a bit of fruit. Hope fully Luke is going to add some eye movement or at least eyebrows and we also discussed the possibility of caricaturization ie. Groucho glasses. The're also needs to be some laughter at the end, no laughter is a dead end / humor killer, I know it's a tacky joke but it's more compelling to laugh when you're not doing it alone. Think the only other essential fix was the shadow needs softening beneath the fruit.

Now as for the 3D branding part what I have seen looks good however Crenton's been chasing doctors round for the past few weeks and been having issues getting her head round Real Flow so we have only seen stills so far. The still look pretty good from what I can tell, as usual however near the end of the project we came up with having the juice been poured over the fruit characters after the joke. This would have been much better, more consistent and funny in a random Noel's House Party-esque manner. Still too late to change all this now!

The only issue I can see is the lack of consistency between the two different animation styles. It will take some cleaver editing to get them not to look like two unrelated clips hacked together but if the negative space and simple shading remains consistent it should work. The call to action included in the video shall be something as follows, this wasn't included in the pres but it's short, sweet and to the point:

Win a taste of celebrity by
telling us what makes you Feel Good!

Go to www.feelgooddrinks.co.uk >>

Forward to a friend >>

Finally the feedback from the room was limited. The main point was we we're too vague about how the campaign was structured, I agree with this it wasn't clearly presented. The issues with the animation were covered and I think the only question I received was how the vector art was created. It's a shame really presenting work for online delivery to a room predominantly focusing on moving image. I've been building up my coding/developer knowledge, sometimes I think certain aspects of which are interesting however I have to hold back on techno babble as it often met by a sea of blank faces. Feels kinda like I got confused and turned up at a Porn convention dressed in my finest Star Trek costume!

0 Comment

I saw a bit of this program the other night. It was an updated version of the program aired in 2000. The feelings of nostalgia towards some of these commercials are amazing and it really illustrates what an effective way this is of instilling values to a product or service. Tempting you to associate an inanimate object with situations or visual experiences which somehow make you want to willingly befriend the product and even have a emotional response to it.

0 Comment

Seems I've managed to pull the leaning resources together for three briefs here which is exceptionally beneficial to me since my reading speed is officially crap. I have been making my way though a book titled the Psychology of Perception since before Xmas and also listening to the Prof. Patrick Grim Philosopy of Mind lectures.

Conveniently then I intend to do my critical studies essay on Human thought, belief and perception. This will briefly outline the development of the human sensory system from birth, cover some of the psychological and philosophical implications and discuss the factors influencing the development of identity, personality and preference. Once the groundwork has been laid the remainder of the essay shall cover issues related to perception and knowledge. Included in this section will be subjects such as culture, media, advertising, branding and manipulation. I have a broad selection of angles to approach these subjects from and a good amount of authorities to reference. Here are but a few of the afore mentioned:

Bertrand Russel – Theory of Discriptions
Wittgenstein - private language
Subjective / Objective
Colour Blindness
Homunculus
Sorites Paradox

Epistimology – Study of Knowledge & Belief
Agnotology – study of ignorance (more science related)
Agnoiology – Study of unknown

James Ferrier
Alasdair MacIntyre

Psychological Processes
Denial
Cognitive dissonance
Self-deception
Self fulfilling prophecy
Propaganda
Artificial_controversy
Denialism
Black_propaganda
Logical_fallacy
Fear,_uncertainty_and_doubt
Obscurantism
Politicization_of_science
Historical_revisionism_(negationism)
Media_circus
Missing_white_woman_syndrome
Trial_by_media
Sensationalism
Media_bias
Shock_value
Pseudoscience
Deviancy_amplification_spiral
Popular_culture
FARK:_How_Mass_Media_Tries_to_Pass_off_Crap_as_News
Media_manipulation
Advertising
Branded_content
Communication_design
Conquesting
Coolhunting
Reality_marketing
Integrated_Marketing_Communications
Pseudo-event
Shockvertising

Gibsons Law
http://en.wikipedia.org/wiki/Gibson%27s_law

Distrust or hostility towards intellectuals
http://en.wikipedia.org/wiki/Anti-intellectualism


The other two briefs I refer to are the Professional Practice and Photography. This is however coincidental (if ya believe in coincidences?) the aesthetic requirements of the Feel Good brand call for use of colour and shape to represent their fun and playful outlook. These were some of the first aspects covered in the Psychology of Perception book which gives a blow by blow account of how we learn to use our sense of vision and decipher objects via learning to understand shapes and colours. This relates perfectly to the photography because the principles of shape, colour/contrast texture, light and shade are the most fundamental concepts of photography.

So why is this useful? Well, I've been doing tutorials for Illustrator and Photoshop going into how to mimic three dimensional objects. The more awareness you gain then in knowing what to mimic also allows you understand what can be manipulated in a photograph to enhance, subdue or shift focus around your imagery.

0 Comment

http://www.robotcub.org/

http://www.dailymail.co.uk/sciencetech/article-1150446/Meet-iCub--robot-moves-learns-like-child.html

0 Comment

After breaking both the campaign and the Feel Good brand down to the core values I decided the best way to communicate this would be as follows:

Shape and colors will be utilized to give the impression of fun, happiness and joy. The brand emphasizes the importance of keeping things simple so the artwork will be focused only on the areas with the highest priorities ie. the video player and the upload area.

The artwork will be a visual explosion, movement and dimension been used to signify energy, vitality and excitement. The elements will fuse together geometric shapes, fruit flying out, swirling vectors, texture and curves. Lighting will also be used to give some of the shapes smoothness signifying sensual taste.

0 Comment

I just saw an article on MSN about Jade Goody having bowel cancer removed. I'm intrigued to see the effect this is going to have on her career. It's possibly a little macabre to say but this is a PR guys dream come true, any professional worth their weight in yogurt could take this event as an opportunity to milk the public sympathy vote, leak a few stories here and there telling how really lovely she is and was so upset by the whole Big Brother events.

Still they'll have their work cut out keeping her mouth shut...

Now the fun part. Is the British public that fickle? Can they be swayed to believe what they're told rather than rationalizing and remaining true to their own beliefs?

This then leads on to another question. If she does indeed reappear on TV screens and on the pages of weekly magazines what does this say about our judgment? Do we give too much credit to a persons recent actions? Could a lifetime of damsel saving good deeds be wiped out by one error of judgment or vice versa at what point does the villian become the hero?

It is also plausible then if we are to apply this to the celebrity world to apply it to our own. Have you ever fallen out with anyone (or been fallen out with), a longstanding friend perhaps, a good friend who committed one bad deed and sullied their reputation. If this is the case is a mistake worth loosing someone good? Is it not better to judge someone accumatively, after all mistakes are important learning tools.

Finally I just thought I best say I don't hate Jade Goody and I don't want her dead. I hope she recovers and lives a long life. Far away from me. The point being I do not believe she should have been raised to celebrity status in the first place. Unfortunately celebs hold a grate deal of influence over the younger generations and also popularize trends and normailze behavior among the adult population. Jade is not a good role model, just imaging a whole city of Jade Goody's. Welcome to hell.

0 Comment

I'm thinking of doing my critical studies essay about human perception and misperception. I'm in good stead already to tackle this from physical, psychological, social/cultural directions and could also branch out into the philosophical or metaphysical areas if I feel adventurous.

This however may be a little vague and not related enough to digital media so I decided to develop the idea and move towards discussing the implications of the aforementioned subjects upon modern society. To be more specific generally held beliefs by the masses, the effect of mass media and the information revolution upon these and the lines between education and manipulation.

Another related area would then be the knowledge deficit. Why could the majority of the UK population now know more about the recent events in Coronation Street or the contents of Posh Spice's knickers than about their own brains, bodies or physical environment? Do we now, with all our information and consumables live in a age of ignorance. Are our teaching methods wrong and is this gap new or is it long standing? Do the ones holding the power to change these things behave in selfish and culturally destructive ways?

So many questions. I'll leave it there for now but here is and extract from, http://www.skepdic.com/selfdeception.html there are some interesting facts n figures.

Self-deception is the process or fact of misleading ourselves to accept as true or valid what is false or invalid. Self-deception, in short, is a way we justify false beliefs to ourselves.



Ninety-four percent of university professors think they are better at their jobs than their colleagues.

Twenty-five percent of college students believe they are in the top 1% in terms of their ability to get along with others.

Seventy percent of college students think they are above average in leadership ability. Only two percent think they are below average. --Thomas Gilovich How We Know What Isn't So

Eighty-five percent of medical students think it is improper for politicians to accept gifts from lobbyists. Only 46 percent think it's improper for physicians to accept gifts from drug companies.
--Dr. Ashley Wazana JAMA Vol. 283 No. 3, January 19, 2000

A Princeton University research team asked people to estimate how susceptible they and "the average person" were to a long list of judgmental biases; the majority of people claimed to be less biased than the majority of people.

A 2001 study of medical residents found that 84 percent thought that their colleagues were influenced by gifts from pharmaceutical companies, but only 16 percent thought that they were similarly influenced. --Daniel Gilbert, "I'm OK; you're biased"

People tend to hold overly favorable views of their abilities in many social and intellectual domains....This overestimation occurs, in part, because people who are unskilled in these domains suffer a dual burden: Not only do these people reach erroneous conclusions and make unfortunate choices, but their incompetence robs them of the metacognitive ability to realize it. --"Unskilled and Unaware of It: How Difficulties in Recognizing One's Own Incompetence Lead to Inflated Self-Assessments," by Justin Kruger and David Dunning Department of Psychology Cornell University, Journal of Personality and Social Psychology December 1999 Vol. 77, No. 6, 1121-1134.

Our capacity for self-deception has no known limits. -- Michael Novak

0 Comment

As, yet again I'm sat here at the computer there is a documentary playing about Leaonardo Da Vinci. Someone I respect for his talents, uniqueness, diversity and all round genius. Admittedly I'm a fan but by no means an expert or a biographer so this is the first insight I've had into his life.
I glad to say that we share the same downfalls and weaknesses, or at least what are commonly instilled to be shortcomings. I feel affiliation with his overactive creativeness, my days are riddled with lists and started projects promptly replaced by equally brilliant ideas. I also share his severity of procrastination and obsessive perfection along side his drive for knowledge and experimentation. Yes, I think he's definitely risen up my dinner party list and now I feel safe in the knowledge that even if I'm not appreciated now just give em a few hundred years and they love me!

The last supper painting is also an amazing subject. The thought that has gone into the face, the hands, the colours of each robe, the subtle objects and the position or body language of each apostle is amazing. Conspiracy nuts or gullible Dan Brown followers aside if your not impressed you must be pretty dull.

0 Comment

SUMMARY

Shaun is currently studying for a degree in Design for Digital Media at Leeds College of Art and Design. He has long standing and persistent difficulties related to a slow rate of reading and a very short span of concentration. He consulted his doctor about his lack of concentration and was advised that it may be a mild polar disorder or habit. He has completed informal screening checklists for dyslexia, for example, that of the BDA and which have shown several positive indicators. Shaun has been referred for a full diagnostic assessment in order to gain a greater insight into the pattern of his strengths and difficulties and understand more about any underlying reasons for his problems.

This assessment of Shaun's current cognitive and literacy skills, together with a structured interview and free writing indicate his attainments in literacy are commensurate with his overall ability. He shows considerable strengths in his use and understanding of language. At the same time he has significant problems with processing written information in a time limit. Shaun's profile indicates a specific difficulty in the area of processing information. Brown's ADD Scales highlighted the high probability of Attention Deficit Disorder.

To help him in his course Shaun would benefit by an awareness of this specific difficulty by his academic tutors so that he is given specific and focused advice about necessary reading, plenty of time to complete reading and assignments, and extra time if he takes exams. He should attend any study skills courses related to writing assignments.

BACKGROUND AND EDUCATIONAL HISTORY

Shaun attended Bishopthorpe Primary School followed by Tadcaster Grammar secondary school where he recalls always reading slowly and 'squiggly' handwriting. He was considered academically able and received no extra help. Even with no revision he gained these grades at GCSE: English CC, Maths C, Science AA, French D, Business Studies D. He also took Art and gained an E grade because he did not hand in any course work.

After secondary school Shaun took a GNVQ course in Media Studies where he experienced difficulties with essay writing. He subsequently had a series of jobs. At 17 he was a chef until he was made redundant and so then went to work in Ibiza for three years. At the age of 21 he worked as a data analyst, then as an investment representative for a stock broking company, which he found boring. At the age of 24 he worked in graphic design until he came to Leeds College of Art and Design in September 2007. At the same time that he was working, Shaun was actively involved in furthering his education. He took an IT certificate and studied web design for three years by using training DVDs. He went to Spanish classes for one year. He started a Social Science degree with the Open University but found the number of books he had to read a problem. For entry to College he worked on, and completed, an extensive portfolio.

At College Shaun has attained good marks for essays (between 50 and 70). His problem is a recurring one of a slow speed of reading when he has lots of text to read. In the past he has found audio books very useful and is currently using one for meditation. He continues to be able only to concentrate for short lengths of time and if this is when he is reading for his course, he often gives up.

Apart from taking medical advice about the problem of concentration, Shaun's overall health is good. He has no problems with hearing, speech and language, or motor development. He wears contact lenses as he is short sighted. None of his family display dyslexia type difficulties.

Overall, the background information/history did not otherwise reveal any special factors which have had a bearing on Shaun's educational development.

TEST CONDITIONS

The assessment took place in one three hour session with short breaks in a warm, quiet environment. Shaun appeared relaxed and under no stress. He cooperated readily in all the assessment tasks. Scores should therefore be reliable and valid.

For a summary of the test results see appendix 1. For a brief description of each test see appendix 2.


ATTAINMENTS IN LITERACY

Reading

As already noted, Shaun has always read slowly. Nevertheless, he enjoys reading for pleasure and demonstrates an eclectic taste in reading material. For example, he has recently read books about web design, philosophy, and neuroscience. His strategy is to have several books 'on the go' at once and read bits of them. However, with academic texts he needs to reread them to understand and retain what he has read, which he attributes to a short attention span. He reads by sight recognition, and is comfortable with reading aloud.

WIAT-II-T: Accuracy, Comprehension and Speed of Reading. Single Word Reading

In the WIAT-II single word, untimed reading test, Shaun attained a standard score of 104 (percentile 61), an average score. He read fluently and confidently; his extensive vocabulary was clearly demonstrated and the error on the word 'conscience' (he read 'conscious') was probably a simple mistake made by reading too quickly.

Comprehension

In this test, sentences and short passages are read followed by questions about the main ideas and specific details. Questions are asked that indicate the ability to remember facts, make inferences, draw conclusions or define words using context clues.

Shaun attained a standard score of 114 (percentile 82), a high average score and the standard expected of someone of his ability. He demonstrated a good use of contextual clues to aid his understanding and had a clear grasp of the main ideas. As he usually had to look back at the text to find the answers, for complete accuracy he would have to reread the text several times. In his own words, the text sometimes 'went over my head' and he asked for a few questions to be repeated as his mind had 'drifted.'

Reading speed

Shaun's average reading speed over the 5 texts, which are graded in difficulty, was 124 words per minute, a below average score. Undergraduates would be expected to read about 180 to 200 words per minute.

TOWRE: Test of Word Reading Efficiency

TOWRE is used to assess an individual's ability to recognise and read accurately words and non words at speed. The DfES Guidelines for DSA assessments state this test can be used for qualitative purposes for mature students over the test ceiling of 25 years 11 months.

Shaun's overall standard score for reading efficiency was 83 (percentile 13). As the nonword score was in the average range, Shaun does not have a problem with the sound/symbol relationship. However, he attained a well below average score (standard score 77, percentile 6) in the sight reading subtest. This confirms the fact that Shaun experiences considerable difficulties processing information quickly when he is reading and well below what would be expected given Shaun's general ability. This clearly has implications for the extensive reading required in a degree course.

WIA T -11- T Spelling

Shaun attained a standard score of 106 (percentile 66), placing him in the average range. Shaun is aware of spelling rules but says he usually relies on the PC's spell checker.

Writing

A piece of free writing showed that Shaun, who is right handed, uses a legible, cursive handwriting style and writes at 20.3 words per minute. This is a little below average as an average rate of writing for a student in HE is about 25 to 30 words per minute. However, it must be noted that he wrote about a familiar subject and in academic work, where he would have to think and write about more difficult material, or under time pressure, his writing may be slower. It must also be noted that he has 'good and bad' days for writing; on the 'bad' days his writing deteriorates.

Overall, Shaun wrote with respect for punctuation, sentence structure, good vocabulary and appropriate paragraphing. When asked to proof read his work he was able to correct his spelling and punctuation mistakes.

Shaun 'sort of' plans what he is writing and does not experience difficulty in expressing himself. He does not usually take notes as he relies on the handouts and his memory to recall and review.

UNDERLYING ABILITY

The Wide Range Intelligence Test (WRIT) was administered to assess Shaun's overall ability. It includes an individual range of sub tests designed to measure the ability of students from 4 - 85 years.

The Verbal Analogies sub-test requires the participant to provide a word orally that best completes a verbally presented analogy, such as, "Cat is to kitten as dog is to ---." The Vocabulary sub-test requires the participant to define verbally an orally presented word.

The Matrices sub-test requires the participant to select a picture from among several alternatives to complete an implied visual-perceptual relationship. The Diamonds subtest requires the participant to reproduce a two and three dimensional patterns using chips shaped as single or multiple diamonds.

The WRIT has a high correlation with WAIS-1 11, WISC-1 11 and is co-normed with WRA T3.

Shaun attained a standardised score of 122 (percentile 93) on the visual scales placing him in the above average range and showing his excellent reasoning skills. On the verbal scales he attained a standard score of 111 (percentile 77) placing him in the high average range. His general standard score of 119 (percentile 90) places him in the above average range of overall ability.


COGNITIVE PROCESSING

Digit Memory Test

The Digit Memory test measures working and short-term auditory memory for numbers and is one of the well recognised tests for dyslexia. Shaun's standard score was 114 (percentile 83), a high average score. It suggests that Shaun's short term memory is better than he thinks.


Symbol Digit Modalities Test (SMDT)

SMDT measures the ability to look for information, remember it and then record it in writing in a given time. Shaun attained a well below average score (standard score 67, percentile 1) and well below the score expected given his overall ability. He clearly has considerable difficulties with processing information and retrieving the right information under timed conditions. This provides further evidence of Shaun's difficulties with processing that impact on his ability to read quickly.


CTOPP: Phonological Efficiency

Shaun's phonological abilities (using and recalling sounds which are important in good spelling and reading) were assessed using CTOPPS. The DfES Guidelines for DSA assessments state this test can be used for qualitative purposes for mature students over the test ceiling of 25 years 11 months.

Shaun's awareness of individual sounds and the ability to manipulate them as shown in the Elision and Blending Words tests were in the above average range (standard score 118, percentile 89).

The results for the Rapid Naming of letters and numbers in which he was asked to read letters and numbers in a time limit indicated a low average score (standard score 85, percentile 16). It was observed that he read letters jerkily and was hesitant at times; there was an improvement when he used a coloured overlay. As Shaun is unable to repeat individual letters and numbers at speed, his very slow speed of processing means he needs time to look, think, work out the words that he has spell or read, particularly if they are not in his sight vocabulary.


OTHER RELEVANT INFORMATION


Memory and Organisation

Shaun describes his short term memory as 'not brilliant' but he has strategies in place to recall information, manage his time and be well organised, for example, diaries, colour themes, files, post-its. He has a good memory for statistics and facts and is able to follow oral and written instructions. Shaun thinks about left and right; they are not automatic. He has no problems with map reading and or getting lost.


Mearles-Irlen Syndrome

Shaun showed indicators associated with visual stress. He often loses his place when reading, at times tracks with his finger, may reread or skip lines, may read numbers or words back to front, is easily distracted and may become fidgety or restless. He may develop a headache when reading which he feels is connected with the concentration required. These are symptomatic of Mearles-Irlen Syndrome. Shaun found an aqua overlay for reading beneficial; the print was clearer and more comfortable to read. He subsequently used the overlay in some of the tests as it was more comfortable. If an overlay continues to be useful, spectacles with tinted lenses, as recommended by a qualified diagnostician, would be more useful for lectures, note taking, and working in the different environments required on an academic course.


Attention Deficit Disorder

In view of Shaun's problems with concentration, Brown's ADD Scales were administered. Shaun had to answer 'never, once a week, twice a week, or almost daily' to a range of questions about his general behaviour. His total score of 59 places him in the 'highly probable' range, indicating that Shaun has a profile consistent with Attention Deficit Disorder. This result provides some insight, and understanding of, why Shaun has difficulties with concentration. However, the 'Brown Scales' only provide a screening of difficulties; for a more formal diagnosis, Shaun will require a full assessment from a clinical psychologist.


Strengths and weaknesses

Shaun has adopted many effective coping strategies to help him. Additional strengths he identifies are:

• Well organised

• Creative

• Resourceful

• Enterprising

• Good communicator

• People skills

• Ability to cope

• Well balanced interest in arts/science


The above background information and tests indicate Shaun to have:

• Above average ability

• Excellent reasoning skills

• Good vocabulary


However, he exhibits persistent difficulties related to:

• A short concentration span

• The length of time it takes to read texts

• The length of time it may take to complete set tasks.



CONCLUSIONS

The aim of this diagnostic assessment was to gain insight into the pattern of Shaun's strengths and difficulties, understand more about any underlying reasons for his problems, and identify ways of helping him access fully his current course.

Diagnostic assessments indicate Shaun's overall ability is in the above average range. His visual reasoning skills are in the superior range. His single word reading accuracy is average, and reading comprehension, when timed, falls in the above average range. His reading speed is below average and much lower than can be expected, given his overall ability. His sight reading efficiency is below average and significantly lower than can be expected, given his overall ability. He has a major, specific weakness in the area of processing words efficiently. Evidence from his educational history indicates this problem is persistent and long-standing. His assessment results show a specific processing difficulty which affects the extensive reading required in a degree course.

Shaun presents as a charming, interesting and able young man who has a pattern of significant strengths and who is to be commended for his interest in many spheres of education. Brown's Scales indicate that ADD is probable. He is also to be commended for trying to establish the cause of his limited concentration span and put in place strategies to help. He has a good level of general ability and academic potential. With appropriate support, he should be able to improve his performance further and recommendations are made below.



RECOMMENDATIONS



Academic Tutor Support



All academic tutors should be aware that Shaun has an above average level of overall ability but who has greater difficulty than others in producing work that is commensurate with his ability, especially when there are time constraints.



These strategies would be helpful:



• Copies of PowerPoint slides and notes should be made available to Shaun before, or at the beginning of, the lecture where possible, preferably on pale blue coloured paper.



• Tutors should give clear deadlines for assignments and guidance in what is expected at the beginning of the semester. If this is not possible, extra time for the submission of assignments is appropriate.



• Tutors should be clear, selective and as directive as possible in their suggestions for reading.



• Positive and constructive feedback should be given to Shaun to help him improve his personal performances in aspects of literacy and have confidence in his own ability.



Examination Support



Whilst Shaun's course is not currently assessed by examination, if this should change, the following provision should be made:



• 25% extra time for examinations



Study skills and other support The following would be useful:



• Shaun should be encouraged to attend any study skills support groups that may be available, especially in the areas of assignment structure and implementation.



• Developing reading strategies, including skimming and scanning. Useful, free software includes Sheffield University's reading materials (www.dyslexiastudyskills.group.shef.ac. uk).



• A useful diary/student planner/organiser is a Student Planner (ISBN 978-0-23051777-6).



• A dictaphone so that lectures may be recorded.



• Shaun may find software useful so he can listen to, and see, the text; the new versions are more 'user friendly', for example, Kurzweil, Texthelp Read and Write. Inspirations is a useful mind mapping programme for planning assignments.



• Shaun should use an aqua coloured overlay for reading and pale blue paper for writing and notetaking. Glasses with tinted lenses, following a thorough diagnosis by a qualified and experienced Irlen diagnostician such as Celia Stone of lrlen North East (tel. 01943 871189), or at branches of Specsavers are recommended.



• Shaun should experiment to find a suitable PC screen background colour to use where practicable, and should just adjust the contrast and brightness on-screen to make it as comfortable as possible. Font style should be adjusted (Arial, Tahoma, and Verdana) and font size for optimum comfort; small print in Times New Roman is often difficult to read.



• Shaun should continue his excellent routine to improve his levels of concentration including meditation, eating healthy food without additives and colours, drinking water, and taking supplements including high quality fish oils. Current research suggests that fish oil supplements improve concentration and memory if taken daily and that drinking plenty water throughout the day can help concentration by up to 30%. For a thorough diagnosis of ADD, a further report from a clinical psychologist should be considered.



Library facilities

It would be helpful if arrangements could be made for Shaun e.g. extra borrowing time when necessary if he has extensive reading to do.

I enjoyed meeting Shaun and wish him well in the future.

Sandra Falshaw. B.A. (Soc Stud.), P.G.C.E., Adv. Diploma in Education, RSA

Diploma in Specific Learning Difficulties (Dyslexia)

PATOSS Assessment Award: Practising Certificate No. 5000043-3310V

Appendix 1: SUMMARY OF TEST SCORES

Overall test results are expressed as standard scores for which an average value corresponds to 100. An average standard score of 100 corresponds to percentile 50. This percentile represents the percentage of a comparable population that would achieve at or below the stated standard score. Approximately half of the population will achieve standard scores between 90 and 109.


ATTAINMNETS IN LITERACY Standard Percentile Comment

Score

Reading

WIAT-II-T SW Reading 104 61 Average

Comprehension 114 82 Above average

Speed of Reading 124 wpm Below average

Test of Word Reading Efficiency (TOWRE)

Sight Word Efficiency 77 6 Below average

Phonemic Decoding Efficiency 94 35 Average

Total Word Reading Efficiency 83 13 Below average

Spelling

WIAT-II-T: S. Word 106 66 Average

Free Writing

10 Minute handwriting 20.3 wpm* Low average * wpm - words per minute

avo - average


GENERAL INTELLECTUAL ABILITY Standard Percentile Comment

Score

Wide Range Intelligence Test (WRIT)

Verbal Subtests: Verbal analogies 109 73 Average

Vocabulary 110 75 High average

VerballQ 111 77 High average

Visual Subtests: Matrices 117 87 Above average

Diamonds 120 91 Above average

VisuallQ 122 93 Above average

GenerallQ 119 90 Above

average COGNITIVE PROCESSING Standard Percentile Comment

Score

Digit Memory Test 114 83 High average

Symbol Digit Modalities Test 67 1 Extremely

weak

CTOPP: Phonological Awareness 118 89 Above

average

CTOPP: Rapid Naming 85 16 Low average Chart to show standard scores, percentile range and equivalent descriptions.



Standard Score Percentile range Description

130 & above more than 98 Very high

115-129 85 -97 Above average

110-114 75- 84 High average

90 -109 25 -74 Average

85-89 16 - 24 Low average

70-84 3-15 Below average

69 & below 1 - 2 Extremely weak

Appendix 2: DESCRIPTIONS OF TESTS USED IN ASSESSMENT

Wide Range Intelligence Test (WRIT)

A comprehensive test of verbal, visual and general cognitive ability. It consists of 4 sub-tests: verbal analogies, vocabulary, matrices and diamonds.

Wechsler Individual Achievement Test -second edition for teachers (WIAT-II-T):

Single Word Spelling

A standardised single word spelling test. The learner is asked to write single words which become progressively more difficult. The test assesses the ability to spell dictated letters, letter blends and words. It includes homophones and the examinee has to use context clues from the dictated sentences to use the correct spelling. The test allows observations to be made about spelling knowledge and strategies.

Wechsler Individual Achievement Test -second edition for teachers (WIAT -11- T):

Single Word Reading

A standardised single word reading test without the benefit of context. The learner reads single words which become progressively more difficult. Skills required include whole word recognition and decoding. The test can help to identify reading strategies.

Wechsler Individual Achievement Test -second edition for teachers (WIAT -II-T):

Reading Comprehension

This assesses comprehension, speed and accuracy. The examinee reads passages and answers questions about the content such as identifying the main idea and the details, making inferences and using context clues. Short sentences containing target words are read aloud and questions asked about the text.

Digit Span test (Dyslexia Institute)

This phonological task is a test of the learner's ability to retrieve verbally encoded information from short term memory. Progressively longer digits are read out. The learner is required to repeat the digits in the same order and then in reverse.

Test of Word Reading Efficiency (TOWRE)

TOWRE requires the person to read out loud both single words (Sight Word Efficiency) and non-words (Phonemic Decoding Efficiency) row after row for 45 seconds. It is used to test word reading ability, the individual's ability to pronounce printed words accurately and fluently.

Symbol Digit Modalities Test

This is a timed test in which numbers are substituted for shapes as shown in the key at the top of the page and measures the speed of manipulating written symbols, search and memory, fine motor control and concentration.

Comprehensive Test of Phonological Processing (CTOPP)

CTOPP assesses three kinds of phonological processing: phonological awareness, phonological memory and rapid naming. Phonological Awareness (core tests Elision and Blending Words) refers to the individual's awareness of, and access to, the sound structure of his or her oral language. Phonological Memory (core tests Memory for Digits and Non Word Repetition) refers to coding information for temporary storage in working long term or short term memory. Rapid Naming (core tests Rapid Digit Naming and Rapid Letter Naming) requires efficient retrieval of phonological information from long term memory.

0 Comment

I was just flicking through the critical studies and I came across a few theories which caught my attention. Firstly Pluralism, this term can be applied to a wide range of subjects however it generally states that there can be several different views, answers or values relating to the same subject and they could all be correct in their own way.

I totally agree with this theory as I learn more diverse subjects I've covered several issues where they can be perfectly explained in a range of ways sometimes contradicting each other sometime complimenting.

The other term was Ontology, this is one of the major branches of Metaphysics. The subject of reality is fascinating to me I've touched on the issue from the point of Buddhism, Quantum Mechanics, Philosophy and it's distantly related to some of the principals behind design/communication theories and mentalism.

2 Comments