01 University of Plymouth Research Outputshttps://pearl.plymouth.ac.uk/handle/10026.1/102152024-03-28T18:10:20Z2024-03-28T18:10:20ZAudio-visual instruments and multi-dimensional architecture in Visual Research Methods in Architecture.Emmett, Mhttps://pearl.plymouth.ac.uk/handle/10026.1/222292024-03-28T09:47:49Z2021-01-01T00:00:00ZAudio-visual instruments and multi-dimensional architecture in Visual Research Methods in Architecture.
Emmett, M
Troiani I; Ewing S
This book offers a distinctive approach to the use of visual methodologies for qualitative architectural research.
2021-01-01T00:00:00ZPsychoactive space: Glimpses of the unknownEmmett, Mhttps://pearl.plymouth.ac.uk/handle/10026.1/222282024-03-28T09:07:51Z2022-06-01T00:00:00ZPsychoactive space: Glimpses of the unknown
Emmett, M
<jats:p>As architecture and the built environment develops beyond static vernacular traditions to a state where buildings and intelligent environments become more advanced within augmented and virtual realities, this article considers how architecture can expand into a transformative dimension beyond the physical reality of architectural space. My practice utilizes cognitive science in combination with art installation and audio-visual (AV) interventions to create immersive environments.</jats:p>
2022-06-01T00:00:00ZNeo‐Fluxus: Multimedia Performance Art and ArchitectureEmmett, Mhttps://pearl.plymouth.ac.uk/handle/10026.1/222272024-03-28T08:57:22Z2023-09-01T00:00:00ZNeo‐Fluxus: Multimedia Performance Art and Architecture
Emmett, M
<jats:title>Abstract</jats:title><jats:p>Space Interface is a collaboration between artist‐architect <jats:bold>Mathew Emmett</jats:bold> and the legendary Eberhard Kranemann, a German neo‐Fluxus artist and founding member of electronic music pioneers Kraftwerk. Here, Emmett describes how, through mixed‐reality performance and audiovisual installation, their work transforms architectural settings by using video and electronic improvisation to evoke extended levels of architectural reality. They consider buildings as psychological prostheses, and their experiments attempt to invert and extend what might constitute architecture.</jats:p>
2023-09-01T00:00:00ZPeer inclusion and school equality norm associations with intergroup contact, and academic self‐efficacy amongst ethnic majority and ethnic minority youthMcKeown, SDi Bernardo, GACharlesford, JVezzali, LSagherian‐Dickey, Thttps://pearl.plymouth.ac.uk/handle/10026.1/222262024-03-28T10:25:46ZPeer inclusion and school equality norm associations with intergroup contact, and academic self‐efficacy amongst ethnic majority and ethnic minority youth
McKeown, S; Di Bernardo, GA; Charlesford, J; Vezzali, L; Sagherian‐Dickey, T
<jats:title>Abstract</jats:title><jats:p>Social norms are important predictors of youth attitudes and behaviours. There is substantial evidence that positive and meaningful intergroup contact supported by inclusive norms can have a range of benefits beyond prejudice reduction. The present research explores whether perceived peer inclusion norms and perceived norms of equality in school are associated with better quality and more frequent intergroup contact and in turn, whether these are associated with better academic self‐efficacy. To test these assertions, we conducted a cross‐sectional survey with ethnic majority and ethnic minority youth aged 11–12 (<jats:italic>n</jats:italic> = 629, 48% female, 43% minority ethnic) attending one of four ethnically diverse secondary schools in England. In support of our hypotheses, we found that both perceived inclusive peer norms and perceived school equality norms were associated with higher quantity and quality of contact for both ethnic majority and minority group youth. An indirect effect was observed whereby perceived peer norms of inclusion and school norms of equality were associated with higher academic self‐efficacy through higher quality outgroup contact for both groups. No indirect effect was observed for contact quantity. Findings evidence the importance of perceived peer and school equality norms as well as intergroup contact effects for outcomes that go beyond prejudice reduction, in this case academic self‐efficacy.</jats:p>