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March 7, 2017 in Uncategorized


Back to work!

March 6, 2017 in uncategorised

After the four week start to term we had a two week holiday so I returned home to London for a few days.

I came back to class last Monday to a Life Drawing class in which we were looking at dance. We were taught a selection of dance moves which we practiced before attempting to draw them when posed by the model. I found it a useful technique to understand which muscles are in use in each pose. On Tuesday we had workshop classes in InDesign and Typon which were very interesting and I’m looking forward to making use of the Typon workshop. On Wednesday I just had class in the evening, funnily its actually an English class but the group works on career skills and it is a good opportunity to speak with my year group tutor. On Thursday we had a class in our magazine design. I am enjoying having a project that involves working in a team as it really helps to improve my French as well as graphic design skills. That evening I had the first lesson of one of the illustration courses. For this class we were looking at inspirational material but as of yet I am not sure what we will be working on – I will let you now next week!

Friday’s first class was in Didactique Visuelle and I have chosen to focus my project on Nature Collections and form a Cabinet of Curiosities made up of items I have collected during my life. Following this class was my other Illustration class in which we showed our progress in our comic strips project ‘Strip Tease’ which much involved characters undressing. My final class of the week was a drawing skills class in which we had to draw many animals on one page and include one imagined animal. The tutor then had to be able to name all the animals and notice the false one.

At the weekend I joined my group for the magazine project to work together and attended a tea party. One of the magazine projects is focused on the sales of women underwear and so I agreed to join in and be photographed for the project along with some other students.

Secondary Research

March 6, 2017 in uncategorised

Fear and Love Exhibition at The Design Museum

Vespers-Neri Oxman (3D printing)

Vespers revives an ancient cultural artefact-the death mask-as a speculative piece of wearable technology. Traditionally made of wax or plaster, these death masks have been created with state-of-the-art 3D printing. The ability to print at the resolution of nerve cells heralds a future of biological products that we can wear as external support systems-for instance, feeding us nutrients or rebalancing micro-organisms. In this body of work, Neri Oxman has created three seires of masks, each one representing a different phase at the end of five imaginary people’s lives.

Oxman confronts our most essential fear-death-and finds new ways to commemorate loss, as well as expressing wonderment at the potential for new life.

Series 1: 5 imaginary person’s character


Series 2: Their final breath before death.


Series 3: The bacteria that biodegrades the bodies after death.



Turning PM 2.5 into rings

Daan Roosegaarde was shocked when he saw the severity of China’s air pollution in Beijing. The main pollutant PM 2.5 are extremely tiny chemical particles that can penetrate our lungs.


He started to design a machine that would purify the air with his team and came up with this efficient and convenient machine, which is in use today (not enough use though…).


He then compressed the filtered particles to make something more pleasing-rings. One cube of this means 1000m3 of polluted air is filtered, and you can chose your preferred design.



Summary: I did these research as parallel reference to my topic, so it does not necessarily mean that I’m going to make industrial products or do 3d printing. Both of these designers have turned something feared and negative into something beautiful, making people feel less pessimistic. This is what I want to achieve for my project.

maybe i should try different way to color the black and white animation.

March 6, 2017 in uncategorised

17191212_1248406921943355_1392173480253151078_n 17190391_1248406838610030_6232086468478934143_n 17200923_1248406871943360_4506760613415018636_n

tonight i watched this documentary and i was quite inspiring.

when i was watching this black and white documentary, i felt that there were some colorful fragments here and there. i think our eyes have got used to the colorful world, but when we watch the black and white movies, our eyes would try to color the movie unconsciously.

maybe when i color my animation, i can try to draw some colorful fragments randomly  instead of  coloring the skin, the clothes, and the backgrounds with the colors we have get used to.

Employability, Tragedy and the Meaning of Life

March 6, 2017 in Thesis, Uncategorized

The day after the PESGB seminar on entrepreneurship and the performing arts, I attended an education research seminar at Queen Mary on engagement with employability and graduate attributes. The seminar was given by Finola Farrant, a lecturer in Criminology at Roehampton, and for me it raised plenty of juicy questions of the type that are likely to arise in my conversations, the first one being – what is the problem that ’employability’ is the answer to? 

This question – along with most of the others I scribbled down during the session – is chewed over fairly comprehensively in the HEA’s recent report – Employability: A review of the literature 2012 to 2016. So I’ll bring the two things together if I can.

Citing Kettis et al. (2013) and Rich (2015), the HEA report describes a fault line ‘between those who argue that higher education’s primary purpose is the pursuit of knowledge for its own sake, and those who argue that higher education serves a research and development function for the country along with the development of a skilled workforce’ (p13).  The research and development agenda (as promoted by CP Snow in his 1959 Rede Lecture The Two Cultures) was no doubt a major influence on the 1963 Robbins report and the subsequent expansion of higher education. The skills-shortage argument can be questioned, particularly in terms of this expansion. Is it true, for example, that there are lots of vacancies for criminologists that cannot be filled due to a lack of suitably qualified candidates? Here’s another question I wrote down in the seminar:

If we imagine a highly employable person, what are the skills or attributes that makes them employable? Are highly employable people taught these attributes at university? Could they be?

I felt these were important questions that were glossed over at the QMUL event. I’ve recently been reading Baroness Alison Wolf’s 2004 book Does Education Matter, which questions whether the skills employers are actually using and looking for are those gained at university (rather than those gained at 14, 16 or 18, for example). Wolf argues that the skills most wanted by employers are ‘the ability to read and comprehend, write fluently and correctly, and do mathematics’ (p37) – traditional academic skills that are taught at school, and – it could be argued – that all those headed to university already have.

The HEA’s 2013 Framework for embedding employability (which features heavily in the 2015 report), describes and defines employability in terms of key aspects (p10):

  • confidence, resilience and adaptability;
  • experience and networks;
  • attributes and capabilities;
  • specialist technical and transferable skills;
  • knowledge and application;
  • behaviours, qualities and values;
  • enterprise and entrepreneurship;
  • career guidance and management;
  • self, social and cultural awareness;
  • reflection and articulation.

The Government’s 2015 Employer Skills Survey seems to support the theory expounded by Wolf – that the skills employers are finding in short supply are those that are supposedly learned at school – numeracy, literacy, time management, etc. – as well as specialist and operational knowledge that is best learned ‘on the job’. While the survey findings have been used to argue for greater state investment in vocational education, they surely provide a better argument for employer investment (in apprenticeships, traineeships, etc). Their relevance to higher education seems debatable.

As an aside… it’s the glaring, unacknowledged contradictions in reports like these that cause me to reach for the salt when digesting their conclusions. For example, the report presents a concern about under-utilisation of skills, which apparently ‘represents not only a waste of individuals’ talent but also potentially a missed opportunity for employers to increase performance and productivity, improve job satisfaction and employee well-being, and stimulate investment, enterprise and innovation.’ (p8). But the most common reason given by employers for such under-utilisation was that staff were not interested in taking on a higher level role; i.e. they made a personal choice in the service of their job satisfaction and wellbeing. We are dealing with people here, not machines.

Back to the HEA report – which cites Speight et al. (2013) in reporting that some see the employability agenda as a threat to disciplinary learning. It is this aspect of the ‘fault line’ that intrigues me and is the foundation for my thesis. I’ll nail my colours to the mast – I’m still right up there with Pádraig Hogan, defending the intrinsic value of education – but I’m happy to acknowledge that the other side has a point, albeit a secondary one. I went to university in the first instance both because I liked learning and it was a prerequisite for the kind of work that I thought would suit me best. Embarking on an MA and then an EdD was prompted by a similar motivational blend (and a pretty standard one at that, I guess – to survive and be happy?).

In their report, the HEA argues that it is possible to combine the two viewpoints through careful revision of the employability agenda to integrate academic and employability learning, and cites Rust (2016) in claiming that many people operate somewhere between these two poles (something I’m curious to discover through my institutional conversations). The report offers the following definition:

‘Employability in higher education (HE) is about preparing students to become workers, citizens, community members and lifelong learners.’

It could be argued that universities have many responsibilities to the young people they take on – and this broad description touches on several of them. But the statement in the HEA report that universities have a moral duty to educate for employability on the basis of student investment and expectation of improved life chances does not sit comfortably with me. For me, a more pressing moral imperative is to curb the excessive inequalities in society that validate such dubious statements (another suggestion in the report that really irked me was that universities were partly to blame for the financial crash of 2008, by not producing graduates with the right skills). I don’t want the life chances of graduates to be ‘better’ than those of non graduates. Different, yes – but not better.

The consensus presented in the report (citing Cole and Tibby 2013) that employability is about meaningful participation in society rather than simply getting a job is all very well, but ‘meaningful’ is a difficult word. Let’s google it:

  • Significant
  • Relevant
  • Important
  • Consequential
  • Worthwhile
  • Purposeful

…see where this is going? When we describe an action as ‘meaningful’, we acknowledge it is a means without commenting what it is a means to, i.e. a specified end or purpose.

In a recent interview, the philosopher David E Cooper had this to say about ‘meaning’: “I don’t think we should just ‘muddle through’ and ignore the question of life’s meaning. Or better, perhaps, I don’t think it is a question that can be ignored once the business of asking about the worth and significance of what one is doing – one’s work, one’s pleasures, one’s ambitions and so on – has got going.”

So, there’s the rub… that’s my issue with the employability agenda, that’s where I think the fault line arises, and that’s why I’m with Pádraig. I want to live in a society where it is commonplace to interrogate the purpose of our actions; their worth, their consequences, etc. I would like that to be the foundation of employability education.

Here’s another question I wrote down during the QMUL seminar – it might seem a bit obtuse at first, this one, but bear with me:

Can we imagine a person whose employability attributes diminished through going to university?

This question doesn’t really feature in the literature as far as I can see; the assumption is that university increases employability; it’s just a question of how and by how much. But having had a rough time at university myself, and spent a year working as a resident tutor looking after others who were having a rough time, this is an issue I really care about. The transition to independent study and living can lead to problems such as a decline in mental and/or physical health, risk-avoidance due to stress of debt, substance abuse, etc. Personally, I found school and college pretty easy, but I really struggled to cope socially at university. I found living with other students intolerably invasive, and the expectation that I would make friends for life only increased the isolation I felt. Having alienated virtually everyone I met over the three years, I left immediately after my final exam to take up a job at the other end of the country. Getting the job was easy; it was a small educational publishing firm run by a guy who thought he wanted a bright, eccentric young woman on his writing staff.  But the fresh start I was expecting turned into more of the same, and again I failed to connect with people in an appropriate or normal way. I soon became acutely depressed and was fired due to erratic behaviour, ending up on Jobseeker’s Allowance of £46 a week. I struggled to get another job, and it took several years of temping and bar work (and the rest… better not ask) to put myself back together.

The thing is, I know I’m not alone in this. My experience as a resident tutor at Bath revealed how other kids struggled to adapt to university life, sometimes with disastrous consequences. Lots of them had a great time, of course – and that’s why it can be really hard to admit to having a bad one; you don’t want to rain on everyone else’s parade.

Looking at this from another angle, I now work in a specialist arts university, and I often stumble across the suggestion that angst, adversity, tragedy – even mental illness – can be the basis for great art. In another recent 3:am interview, my friend Richard asked philosopher Dennis Schmidt whether tragedy is ‘the perfection of the possibilities of art’. Schmidt responds, first citing Hegel and Nietzsche, that ‘if we are beings who are multiple and full of irreconcilable conflict, and if we are beings who make artworks in order to understand ourselves, then tragedy is at least “a” if not “the” perfection of art’s possibilities.’ Schmidt believes that the technological world has shifted the possibilities of art – perhaps in productive and creative ways but also in restrictive ways.

The last couple of questions I wrote down during the seminar sound mildly facetious, but they come from the heart:

In response to Roehampton’s Graduate Attributes, one of which is ‘Curious and creative with a passion for knowledge’, I wrote: How does the love of a subject and learning assist someone in a common graduate desk job? Wouldn’t it just make them more bored and frustrated?

On hearing Farrant’s own reasons for going to university (‘I wanted a job that was fulfilling, engaging and interesting, and hopefully offered me suitable recompense’), I wrote: If you have been fortunate enough to succeed at school and university and land a job that is fulfilling, engaging and interesting, what exactly is society compensating you for?

This last one really got me thinking. Other than increased competence and/or experience (productivity hmm), what are justifiable grounds for one person being paid more for their time than someone else? I jotted down a few ideas:

  • Unsociable hours – e.g. tube drivers
  • High-stakes (emotional stress) – e.g. surgeons
  • Low autonomy – e.g. factory operative

Why are graduates paid more than non-graduates, just because we got to faff around going to lectures, reading books, getting shamefully drunk on cheap beer and playing Ultimate Frisbee while they were putting in an honest 37 hour week? I just don’t get it, and it’s important, because the entire issue of HE funding and the public/private good debate hangs on it.

Farrant finished off her seminar with three questions for us to ponder, so just for laughs I’ll show you my responses:

Q1: What do you wish you’d known at the outset of your career?
A: That trying to make your parents proud of you is a futile, empty goal that will occlude and obstruct your own aims and desires.

Q2: What has been the most valuable advice you’ve received?
A: When things get hard, just keep breathing. Also, if someone asks you ‘what do you know about (x)’, never say ‘nothing’. Always say something.

Q3: How might you take forward employability on your programmes?
A: Now, there’s a question…

Primary Research

March 6, 2017 in uncategorised

Why We Have Nightmares and What They Mean

Psychologists usually define a nightmare as ‘a terrifying dream’. Most children experience nightmares – some even nightly, but they usually outgrow them. Adults with frequent nightmares have traits related to either the ‘terrifying’ aspect and/or to the ‘dream.’

These are:

1) Anxiety: Often the same people experiencing terrifying dreams are more afraid of their daytime world.

2) High dream recall, and vividness of dreams and waking imagery: Many of the people with frequent nightmares also report more vivid, beautiful, ‘peak experience’ dreams.

Most of the drugs which increase nightmares also increase either general anxiety (some malaria meds) or vivid dreaming in general (antidepressants). Likewise rarebit (cheese) or spicy foods may wake you up more to remember all sorts of dreams but are not specific to nightmares. So nightmares are a result of anxiety or a vivid dream-life – or often both.

Nightmares themselves fall into two categories. One is ‘garden-variety’ nightmares.  Much like other dreams, these have a fantastic narrative, and the terrifying threat is often one seen only in film or fiction – a witch is chasing you, teeth or other body parts falling away, a completely law-abiding dreamer who has inexplicably murdered someone.

There is a flood of relief upon awakening and finding oneself in the sane, safe world. Some people want to stop these nightmares – but some find them interesting or don’t much mind them. Others downright enjoy them: I’ve heard many people compare their nightmares to the thrill of horror films.

Dreamers distressed by garden-variety nightmares shouldn’t just try to suppress them, however. It’s more useful to reflect on your nightmare or interpret them with. You may gain insight into stresses and fears – (see below for more on how to do this). And nightmares can inspire creative types. When I was researching my book, The Committee of Sleep, I found writers and artists used their dreams in their work, but nightmares had an especially high rate of incorporation – probably because they are such unusually dramatic, powerful dreams.

The second category of nightmares is the one no one wants to have: post-traumatic nightmares. After a person has suffered a horrific event, they tend to have recurring dreams which re-enact that event – either completely literally or often with a bit of dream-like distortion or by making the trauma even one step worse than waking life.  These nightmares re-traumatize the dreamer, making them feel like the horror has just happened, even if it’s years in the past.

They’re not like other dreams, including garden-variety nightmares – both of which happen mostly during Rapid Eye Movement Sleep. Post-traumatic nightmares happen across all stages of sleep. They may have at least as much in common with daytime ‘flashbacks’ as with other dreams and nightmares. All victims of post-traumatic nightmares want them to stop. Fortunately there is a good treatment that helps many victims.

Unlike the garden-variety nightmare, there is little point in trying to understand why the post-traumatic is happening or what it’s about. The most effective treatment is what is called ‘imagery rehearsal therapy’ or ‘incubating’ a ‘mastery dream’. This grew out of the observation that many who’d been having post-traumatic nightmares, would eventually have a ‘mastery dream’ in which the event changed in some positive way. Sometimes this was realistic – they escaped from the attacker or someone put out the fire; in other cases, it changed in a fanciful, dreamlike way – the burning house or attacker shrunk down to minute size that couldn’t hurt them.

Therapists who noticed this found that they could talk to clients about it and just hearing about the phenomena made it somewhat likelier to happen. Then we began specifically coaching them on “how would you like your dream to turn out differently?”.

For interpreting garden-variety nightmares or re-scripting post-traumatic nightmares, many dreamers find they can do this effectively on their own, but others may want to seek out a therapist trained to work with dreams.

Parents can help children understand nightmares with some of these same interpretative questions phrased in child-friendly language.

Children are also subject to another scary sleep phenomena, night terrors. Rare in adults, the night terror consists of awakening in terror with no content at all or a simple image or idea. Kids who experience this often scare their parents with screams but go right back to sleep and don’t remember it in the morning. Just keep in mind night terrors diminish dramatically after a few years. Nightmares decrease too, but many adults still have this frightening but potentially insightful experience.

Why Nightmares Happen

Nightmares can be vivid and frightening detailed images that can leave us in a state of panic and fear after we wake up. Most young children experience nightmares, with an estimated 10 percent to 50 percent between the ages of 5 and 12 years having nightmares severe enough to disturb their parents, according to the American Academy of Sleep Medicine (AASM). Children’s nightmares may stem from listening to a scary story, TV show or movie, or even feeling anxious and stressed during the day from starting school to a death in the family. Typically, most kids will grow out of them, but what happens to adults?

Only two to eight percent of the adult population is plagued by nightmares, says the AASM, which involves some of the same triggers seen in children’s nightmares. Lauri Quinn Loewenberg, a professional dream analyst and author of Dream On It, Unlock Your Dreams Change Your Life, stresses the importance of understanding that dreaming is actually a thinking process; a continuation of our thoughts stream from the day. “[T]he nightmare is when we are thinking about difficult issues during REM (Rapid Eye Movement) and trying to sort them out. We often try to ignore our difficult issues with distractions during the day but when we are asleep and are forced to be alone in our own heads, these difficult issues will be addressed,” she told Medical Daily in an email.

Unresolved conflict is not the only causation of nightmares, poor eating habits can also contribute to the frequency of these terror episodes. People can have nightmares after having a late-night snack. Eating meals or snacks that are high in carbohydrates in the late hours of the night can increase brain activity and body metabolism.

Carol Wasserman, a certified holistic health practitioner with a private practice in Manhattan, N.Y., also suggests an unknown allergy can trigger reoccurring episodes. “For example, if you have an allergy to peaches, but are not aware, you could be getting nightmares, and once you stop eating peach ice cream at night the nightmares stop” she told Medical Daily in an email. Wasserman adds she was unaware she was allergic to shrimp and had nightmares after consumption. “Every time I ate shrimp I had a restless night and bad dreams. So I stopped the shrimp and now I sleep peacefully.”

Nightmares in adults can be spontaneous, but are generally triggered by psychological factors like anxiety and depression, and the result of poor nutrition. Moreover, sleep disorders including sleep apnea and restless legs syndrome can cause people to experience chronic, recurrent nightmares. What happens to the brain when these factors contribute to the onset of nightmares?

The Brain During A Nightmare

Nightmares tend to occur in the last third of the night when REM sleep is the strongest. Sleep is divided into four stages: stage 1 (sleep onset), stage 2 (light sleep) and stages 3 and 4 (deep sleep) — the REM stages. REM sleep occurs every 90 minutes during the night, and is associated with high brain activity, rapid eye movements and inhibited voluntary motor activity. Typically, dreaming occurs in all stages, with 80 percent of people awakened during REM sleep and sleep onset (stages 1 and 2), while 40 percent of persons are awakened from a deep sleep, according to an article in the American Family Physician.

The amygdala, which is regulated by the front lobes of the brain, seems to be the culprit when it comes to nightmares. Neuroimaging studies of the brain while dreaming show the amygdala is highly activated during REM. In Patrick McNamara’s book, Nightmares: the Science and Solution of Those Frightening Visions During Sleep, he emphasizes the amygdala’s role in handling negative mentions such as fear and aggression. This may explain why the over-activation of the amygdala during REM can produce fear-responses in the dreamer.

“Once we enter REM sleep, which is when dreaming takes place, the brain is working differently (certain parts of the brain become dormant while others become highly active), so instead of thinking in literal terms and words you are thinking in pictures, symbols and emotions… metaphors!” Loewenberg said.

The Dreamers Who Have More Nightmares

Most young children are susceptible to nightmares, and a pocket of the adult population will experience the occasional nightmare in their lifetime. However, which adults are more prone to bad dreams than others?

Several studies have found age, personality type, and trauma can influence the frequency of nightmares for dreamers. A 1990 study published in the Journal of Abnormal Psychology found 47 percent of college students had at least one nightmare in a two-week study. These nightmares were not tied to self-reported anxiety, suggesting nightmares are more prevalent than previously thought in young adults.

However, an everyday fear, like a car accident, is known to trigger nightmares in the blind. A 2014 study published in the journal Sleep Medicine found blind people have four times more nightmares than those with vision. The study confirmed the nightmares were associated with emotions the blind experience while awake, such as the potential of embarrassing social situations like spilling a cup of coffee.

“I have found that it can depend on past trauma and, more common, personality type,” Loewenberg said. She added, the more sensitive people, those who avoid confrontation at all costs and who get let down very easily are more prone to nightmares, simply because life and choices are more difficult for them.”

Truth Behind Nightmares

There a few common symbols in nightmares, such as death and murder. Death is typically about something changing or ending. When dreaming about death and children, they tend to occur when the child has reached a milestone such as learning how to walk, starting preschool, or learning how to drive. Loewenberg shares, “dreaming our child dies, for example, is typically caused by the difficult realization of how fast time is going and the young, needy child we love to cuddle and care for is dying off and a more independent child is emerging.”

Like death, murder is about an ending or change, but with a forced ending. We often tend to dream someone is trying to murder us when we are feeling pressured to put an end to or change something either about ourselves or our lives. Loewenberg uses the example of when a relationship has ended or when there’s a pregnancy; the pregnancy forces a dramatic change in our behavior.

However, the causation of nightmares can be tied to a difficult issue from long ago. One of Loewenberg’s clients had nightmares her husband would leave her in a dark, frightening parking lot at night, or that she was being attacked in a war. The client was in a happy marriage, financially secure, and healthy. “But it turns out, she was abused by both her parents as a child and made to feel unloved and unwanted. She never got help with her childhood trauma and learned how to process it so those feelings and memories were pushed down,” Loewenberg said.

Like the client, unresolved conflicts don’t go away, and shape our personality. Childhood trauma can lead to feelings of insecurity or constantly seeking validation, and feel like you’re constantly under attack if you receive criticism. This suggests our life experiences, both past and present, not only have an influence on our lives but in our dreams as well.

In order to have a better grasp of our dreams, we must begin to address the issues that plague us in the day. “We talk to ourselves all day long while awake. That doesn’t change when we sleep,” Loewenberg said. She advises, “the better conversation you have with yourself while awake will ensure better dreams at night.”


No°2- Inclusivity


The way in which students affect policy?


Do you need a diversity audit?


Progress since 2011?


The above three questions were analysed and brainstormed in a group activity and I would like to discuss them further in relation to art and design at UAL.

The way students affect the policies has greatly increased with the introduction of various social media platforms. Using these platforms students are able to voice their opinions about the inclusively of the curriculum. During the class discussion I learned a prevalent platform is entitled “UAL so White”. This Tumblr outlines the issue of the attainment gap in higher education and states that “BAME students are failing because of; a curriculum that does not reflect the world we live in, and staff that don’t reflect the diversity of the students.” UAL so white, 2015

When hearing about the BAME dissatisfaction one is instantly drawn towards the question Is our curriculum inclusive? Which then leads to the necessity of a diversity audit.  “A key way of doing this is encouraging our institutions to embed liberation, equality, and diversity in the learning experience, so that students from under-represented backgrounds know they are valued as equal members of the learning community.”Liberation, Equality, and Diversity in the Curriculum, 2011. I believe that all courses should undergo an audit to encompass this statement.

Lastly, we were asked to look at the progress since 2011. The point made here is that there has been much progress since this time however more work can be done since the curriculum is showing evidence that it is built around the traditional model.

UAL so white (2015) Available at: (Accessed: 6 March 2017)

 Liberation, Equality, and Diversity in the Curriculum, 2011

Covers here this time theres an image it…

March 6, 2017 in uncategorised

Covers here, this time theres an image, it doesn’t seem to want to do previews for pdfs. These will have the quote marks foiled in silver.


I’ve also made some updates to my letterform…

March 6, 2017 in uncategorised

I’ve also made some updates to my letterform live and book covers, think the book covers are done but I can’t decide on font for letterform live.



Here’s the latest version of my main information…

March 6, 2017 in uncategorised

Here’s the latest version of my main information design poster. Think I’m almost there, would value some feedback! money-poster-v13

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