26729 research outputs found
Sort by
Projecting creative processes: art films and art education in post-war Britain
Get PDFThe relationship between film and art education has received little scholarly attention. This paper describes and discusses one instance in the long and multifaceted history of this relationship: the educational uses of nonfiction films about art and artists in post-Second World War Britain, known then invariably either as ‘films on art’ or ‘art films.’ As a new international genre (backed by UNESCO’s educational distribution schemes), it gained particular momentum in the UK with the Arts Council of Great Britain, a public body, set up after the war with a mission ‘to increase the accessibility of the fine arts.’ And one of the ways it did was via 16mm projection. Alongside building a substantial film library, in 1950 the Council, in collaboration with the British Film Institute (BFI), started a new mobile cinema scheme, the Art Film Tour, to directly engage with the nontheatrical cinema sector, especially its educational venues. By drawing on my research in the Arts Council Archive, I propose to adopt a ‘historical pragmatics’ perspective and to study the Art Film Tour’s media configuration as a dispositif (Kessler, 2018). In the 1950s, with an increasing number of art films dedicated to artists at work, art students encountered cinematic renderings of the creative process by renowned modern artists, such as Picasso, Henry Moore and Jackson Pollock. And therefore, I make a case for an inductive analysis of ‘showing making’ on screen and its implications within historicised art education contexts
Structural assessment based on vibration measurement test combined with an artificial neural network for the steel truss bridge
Get PDFDamage assessment is one of the most crucial issues for bridge engineers during the operational and maintenance phase, especially for existing steel bridges. Among several methodologies, the vibration measurement test is a typical approach, in which the natural frequency variation of the structure is monitored to detect the existence of damage. However, locating and quantifying the damage is still a big challenge for this method, due to the required human resources and logistics involved. In this regard, an artificial intelligence (AI)-based approach seems to be a potential way of overcoming such obstacles. This study deployed a comprehensive campaign to determine all the dynamic parameters of a predamaged steel truss bridge structure. Based on the results for mode shape, natural frequency, and damping ratio, a finite element model (FEM) was created and updated. The artificial intelligence network’s input data from the damage cases were then analysed and evaluated. The trained artificial neural network model was curated and evaluated to confirm the approach’s feasibility. During the actual operational stage of the steel truss bridge, this damage assessment system showed good performance, in terms of monitoring the structural behaviour of the bridge under some unexpected accidents
Technology adoption in a hybrid learning environment: an action research study among university faculty in the UAE
Get PDFWhile much attention focused on educator technology adoption during the period of Emergency Remote Teaching, whether these technologies still have a place in classroom-based teaching and learning practice remains to be seen. This multi-method, qualitative action research study explores the experiences of 22 university faculty in the United Arab Emirates across a range of eLearning tools. Focus groups were held before and after a longitudinal intervention, in which faculty trialled eLearning tools and reflected on this process in a series of weekly reflective logs. Participant profiles emerged through a process of Reflexive Thematic Analysis, along with themes relating to advantages, disadvantages, and unique features of eLearning tools. The data illustrated that although eLearning tools were widely used, their perceived utility was context dependent. The study therefore recommends an iterative process focussing on specific departmental needs, and structured support to encourage faculty to trial eLearning tools. The findings are relevant for higher education faculty and management, and may inform eLearning resource allocation and the provision of continuing professional development
From authentic assessment to authenticity in assessment: broadening perspectives
Get PDFFor over 30 years, the notion of authentic assessment in higher education has been adopted in academic practice, but it has managed to escape substantial critique. Although there have been multiple definitions and operationalisations of authentic assessment, current practice tends to foreground mimicking of work tasks. Authenticity cannot be completely unmoored from the reality of workplaces, the demands of the discipline, and the overall intended learning outcomes, however, a restricted view of how these aspects are represented in assessment can limit the sector’s ability to prepare graduates who can engage with and shape the changing world. This paper elaborates the multiple challenges that some conceptualisations of authentic assessment contribute to assessment planning, recognising that assessment design always requires compromise. Three theoretical perspectives on authenticity are introduced to open new possibilities for authenticity in assessment. These are (1) psychological authenticity; (2) ontological fidelity; and (3) practice theory perspectives. The final section discusses how learning design might offer a means to operationalise theory. The paper concludes by suggesting that authenticity in assessment continues to hold value for the sector beyond its current uses through stronger theoretical conceptualisation and operationalisation of authenticity
Adult PKU clinics in the UK - users' experiences and perspectives
Get PDFAdults with PKU require life-long management, and ideally, their care should be in a specialised adult metabolic clinic. Their outcomes and co-morbidities have received much attention, but data are lacking on their experience, satisfaction and expectations about the care they receive. This survey reports the experiences and care adults with PKU receive from specialist metabolic clinics in the UK. The online survey developed by the UK NSPKU (National Society for Phenylketonuria), was placed on the NSPKU website from February 2021 to December 2022, and was completed by adults with PKU (≥18 years) or their carers/family members. Sixty-five adult PKU patients and 9 caregivers of adult patients completed the questionnaire (63% female in total). Only 32% of respondents were following a Phe-restricted diet with protein substitute intake as prescribed; the rest were partially adherent or not on dietary restrictions. Nineteen per cent (n = 14/74) had not been reviewed in clinic for two years. Half of the respondents (50%) described their experience in adult clinics as "good". Half of the patients were unable to contact their dietitians with questions or concerns, and only 24% considered that they received adequate support. Clinic reviews usually included anthropometric (82%) and dietary assessments (64%), discussion on management of PKU in daily life (78%) and a blood test (71%). Eighty-eight per cent reported they had at least one neurocognitive, mental health or behavioural co-morbidity but less than half of the patients reported an assessment on their neurocognitive functioning or mental health issues. Adult male patients appeared to have less detailed clinic review than females. Less than half (44%) of the respondents reported that they performed a blood spot for blood Phe at least monthly, but only 32% considered they had been informed about the risk of high Phe levels in adulthood. Although time, cost and stress related to travelling were barriers to a face-to-face review, more than 40% of patients had concerns about remote appointments. The frequency and extent of monitoring of adults with PKU, attending specialist adult services, were less than those specified by the PKU European guidelines. The care of women of reproductive age is prioritised over men. Adult metabolic health services require further attention, development and resources to provide a high standard and equitable service to patients with PKU
Repetition and reification in the work of Theodor W. Adorno
No full textIt is easy to interpret repetition as an exclusively deleterious phenomenon in the work of Theodor W. Adorno. On the macrocosmic level of society, he posits that the reification of mass culture is engaged in an ‘effort of repetition,’ the ‘bad infinity’ of whose perpetual interpellation of subjects ‘is the only trace of hope that this repetition might be in vain.’ And he argues that these dynamics play out on the microcosmic level of the pop song, with its dynamic of standardised repetition—both generically in terms of structure, and within songs themselves—ensuring that listeners are led ‘back to the same familiar experience, and nothing fundamentally novel [is] introduced.’ Conversely, he consistently championed composers whose dialectical reciprocity with their musical materials assiduously avoided repetition, both in terms of the refusal to impose pre-given convention, and also in terms of how individual details of a composition acquire expressive quality in their differentiation from those which precede them. However, later in life Adorno expressed scepticism about works whose absolute resistance to repetition he claimed paradoxically led to a situation where the layperson thinks ‘radical modern music all sounds the same, because everything is constantly changing.’
In this paper, I will trace the figure of repetition throughout Adorno’s oeuvre, and furthermore suggest that, in spite of Adorno’s infamous and misplaced antipathy towards the metric regularity of jazz, Adorno’s theory might not be so prohibitive towards the uncompromising repetition of various genres of electronic music which emerged in the decades after his death
Why do I keep crying?
Get PDFThis article explores how my performance videos Googling Things in Hell 1 (Tammy) & 2 (Daniel) (2021) capture the contradictory nature of emotional performances in surveillance capitalism and convey them to the viewer. When we perform emotions online through social media posts and comments, or as in these videos, searching for content on Google, personalized content isolates us by using our emotions as data to provide or sell us what the algorithm thinks we want. But the generic nature of our search results shows that our feelings are never truly our own and are always structurally determined by capitalism.
Following Eve Sedgwick and Adam Frank's reading of the mid-century psychologist Silvan Tomkins, the article presents a ‘weak theory' of the emotions under investigation by staying close to the surface of the emotional performances captured in the videos. But, by thinking through the aesthetic and form of the screen image, and the textured feel of the activity taking place on screen, the article reveals the ‘strong' theory of emotions deployed by Google Search, which aims at profiting from those emotional performances by interpreting them as potential requests for information about products or services provided by Google’s advertising clients.
This reductive way of interpreting emotions is contrasted by the videos' interest in the specificity of the online performances of emotion captured on-screen. The article concludes by suggesting that these performances of emotion are necessarily interested in the conditions of their own possibility. Using ideas by the artist Andrea Buttner and the affect theorist Lauren Berlant, the article claims that my videos' maintenance of interest in their on-screen performances of emotion might help a viewer acknowledge, understand and reflect on the political conditions in which they take place
France in the Second World War: Collaboration, Resistance, Holocaust, Empire. By Chris Millington [Book review]
No full textBased on: France in the Second World War: Collaboration, Resistance, Holocaust, Empire. By Millington Chris. London: Bloomsbury Academic, 2020. xv + 251 pp., ill
TEMPO and a co-reductant mediated aerobic epoxidation of olefins using a new magnetically recoverable iron(III) bis(phenol)diamine complex: experimental and computational studies
No full textA magnetically recoverable catalyst of an iron(III) bis(phenol) diamine complex immobilized onto amine functionalized silica-coated magnetic nanoparticles has been synthesized. The catalyst was characterized using FESEM, TEM and XRD which confirmed the nano structure of the catalyst. The physicochemical techniques of ICP, FT-IR, XPS, EDS and TGA proved the loading of the ligand and metal complex on silica-coated magnetic nanoparticles. Using the prepared heterogeneous catalyst, aerobic epoxidation reactions of different alkenes have been investigated in the presence of SO32− as a reducing agent. Moreover, using TEMPO (2,2,6,6-tetramethyl-1-piperidinyloxy) to discover the mechanism of the aerobic epoxidation of olefins, a new TEMPO-assisted route has been explored. Both of the reaction pathways led to a moderate to high percentage yield of epoxides in water at room temperature. For further understanding mechanistic aspects, density functional theory (DFT) computational studies have been performed. The DFT calculations confirm the suggested mechanism for the title reaction and show the electron density in the vicinity of Fe(II) in the presence of TEMPO as a co-catalyst was more than that in the presence of SO32−
A rubric for evaluating the support of industry awards for education outcomes within Technical and Vocational Education (TVET)
No full textThis study presents a rubric for evaluating industry-organised award ceremonies and how they contribute to the experience and outcomes of students within a Technical and Vocational Education (TVET) environment. The aim is to support the design of more effective industry awards and also to inspire greater participation and acceptance within formal education.
Industry awards can be considered a form of assessment that measures vocational skills and can be associated with the pedagogic strategies of problem-based learning, portfolio development and formative assessment (Yusop et al., 2022). They also follow an equivalent process as formal qualifications, as can be observed in Fig 1. (Mukhtar and Ahmad, 2015 p121).
Additionally, this practice overcomes the inherent disconnect from real-world practice experienced in the classroom and supports students' ability to relate theory to practice in the workplace. Ultimately, awards, when optimally implemented, can support student outcomes by offering unique assessments that prioritize knowledge mastery, intellectual capital development, a progressive attitude culture, and the cultivation of high virtue, ethics, and moral values.
Despite the obvious value especially within a TVET programme, awards are broadly considered to be extra-curricular and optional. This is also observed within academic literature where few, if any papers have been published that mention the contribution of awards to higher education or employability. There is an opportunity to address this by providing a rubric to assist organisers and faculty in jointly bridging the gap from practice to theory